Career Development Framework|
The career development framework has been created to support local authorities and schools in identifying appropriate training and qualifications for school support staff. It will also help in considering potential career pathways by showing progression opportunities within and across different occupational roles within the school workforce.The framework maps support staff job roles against available national training and qualifications commonly used by local authorities (LAs) and schools.
Training programmes and qualifications are grouped by job roles according to eight national qualifications framework (NQF) levels to allow comparisons to be made and progression routes to be identified. These are not necessarily related to the pay structures used by local authorities or schools.
Click HERE for the Career Development Framework for school support staff - Guidance Handbook
Click HERE for the Cumbria Children’s Services Continuous Professional Development Framework of Opportunities for Learning & Teaching Support Staff
Higher Level Teaching Assistants|
HLTAs work in the school alongside the teacher, providing valuable support for teaching and learning activities. You could be working right across the curriculum; acting as a specialist assistant for a specific subject or department; or helping to plan lessons and develop support materials.
Click HERE for the HLTA guidelines from the L.A. and WAMG
Click HERE for the application form for LA funding to support the preparation and assessment for HLTA status.
Click HERE to find out more about HLTAs on the Training Development Agency website.
Click HERE to go to the HLTA message board.
Click HERE to go to the Frequently Asked Questions section.
The National Programme for Specialist Leaders of Behaviour and Attendance|
The National Programme for Specialist Leaders of Behaviour and Attendance (BNPSLBA) is now an integral part of the Behaviour and Attendance Strategy. It is a yearlong active learning programme developed by DfES, for all professionals working in the field of Behaviour and Attendance. This programme will be available in
Frequently asked Questions|
The national agreement and workforce remodelling envisage an enhanced role for support staff in schools. If, during an Ofsted inspection, support staff are observed leading whole class groups will this have a negative impact on their report?
Ofsted are increasingly aware of the remodelling agenda and have begun to report favourably on remodelling schools. When deploying support staff in roles that include the delivery of specified work headteachers will have regard to the published standards for higher level teaching assistants. The enhanced role of support staff is designed to support the work of teachers and the learning of pupils – properly trained and deployed support staff will be part of schools' drive to raise standards. In assessing the quality of teaching and learning the same criteria will be applied, whether or not the whole class group is led by a qualified teacher.
Can support staff be required to attend meetings of the change team after school?
There is usually plenty of scope for a flexible approach to this situation, to ensure that you are able to contribute to the vital work of the change team. There can be no expectation that members of support staff should work in excess of contracted hours without due compensation. Many schools have managed to arrange for change teams to meet, at least on occasions, in school time or for members to contribute to the work of the team in other ways. Schools may wish to consider giving members of support staff time of in lieu in order to allow them to attend change team meetings.
Won't using TAs instead of teachers have an impact on standards?
TAs are not interchangeable with teachers or substitutes for them. Teachers will remain responsible for the direction and supervision of TAs involved in activities related to teaching and learning and teachers will always be responsible for pupils' progress. Fundamental to the effectiveness of TAs is the quality of their training, development and support.
Children are quick to recognise and exploit the differing statuses of adults in schools. Won't the increased use of TAs create behavioural problems?
This question is premised by the view that only teachers can maintain good order and discipline, but there is no evidence to suggest that in well-managed schools pupils respond inappropriately to staff because they hold different roles. The issue here is really about the whole ethos of the school and pupil-adult relationships. Careful planning and appropriate training for TAs can enable everyone, including pupils, to work effectively together. Any changes to peoples' roles and responsibilities always require preparation for everyone involved. School leaders need to consider this carefully, with a clear focus on providing the best opportunities for pupils to learn effectively.