The Level 3 Teaching Assistant, and the 165 providers delivering it.
Supporting the class teacher to enhance learning.
About this apprenticeship
What this apprenticeship covers
Working under the direction of a qualified teacher, apprentices learn how to support pupils' learning across a range of subjects and settings. The training covers how to plan and deliver learning activities, adapt support to individual needs, manage behaviour effectively, and contribute to pupil assessments. Apprentices also develop an understanding of safeguarding responsibilities, special educational needs, and how to work within school policies. The standard prepares them to be a confident, capable presence in the classroom.
Day-to-day responsibilities
A typical week involves working alongside the class teacher to support individuals and small groups, preparing resources, and delivering targeted interventions for pupils who need extra help. Apprentices take registers, monitor pupil progress, assist with marking, and contribute to planning sessions. They communicate regularly with teachers about pupil behaviour and attainment, help maintain a safe learning environment, and may support pupils with additional needs or English as a second language.
Career outlook
Completing this standard opens routes into senior teaching assistant and higher level teaching assistant (HLTA) roles, with some graduates progressing towards teacher training through School Direct or university programmes. Employers include primary schools, secondary schools, special educational needs schools, and pupil referral units, across both the state and independent sectors. Roles are available across England in high volume, making this a practical entry point for anyone building a long-term career in education.
165 approved providers
Sorted by achievement rate.
Total People is an apprenticeship and work‑based learning provider offering programmes across a wide...
Professional Training Solutions is an independent training provider founded in 2006 by directors wit...
Ignite Sport UK is a registered training provider specialising in sport and education qualifications...
Skills Group is an independent training provider with over 25 years’ experience delivering apprentic...
Luton Adult Learning, part of Luton Council, is a community-focused training provider offering appre...
Nottinghamshire Training Group (NTG) is a work-based learning provider established in 1987, offering...
Shrewsbury College, part of Shrewsbury Colleges Group, offers one of the largest and most flexible f...
FIT UK Training & Education Ltd is an independent learning provider delivering apprenticeship and vo...
Orange Moon Training is a specialist work-based training provider focused on childcare, early years ...
Paragon Skills is a national apprenticeship provider delivering Ofsted-rated ‘Good’ training with a ...
Achieving Excellence UK Ltd is an apprenticeship and learning and development provider supporting em...
City of Portsmouth College is a further education college with four campuses across Portsmouth – Aru...
Busy Bees Education and Training is the dedicated apprenticeships and training arm of Busy Bees, wit...
Weymouth and Kingston Maurward College is a further education provider formed by the merger of Weymo...
Oaklands College is a leading further education provider in Hertfordshire offering over 300 vocation...
Momentous Learning is a UK-based training provider offering purpose-driven apprenticeships, commerci...
All Dimension Ltd is a UK apprenticeship and training provider based in Sidcup, Kent, delivering pro...
Learning and Development Bureau (LDB) is an independent training institution providing a wide range ...
Side by Side Training is a specialist training and assessment centre focused on the Early Years, Car...
Shooters Hill Sixth Form College is a 16–19 academy in Shooters Hill, London, offering a broad mix o...
Career outcomes
Roles after completion
Completing this standard typically leads to a permanent Teaching Assistant post, often within the same school where the apprenticeship was carried out. Common job titles include Level 3 Teaching Assistant, Higher Level Teaching Assistant (HLTA) where additional assessment is pursued, and Special Educational Needs (SEN) Teaching Assistant. Some completers move into cover supervisor roles, stepping in to manage classes during short-term teacher absences.
Progression paths
Within three to five years, many TAs progress to HLTA status, taking on greater responsibility for planning and delivering learning activities independently. Others specialise in SEN support, working closely with SENCOs to deliver targeted interventions for pupils with education, health and care (EHC) plans. Longer term, the role can serve as a stepping stone into Initial Teacher Training (ITT), leading to Qualified Teacher Status (QTS). Alternatively, experienced TAs can move into pastoral roles such as Learning Mentor or Inclusion Manager.
Where these roles sit
The majority of hiring happens in state-maintained primary and secondary schools in England, including academy trusts and multi-academy trusts (MATs). Independent schools, special schools and pupil referral units also recruit at this level. Early years settings occasionally hire from this cohort for more senior room leader positions. Roles are almost entirely within the public sector or charitable education providers, with most employers operating across a single site or small group of schools.
How it's assessed
How the apprenticeship is assessed
Throughout the apprenticeship, the learner works in a school or education setting while building the knowledge, skills, and behaviours needed to support effective classroom teaching. Assessment is not a single exam at the end of a course but a process that runs alongside real work. Before final assessment can take place, the apprentice and their employer must confirm readiness, a stage commonly called the gateway, demonstrating that the apprentice is genuinely prepared. Final assessment then establishes whether the apprentice can perform the role to the required standard. Assessment models across many apprenticeships are currently being updated, so check the standard's gov.uk page for the current specification.
What learners need to prepare
Building a strong body of evidence from day-to-day work in the classroom is central to completing this apprenticeship well. Learners should record examples of how they have supported teachers, responded to pupil needs, and applied relevant knowledge throughout the programme, rather than trying to gather evidence at the end. Regular reviews with both the employer and training provider help track progress and identify gaps early. Keeping detailed, organised records from the outset makes the gateway process significantly more straightforward when the time comes.
Choosing a provider
What good looks like
Look for providers with an achievement rate above 65% on their FATP profile; above 75% is a strong signal for a standard where sustained school-based mentoring is central to completion. Employer satisfaction scores matter here more than average, because the school's own staff are doing much of the day-to-day coaching. Providers who work closely with local schools and MATs, offer regular school visits from their assessor or skills coach, and can show a clear pathway to final graded assessment tend to produce better outcomes. Check that learner reviews mention practical, classroom-relevant off-the-job activity rather than generic theory sessions.
Red flags to watch for
Be cautious if a provider has high learner volumes but a declining achievement rate over two or three years; this standard relies on consistent assessor contact and that often slips at scale. Vague answers about how often a skills coach visits the school are a warning sign. Providers who cannot explain how they adapt delivery for part-time teaching assistants, or who offer a single generic education programme covering multiple standards, may not give enough attention to the specific behaviour and knowledge requirements of this role.
Questions to ask before you commit
- How often will a skills coach or assessor visit the apprentice in school, and what does that visit involve?
- What does your off-the-job training look like for someone working a term-time contract?
- Can you show us the achievement rates for this standard specifically, broken down by the last two or three cohorts?
- How do you prepare apprentices for the end-point assessment, and what is your EPA resit rate?
- What support do you offer schools whose line managers are new to apprenticeship mentoring?
- Do you cover our region, and how many schools are you currently working with nearby?
- Can we speak to a school that has used you for this standard before?
Common questions
What are the entry requirements for the Teaching Assistant apprenticeship?
There are no nationally set entry requirements, so individual employers and training providers can set their own. Most expect a good standard of English and maths, and some ask for GCSEs at grade 4 or above in those subjects. Apprentices must be employed in a role where they genuinely support teaching and learning, typically in a school or similar education setting. Providers will assess whether you have the right environment to develop the required skills on the job.
How long does the apprenticeship take and what does the time commitment look like?
The typical duration is 18 months, though the actual length depends on the apprentice's prior experience and how quickly they demonstrate the required competence. Apprentices remain employed throughout and learn while working in the classroom. A portion of contracted hours must be dedicated to off-the-job training. The exact requirement is subject to current reforms, so check the latest specification on the gov.uk Institute for Apprenticeships and Technical Education page for up-to-date figures.
How is the Teaching Assistant apprenticeship assessed?
Before completing, apprentices must pass through a gateway, where the employer and training provider confirm the apprentice has met all the knowledge, skills, and behaviour requirements. End-point assessment then tests competence independently. Assessment models for many standards are being updated under current reforms, so the specific methods, such as observations, professional discussions, or portfolio review, may change. Always check the current assessment plan on gov.uk to confirm what applies to new starts.
How does an employer pay for this apprenticeship?
The funding band for this standard is £7,000, which sets the maximum government contribution towards training costs. Large employers with an apprenticeship levy account use those funds directly. Smaller employers co-invest with the government, typically paying 5% of the training cost with the government covering the rest. Employers with fewer than 50 staff taking on an apprentice aged 16 to 18 pay nothing. Funding goes directly to the training provider, not to the apprentice as a wage supplement.
What does a Teaching Assistant actually do day to day?
Teaching assistants work under the direction of the class teacher to support pupils' learning, both in whole-class settings and with small groups or individuals. Tasks include helping pupils understand tasks, supporting those with additional needs, preparing resources, observing and recording pupil progress, and maintaining a safe and productive classroom environment. The role requires good communication with teachers, parents, and other staff, and the ability to adapt support to different pupils' needs throughout the school day.
What can a Teaching Assistant apprentice do after completing the programme?
Completion typically leads to a permanent or substantive teaching assistant role, often at a higher level of responsibility. From there, common progression routes include the Level 4 Higher Level Teaching Assistant apprenticeship, specialist support roles such as SENCO assistance, or working towards qualified teacher status through a degree apprenticeship or teacher training route. Some go on to roles in early years leadership or pastoral support. The qualification is recognised across state and independent schools in England.
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Curated by Alex Lockey, FATP founder and editor. Last reviewed: .
Sources include the apprenticeship's official specification on apprenticeships.gov.uk, Skills England guidance, IfATE archive records, DWP funding bands, and provider data sourced directly from the public Apprenticeship Provider and Assessment Register (APAR). Standard reference: 297.
Some sections on this page were drafted with AI assistance from published source data and reviewed by a human editor before publication. See our editorial methodology for how we maintain this content. Spotted something out of date? Tell us.