A Teaching Assistant works in Primary, Special and Secondary education across all age ranges encompassing special educational needs and emotional vulnerabilities.
The primary role of the Teaching Assistant is to support the lead class teacher in enhancing a pupil’s learning either via groups or individually. They will be required to ensure pupils understand the work set, have an adequate understanding of their learning objectives and help pupils to stay on task in order to make progress in the learning environment.
Children, Young People & Families Manager
As a Children, Young People and Family Manager you will ensure direction, alignment and commitment within your own practice, your team(s), your organisation and across partnerships to help children, young people and families aspire to do their best and achieve sustainable change. You will build teams, manage resources and lead new approaches to working practices that deliver improved outcomes and put the child, young person or family at the centre of practice.
Children, Young People & Families Practitioner
As a Children, Young People and Families Practitioner you will be working with a range of people, including carers, to achieve positive and sustainable change in the lives of children, young people and families. You will demonstrate a passion to care for and about children, young people and families and will be skilled in recognising and assessing the complex needs that children, young people and families often present including any specific interventions or referrals.
Learning Mentor (Coming Soon)
Mentoring is – and has been for centuries – the foundation of vocational training and apprenticeships, yet this standard is the first formal recognition of this role. Nowadays, mentoring takes place in all parts of the Education and Training Sector (ETS) and staff-development contexts. A Learning Mentor supports learners of all ages, and all levels, to develop within a new work role. These learners may be, for example, apprentices, trainees or new recruits (ranging from young entrants to new CEOs) in the workplace, or in any vocational learning environment.
Learning and Skills Teacher (Coming Soon)
The Learning and Skills Teacher (LST) is ‘dual-professional’, having first achieved competence in a vocational or subject specialism and then subsequently trained as a teacher. This means that many teachers in the Education and Training Sector (ETS) begin teaching as a second, or even later, career. The Learning and Skills Teacher role is pivotal to the success of traineeship and apprenticeship programmes, in delivering effective vocational education and training that meets both learners’ and employers’ needs.
Coach (Coming Soon)
The Assessor Coach role has emerged within the Education and Training Sector (ETS), over the last 30 years, originally as a result of the implementation of vocational (competence-based) qualifications (notably NVQs) and formalised work-based education and training. The Assessor Coach is a dual professional, using their up-to-date professional knowledge and skills to support vocational and professional development across the formal ETS as well as in any employer setting, and at any level. They may, for example, coach and assess apprentices, trainees or new recruits (ranging from young entrants to new CEOs) in the workplace, commensurate with their own level of experience and qualifications, as required by their employer or their sector.
Early Years Educator (Coming Soon)
Early Years Educator, and other job roles such as Nursery Nurse and Childminders, are highly trained professionals who play a key role in ensuring that young children learn and develop well and are kept healthy and safe.
They work within a range of settings including full day care, children’s centres, preschools, reception classes and in a home setting as childminders. They may either be working on their own or supervising others to deliver the Early Years Foundation Stage (EYFS) requirements set by the Government for the learning, development and care of children from birth to 5 years old.