The role of a TA varies from school to school. TAs may work supporting an individual or a group of pupils, or they may support the teacher in the classroom.
Some schools employ TAs with a specialism, such as literacy, numeracy, English as an additional language, the creative arts or special education needs. TAs work under the guidance/supervision of the classroom teacher.
Day-to-day tasks could include:
- planning, delivering and evaluating teaching and learning activities
- preparing the classroom for lessons
- helping pupils who need extra support to complete tasks, individually and in groups
- observing pupil performance and reporting on observations to the teacher
- supervising art and craft activities and displaying work
- looking after children who are upset or have had accidents
- playing educational games with children and encouraging younger children to learn through play
- setting up information and communication technology (ICT) resources and supporting teaching and learning through the use of ICT
- listening to pupils read, reading to them, or telling them stories
- helping with outings and sports events, and
- carrying out routine administrative tasks
TAs are not required to lead lessons but may supervise a class should its assigned teacher be temporarily unavailable. TAs who have achieved HLTA status may be expected to take classes as part of their routine duties.
What skills do I need?
- an ability to build good working relationships with both pupils and adults
- good organisational skills
- enjoy working with and have an interest in children
- good literacy and numeracy skills
- ability to manage groups of pupils and deal with challenging behaviour
What qualifications and experience will employers look for?
Currently there are no mandatory qualification requirements to apply for an entry level teaching assistant position in a government funded school. However, increased competition for TA places in schools has meant that many employers can select candidates with a range of skills and qualifications.
Local authorities and individual schools decide on exactly what qualifications and experience they expect from someone applying for a TA post, therefore you should do some research locally to find out the requirements in your area.
For an entry level position, a TA will usually need to:
- demonstrate good reading, writing and numeracy skills
- have some experience of working with children of the relevant age.
Further information
There are many qualifications that are relevant to the role of TA. Visit the career development framework (CDF) to learn more.
The national occupational standards (NOS) for supporting teaching and learning (STL) outline the roles and responsibilities teaching assistants may be required to perform.
Some local authorities and schools also use the TDA induction materials as part of an induction programme.
HLTAs work in the school alongside the teacher, providing valuable support for teaching and learning activities. HLTAs work right across the curriculum, acting as a specialist assistant for a specific subject or department or helping to plan lessons and develop support materials.
Visit our HLTA pages for more information on becoming an HLTA and what is involved in your training and assessment.
Foundation stage TAs work with a teacher to look after the social and educational development of children from early infancy to five years old. Their work involves planning and supervising activities and keeping parents up-to-date with their child's progress.
Day-to-day tasks could include:
- encouraging children to develop social, number and language skills at their own pace
- supporting teachers in taking care of children's personal needs
- supporting teachers in taking children on outings
- observing and assessing children and reporting to teachers
- working alongside teachers making sure children are safe at all times, and
- working closely with parents and carers.
What skills do I need?
- rapport with younger children
- be patient and adaptable
- good communication skills, and
- an awareness of health and safety issues.
What qualifications and experience will employers look for?
The TDA have worked closely with the Children’s Workforce Development Council (CWDC) to ensure that the CWDC Level 3 Diploma for the Children and Young People’s Workforce is suitable for TAs working in the foundation stage in school settings.
Other qualifications suitable for support staff working in the early years can be found on the CWDC qualifications page.
Further information
For other qualifications that are relevant to support staff working in the early years, visit the career development framework (CDF) to learn more.
Nursery nurses work with a teacher to look after the social and educational development of children from early infancy to eight years old. Their work involves planning and supervising activities and keeping parents up-to-date with their child's progress.
Nursery nurses may choose to specialise in working with children with special educational needs, including children with physical disabilities, learning difficulties or mental health problems.
Nursery nurses are responsible for keeping records and sharing information about children's progress with their parents in accordance to their key worker responsibilities. However within a school setting the majority of these responsibilities lie with the qualified teacher and the nursery nurse plays a supporting role. The same can be said of the tasks identified below.
Day-to-day tasks could include:
- encouraging children to develop social, number and language skills at their own pace
- taking care of children's personal needs
- taking children on outings
- observing and assessing children
- making sure children are safe at all times, and
- working closely with parents and carers.
What skills do I need?
- rapport with younger children
- be patient and adaptable
- good communication skills, and
- an awareness of health and safety issues.
What qualifications and experience will employers look for?
Nursery nurses have a Level 3 qualification in Child Care or Early Years and Education (previously known as NNEB).
The TDA have worked closely with the Children’s Workforce Development Council (CWDC) to ensure that the CWDC Level 3 Diploma for the Children and Young People’s Workforce is suitable for nursery nurses working in the foundation stage in school settings.
Other qualifications suitable for support staff working in the early years can be found on the CWDC qualifications page.
In Scotland, the usual requirement for working as a nursery nurse is the Scottish Child Care and Education Board's Certificate of Registration.
Further information
There are many qualifications that are relevant to the role of nursery nurses. Visit the career development framework (CDF) to learn more.
Cover supervisors are suitably-trained support staff who supervise pupils carrying out pre-prepared exercises when teaching staff are on short-term absence.
Cover supervisors look after a whole class of children and conduct pre-planned lessons for teachers that are absent, providing guidance, advice and classroom management.
The role may vary depending on whether the role is undertaken in a primary, secondary or special school.
Day-to-day tasks could include:
- supervising work that has been set in accordance with the school policy
- managing the behaviour of pupils whilst they are undertaking this work to ensure a constructive environment
- responding to any questions from pupils about process and procedures
- dealing with any immediate problems or emergencies according to the school’s policies and procedures
- collecting any completed work after the lesson and returning it to the appropriate teacher, and
- reporting back as appropriate using the school’s agreed referral procedures on the behaviour of pupils during the class, and any issues arising.
What skills do I need?
- good communication skills
- be highly flexible
- enjoy working with young people.
What qualifications and experience will employers look for?
The National Joint Council (NJC) guidance suggests that the appropriate grade for this role should be at level 3 in a four-level career structure.
The level 3 certificate in cover supervision of pupils in schools has been developed by the TDA to meet the demands of employers and support staff in this role.
Further information
To learn more about the development options for cover supervisors, visit the career development framework (CDF) to learn more.
Sports technicians set up and maintain equipment and assist sports teachers with PE lessons. They can organise and plan sporting activities and support the work of a PE teacher. Like all staff in schools, anyone working with children must have the mandatory CRB check. TAs can also support sports in schools.
Working as a sports coach, technician or instructor you must have a good general knowledge of, and interest in, a variety of sports and be able to work in a team alongside teachers and children.
Day-to-day tasks could include:
- implementing the school sport programme effectively
- promoting physical fitness and healthy lifestyles
- teaching students about safety in such areas as swimming pools, athletic fields, gymnasiums
- making sure all pupils you work with are included and involved.
What skills do I need?
- enthusiasm for physical activity
- interest in many sports
- good organisational skills
- a sensitive and supportive approach
- enjoy working with young people
- first aid skills, and
- excellent team working abilities.
What qualifications and experience will employers look for?
No formal qualifications are required; however qualifications in subjects such as coaching, sports science, sports studies, movement studies, physical education, instructing exercise and fitness, would be desirable.
Further information
For qualifications that are relevant to the role of sports technician please visit the career development framework (CDF) to learn more.