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“Working with the NYES team on my application has been great. They have been so helpful and available to me for anything I needed, from information on my application to help when the format I sent was wrong. The best part for me was that they called me to make sure my application was in before the deadline in the correct format! What great service.”
Jessica Martin
( Candidate Testimonial)
Teaching Assistant Qualifications & Courses
How do I become a TA
To be directly employed as a general teaching assistant, you will need a level 2 TA or childcare qualification as the minimum.
Types of Courses:
- Supporting teaching and learning in schools
- childcare and education
- T Level in Education and Early Years
What qualification is right for me?
Key areas to consider
- Do you need a part time or full-time course to balance around your other commitments?
- What is your ideal role? – If you are keen to work with younger children in nursery or primary school settings, an Early Years specific qualification will ensure you meet the criteria for the minimum number of Early Years specific qualified staff in a setting. See further information on Early Years here (link to other page).
Local Providers
Types of TA and Career Progression
I have just achieved my level 2 qualification – but how can I gain more experience to help with TA job applications?
Midday Supervisor or Breakfast Club / After School Club roles are a great way of developing school-based experience. They are part time roles which you may be able to juggle around your existing schedule.
What is an entry level TA role?
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- General Teaching Assistant roles are entry level. Advanced and Higher-Level TA roles will require you to have substantial experience and an extra level qualification in order to be successful in a job application.
Are there career progression opportunities as a TA?
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- There are three tiers of Teaching Assistant – General, Advanced, Higher.
What experience or further qualifications do I need to progress?
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- In order to work as a general teaching assistant, you will need a level 2 TA or childcare qualification as the minimum.
- To progress to an advanced teaching assistant most roles require a level 3 TA or childcare qualification.
- For HLTA roles, most require a level 3 TA qualification, however if the HLTA role has teaching duties you will need told a HLTA specific qualification or qualified teacher status.
Comparing GTA, ATA and HLTA Duties
What is the difference between a GTA & ATA?
While both roles require you to help the class teacher to deliver lessons and assist with materials for lessons, an ATA will undertake additional responsibilities.
GTA – A focus on operational tasks and immediate pupil support.
ATA – Further involvement in planning and contributing to the overall development of classroom practice and school objectives.
| GTA | ATA | ||
| Qualifications | Requires a relevant NVQ Level 2 or equivalent. | Requires a relevant NVQ Level 3 or equivalent. Experience working with children in an educational setting is essential. | |
| General assistance | Assist the Teacher in delivering lessons as planned by the teacher - answer pupil questions, maintain class focus, guiding them through their work. | ||
| Prepare materials needed for the lesson – printing / photocopying work sheets, displays, gather craft materials, set up the tables | |||
| Lesson / Activity Planning | Support the Teacher in delivering the lesson and activities the teacher has planned. No lesson or activity planning involvement required from the GTA. | Assist in the planning and evaluation of lessons and learning activities with the Teacher. | |
| Extra Sessions – Intervention Plan | Deliver extra activities that have been pre-planned by the teacher to select pupils as part of an intervention plan. | Holds an active role in intervention planning. Notice areas for pupil improvement and plan extra activities to help them in this area. The teacher will review the intervention activity plan before it is delivered by the ATA. | |
| Mentoring / Oversee other staff | No mentor duties. | Assist in the induction and development of classroom support staff, cascading information and good practice, acting as a mentor. | |
| Assessment and Reporting | Monitor and report pupil attainment / behaviour to the Teacher. | An active involvement in assessing, recording, and reporting pupils’ progress as part of formal processes. | |
What is the difference between a GTA & HLTA?
In summary, the HLTA role involves greater responsibility, higher qualifications, and more independence in planning and delivering learning activities. The HLTA also has a supervisory role and takes on more administrative and behaviour management duties compared to the ATA.
| ATA | HLTA | |
| Qualifications and Experience | Requires a relevant NVQ Level 3 or equivalent. Experience working with children in an educational setting is essential. | Requires HLTA status or Qualified Teacher Status (QTS). |
| Responsibility | Working under the direction of a class teacher and other staff. Primarily assists in planning, delivering, and evaluating learning activities. | Takes on more responsibility, including covering for teachers during their absence, planning and delivering lessons independently, and managing a team of support staff. |
| Planning and Delivery of Learning Activities | Assists in planning and evaluating learning activities with the teacher. Delivers learning activities for individuals and groups under the teacher's supervision. | Independently plans, prepares, and delivers learning activities. Covers whole classes and manages pupil behaviour in the teacher's absence. |
| Supervision and Management | Does not manage other staff. | Manages a team of support roles and may coordinate activities of students on work experience or placements. |
| Communication and Reporting | Establishes rapport with pupils, families, and professionals. Assists in meetings and shares information about pupils. | Establishes relationships with parents/carers and other professionals. Provides objective feedback and reports on pupil progress and participates in meetings. |
| Behaviour Management | Supports the development and implementation of behaviour management strategies. | Independently manages pupil behaviour, promotes self-control and independence, and supports the development of behaviour management strategies. |
| Administrative Duties | Assists with routine clerical duties and preparation of classroom resources. | Takes on more administrative responsibilities, including organising learning environments, managing resources, and supporting ICT use. |
| Professional Development | Committed to continuing professional development and supporting the induction of classroom support staff. | Also committed to professional development but with a focus on higher-level responsibilities and potentially leading professional development activities for other staff. |
| Pupil Support | Supports pupils' social and emotional wellbeing and assists with personal hygiene and welfare tasks. | Provides more comprehensive support for pupils' social, emotional, and mental health needs, and implements related programmes. |
Early Years
What is Early Years Foundation Stage?
The Early Years foundation stage (EYFS) sets standards for the learning, development and care of children from birth to 5 years old.
All schools and Ofsted-registered Early Years providers must follow the EYFS, including childminders, preschools, nurseries, and school reception classes.
What are the different types of Early Years settings?
- Nursery – Can offer care for children at a much younger age, from six weeks or even from birth up to the age of five years old. Nursery curriculum is more relaxed, less structure approach. They offer longer opening hours to support working parents and often are not term time only.
- Nursery School - Typically cater to children aged three to five, although some accept children as young as two and a half. They focus on offering structured educational activities and are overseen by a headteacher or a qualified teacher. These schools operate only during term time.
- Pre-School - They provide education for children aged two to five. Combined with childcare, a key focus for children going to pre-school will learn and play in a more structured environment to help them with the transition to Reception. Pre-schools offer a more formal curriculum than Nursery Schools.
- Primary School Reception - Most children start reception full-time in September after their fourth birthday. Reception classes cover the final year of Early Years, reception is focused on setting the foundations and getting students ready to start Key Stage 1 in Year 1.
What are Early Years Staff Ratios?
All Early Years providers working with children from birth to 5 years old must follow the regulations on Early Years Foundation Stage (EYFS) Staff: Child Ratios.
The setting must have a certain number of Early Years qualified staff in relation to the amount of children they are caring for.
If a setting already has over the minimum amount of qualified Early Years professionals in their setting, they may be open to employing staff with standard teaching assistant qualifications that are not Early Years specific.
When applying for job opportunities, you can check the job description and person specification to see if an Early Years specific qualification is required.
What qualifications do I need to work in Early Years?
You will need a minimum level 2 qualification in order to start employment, however some settings may stipulate a level 3 so that you will count towards the staff ratio.
There are various qualification options available, such as:
- Diploma
- Apprenticeship
- Foundation Degree
- BA (Hons) Degree
View the list of Early Years Ratio recognised courses here
Can I balance working towards an Early Years Qualification around other commitments?
- Some course providers may offer evening classes to suit daytime working hours, or the courses can be offered as full time or part time, but this can vary by provider.
- Level 1 is mostly curriculum focused, however levels 2 and above often have placements to help you develop experience.
You can talk to your local college or adult learning centre on what flexible options they offer.