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TESOL UKTeaching Assistant Competency Framework (Level 3)

The UK National Occupational Standards for the “Teaching Assistant” role are integrated into the Level 3 TESOL UK programme, enabling students to obtain a Level 3 Diploma (equivalent to a practitioner/assistant level) in Education.
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Competency framework for the Teaching Assistant role (Level 3)

National Occupational Standards code: ST0454 – Teaching Assistant, integrated into the Level 3 Diploma in TESOL® programme.
COMPETENCY LEVEL
LEVEL 3 RQF
ANNUAL SALARY
£19,037
LARS Code
297

  • Teaching Assistants work in primary schools, secondary schools, special schools, and post‑16 education settings, supporting learners of all ages and abilities.

  • They assist teachers in improving learners’ academic outcomes and development, delivering small‑group or one‑to‑one instruction, helping learners understand lessons, achieve goals, and maintain a positive attitude toward learning.

  • Teaching Assistants collaborate with teachers, specialists, and parents, follow safety regulations, encourage positive learning behaviours, and contribute to creating a safe and effective learning environment.

KSBs (Knowledge, Skills, and Behaviours) of the 12 job groups that a “Teaching Assistant” can perform according to the UK National Occupational Standards (NOS).

17
KNOWLEDGE
16
SKILLS
06
BEHAVIORS
“Supporting teachers to improve learning outcomes”
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TESOL UK

Competency framework for “Teaching Assistant”
integrated into the Level 3 Diploma in TESOL
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Career summary

This occupation exists in primary schools, secondary schools, special schools, as well as in alternative and further education settings such as preparatory schools and colleges. Teaching Assistants work with learners of all ages, supporting them throughout their learning journey.

The primary aim of this role is to support classroom teachers in enhancing learners’ progress and development through group or one‑to‑one support. Teaching Assistants ensure that learners understand lessons, are clear about learning objectives, and develop positive learning behaviours to make progress. They deliver individual or small‑group instruction, employing a variety of methods and strategies to support learners at different ability levels, under the guidance and supervision of a qualified teacher. Additionally, Teaching Assistants may support learners with special educational needs and disabilities (SEND), or those facing social, emotional, and mental health challenges.

In their daily work, individuals in this role interact with a variety of learner groups — including, but not limited to, high‑achieving learners, SEND learners, learners using English as an additional language (EAL), and learners from disadvantaged backgrounds. They also collaborate closely with teachers, other educational professionals, and learners’ parents or guardians to create a coherent and supportive learning environment.

Teaching Assistants are responsible for delivering individual and small‑group teaching sessions, adapting learning plans under the direction of teachers, implementing safeguarding policies and procedures, promoting positive learning behaviours, and helping to establish a safe, inclusive learning environment that encourages learner development. They operate within the framework of national legislation related to learner protection and comply with the policies and regulations of the education setting in which they work.

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Detailed Competency Framework

The following are the minimum professional practice standards that students and instructors must meet to be awarded the Qualified Teaching Assistant (QTA) certification. All learners participating in Level 3 training or placements will be assessed against these competency standards.

For the full details of the professional standards and competency framework for Teaching Assistants, please refer to the Teaching Assistant Standards (UK Department for Education, 2016) — the official guidance designed to ensure training quality, professionalism, ethical practice, and effectiveness in supporting teaching and learning.
Duties

  • Task 1: Contribute to the organisation’s values and shared direction
    Teaching Assistants contribute to maintaining and promoting the school’s ethos, values, and objectives. They encourage diversity, inclusion, equality, and acceptance of all learners, in line with school policies. Teaching Assistants are responsible for speaking out against and acting to prevent bias, bullying, or harassment, creating a respectful and safe learning environment for all students.

  • Task 2: Implement safeguarding policies and procedures
    Teaching Assistants implement and adhere to safety policies, procedures, and practices, including online safety, in accordance with legislation and school policies. They ensure that all information is handled confidentially and contribute to protecting learners’ rights, physical health, and mental well‑being.

  • Task 3: Collaborate with teachers, specialists, and parents
    Teaching Assistants work collaboratively and maintain communication with internal and external professionals (such as teachers, SENDCo coordinators, or external advisors) as well as parents or guardians to support learners’ education and development. This collaboration ensures a coherent and effective learning process.

  • Task 4: Reflect and develop professionally
    Teaching Assistants regularly reflect on their professional practice, identify areas for improvement, and seek appropriate professional development opportunities with support and guidance from colleagues or supervisors.

  • Task 5: Understand and respond to learners’ needs
    Teaching Assistants identify and understand each learner’s specific learning needs and apply appropriate support strategies to help them achieve learning objectives. This includes working with learners with special needs, supporting learners at different ability levels, and encouraging active participation from all learners.

  • Task 6: Promote a positive attitude to learning and independent learning skills
    Teaching Assistants encourage learners to develop a positive attitude toward learning, cultivate self‑learning skills, and take initiative. Through guidance, encouragement, and modelling appropriate learning behaviours, they help learners become independent and capable of directing their own learning.

  • Task 7: Build positive relationships and encourage good behaviour
    Teaching Assistants establish and maintain positive relationships with learners while promoting positive learning behaviours and mutual respect. They consistently implement the school’s behaviour management policies, contributing to a safe, disciplined, and supportive learning environment.

  • Task 8: Support social, emotional, and mental health development
    Teaching Assistants support learners in developing social, emotional, mental health, and personal care skills in line with school policies and procedures. They play an active role in creating a healthy, safe, and humane learning environment.

  • Task 9: Deliver individual and small‑group teaching
    Teaching Assistants deliver individual or small‑group teaching within the scope of the teacher’s plan. They work closely with teachers and other professionals to ensure teaching is appropriate to learners’ abilities and needs, encouraging participation and progress.

  • Task 10: Support assessment and lesson planning
    Teaching Assistants assist teachers in monitoring, recording, and reporting learners’ progress and engagement. They contribute to assessment and planning processes to ensure learning decisions are based on data and observations.

  • Task 11: Contribute to a safe and stimulating learning environment
    Teaching Assistants help prepare and select suitable teaching resources to meet learners’ diverse needs and interests. They contribute to creating an engaging, safe learning environment that fosters creativity and enables learners to achieve optimal outcomes.

  • Task 12: Support or lead enrichment and extension activities
    Teaching Assistants support or directly lead extension activities such as visits, extracurricular activities, and school clubs. Through these activities, they help broaden learners’ experiences, develop social skills, and provide real‑world learning opportunities.

Knowledge
  • K1: The importance of providing feedback to learners.
  • K2: Available learning resources to support learners and how to use them effectively.
  • K3: The developmental stages of children and young people.
  • K4: Principles of target setting to support the next stage of learning.
  • K5: The impact of transitions on learners and appropriate support strategies.
  • K6: How technology can be used to support learning.
  • K7: The learning, assessment, and feedback cycle.
  • K8: Methods of formative assessment.
  • K9: Techniques for observing, recording, and reporting learning progress.
  • K10: Curriculum intent, how it is implemented, and its intended impact on learners.
  • K11: Regulations, guidance, and procedures related to Prevent, safeguarding, and health & safety.
  • K12: Teaching strategies for delivering learning activities and interventions, such as scaffolding or open questioning.
  • K13: How to adjust communication strategies according to the audience and context.
  • K14: Different types of learning interventions.
  • K15: Supporting learners’ mental health, psychological wellbeing, and welfare needs, including referral to appropriate professionals or support services when necessary.
  • K16: Pastoral and academic behaviours commonly demonstrated by learners.
  • K17: The impact of enrichment and extension activities on learners’ development.
Skills
  • S1: Apply strategies to support and encourage learners’ development towards independent learning.
  • S2: Adjust communication strategies appropriately for different audiences and contexts.
  • S3: Implement behaviour management strategies in line with organisational or school policies.
  • S4: Adapt and use learning resources to support all learners, ensuring suitability for varying abilities and needs.
  • S5: Communicate effectively with teachers to clarify the Teaching Assistant’s role and responsibilities in supporting learning.
  • S6: Apply teaching strategies to deliver learning activities or interventions effectively.
  • S7: Build and maintain positive relationships with learners, teachers, other education professionals, and stakeholders.
  • S8: Comply with legislation, guidance, and procedures related to Prevent, safeguarding, and health & safety.
  • S9: Support learners’ mental health, psychological wellbeing, and overall welfare.
  • S10: Observe, record, and report on learners’ progress according to organisational procedures and requirements.
  • S11: Apply formative assessment methods to monitor learners’ progress and development.
  • S12: Use modern technology safely to support learning.
  • S13: Encourage learners to use technology safely, responsibly, and effectively.
  • S14: Adapt teaching strategies to support all learners, e.g., using scaffolding or open questioning.
  • S15: Identify and respond appropriately to learners’ pastoral and academic behaviours.
  • S16: Provide feedback to learners to support progress and continuous development.
Behaviours
  • B1: Behave professionally and respectfully towards the entire school community, including learners, colleagues, parents, and stakeholders.
  • B2: Act as a positive role model, demonstrating and upholding the organisation’s core values in all actions and communications.
  • B3: Respect and promote principles of equality, diversity, and inclusion within the learning and working environment.
  • B4: Commit to improving personal teaching and support quality through reflective practice.
  • B5: Proactively engage with and apply research findings to identify and implement best practice methods.
  • B6: Collaborate and build relationships across the school community to contribute to a positive, effective, and sustainable learning environment.
Extended Teaching Skills Portal (Supplemented by TESOL UK)
Extended Planning Portal for Lesson Planning (Supplemented by TESOL UK)
Extended Portal for Training Assessment (Reflection) (Supplemented by TESOL UK)
Extended Portal for Managing Motivation and Classroom Interaction (Supplemented by TESOL UK)
Extended Portal for Curriculum Design (Supplemented by TESOL UK)
Extended Portal for Enhancing Educational Technology Competence (Supplemented by TESOL UK)
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Integrated Competency FrameworkLevel 3 Diploma in TESOL

The Diploma in TESOL programme fully integrates the “Teaching Assistant” competency framework, enabling graduates to combine their TESOL qualification with the UK National Occupational Standards.
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