Professional Standards for Teaching Assistants

1. Professional standards for teaching
assistants

2. These teaching assistant standards are non-mandatory
and non-statutory, but they sit alongside the statutory
standards for teachers and headteachers and help to
define the role and purpose of teaching assistants to
ensure that schools can maximise the educational value
and contribution of employees working directly with
pupils.

3. The primary role of the LSA should be to work with
teachers to raise the learning and attainment of pupils
while also promoting their independence, self esteem
and social inclusion. They give assistance to pupils so
that they can access the curriculum, participate in
learning and experience a sense of achievement.

4. Personal and professional conduct
In order for LSAs to provide effective support to teachers
and pupils, they need to be clear about their role and
responsibilities and how these fit within the wider
structure of the school. In the same way as teachers, LSAs
operate in a position of trust and are seen by pupils as
role models. They should be able to maintain proper
boundaries with pupils and their behaviours should
reflect this responsible position.

5. • Having proper and professional regard for the ethos,
policies and practices of the school.
• Demonstrate positive attitudes, values and behaviours.
• Being aware of safeguarding policies, procedures and
practise.
• Upholding values that are consistent with those of
teachers, particularly regarding individual difference and
diversity.
• Committed to self-improvement using reflective practise
and self-awareness.

6. Knowledge and understanding
LSAs should have sufficient knowledge and skills to help
teachers support pupils in achieving their maximum
potential. This could include: subject knowledge;
specialist skills and knowledge to support pupils with
special educational needs or disabilities; knowledge of
the curriculum; pedagogical knowledge; behaviour
management strategies.

7. • Share responsibility for ensuring that their own knowledge and
understanding is relevant and up to date by reflecting on their own
practice, liaising with school leaders, and identifying relevant
professional development to improve personal effectiveness.
• Demonstrate expertise and skills to enable the school to meet the
needs of all students and the ability to contribute effectively to
adapt and change according to the student's individual needs.
• Show a level of expertise and knowledge relevant to their role and
responsibilities. With the ability to apply this effectively to support
teachers and learners.
• Understand the LSA role within the context of the classroom and the
wider school environment, also understanding that they could
extend beyond a support role.

8. Teaching and learning
An important part of the role of an LSA is to support the
teacher in ensuring the best possible outcomes for all
pupils. The standards in this theme recognise that LSAs
work under the supervision of a teacher in accordance
with normal practise within the school.

9. • Use relevant and useful strategies that support the work of the
class teacher and increase the achievement of all students, the
LSA should demonstrate an informed and knowledgeable
approach to teaching and learning.
• Promote, support and facilitate inclusion.
• Use effective behaviour management strategies consistently in
line with the school’s policy and procedures.
• Contribute to effective assessment and planning by supporting
the monitoring, recording and reporting of pupil performance
and progress as appropriate to the level of the role.
• Communication skills that allow an LSA to sensitively and
effectively adapt to the needs of learners and support their
learning.

10. Working with others
LSAs work with other professionals, parents, carers and
outside agencies as well as with pupils themselves. This
quality was seen as vital in the role of the LSA and so it
was felt necessary that it should have it’s own section.

11. • Recognise and respect the role and contribution of other
professionals, parents and carers by liaising effectively and
working in partnership with them.
• With the class teacher, keep other professionals accurately
informed of performance and progress or concerns they may
have about the pupils they work with.
• Understand and fulfill their responsibility to share knowledge
to inform planning and decision making.
• Understand their role in order to be able to work
collaboratively other professionals.
• Communicate their knowledge and understanding of pupils to
other professionals when needed.

12. What, why and who?
• To be used as a tool by SLT, governors , employers and
most importantly you!
• Should help to define job roles and descriptions.
• Applicable to all phases of education.
• Are intended to raise the professionalism of our roles
within schools.
• May be used to support performance management.
• Should never be used as a checklist!

13. Miss is absolutely amazing and she deserves an
award for putting up with me. Well done Miss it has
encouraged me!
When I come to LS I’m happy
because all of the teachers are so
nice to me. And everyone has a
smile on their face.
Really pleased with moving up to higher sets in English &
Maths. Enjoyed coming to LS, I like to read.
I liked the sessions and think they helped me. I usually
do quite well with my spelling tests (18/20) but for the
first time ever a couple of weeks ago I got 20/20! I’m
happy to carry on with these sessions next school year.
The sessions really made a
difference
These lessons are helping me
learn better and are really fun.
I think that these sessions have really
helped me improve my skills and I
believe that without them I would not
have improved as much. I really
appreciate it and Miss has been amazing
in helping me.
I found the sessions very useful and very
productive. They were also very enjoyable.
I feel much more
confident now.
I found reading very useful
because I feel like I can
spell better and read
harder words.
It’s been really helpful and
I’d like to do it again.
Miss makes the work really fun!