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The Teaching Assistant Apprenticeship Assessment  Explained

This role exists across primary, secondary and special schools, as well as alternative provision settings and further education institutions, including sixth forms and colleges. Teaching Assistants support learners of all ages by helping to enhance their learning experience and personal development.

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The primary purpose of a Teaching Assistant is to support the class teacher in promoting student progress. They work with students one-to-one or in small groups, helping them understand tasks, build positive learning behaviours, and reach clearly defined learning goals.

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Teaching Assistants assist in delivering targeted sessions under the supervision of a qualified teacher, adapting techniques to suit a wide range of abilities. Level 3 Teaching Assistants often support learners with special educational needs and disabilities (SEND), social, emotional or mental health challenges, or those learning English as an Additional Language (EAL).

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In their day-to-day work, Teaching Assistants engage with high-achieving students, those requiring additional support, and learners from disadvantaged backgrounds. They collaborate with teachers, school staff and parents or carers to build a safe, inclusive and engaging educational environment.

In their day-to-day work, they:

  • Delivering tailored instruction to individuals or small groups

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  • Supporting lesson delivery and adapting plans as directed

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  • Promoting positive behaviour and maintaining safeguarding practices

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  • Working effectively with professionals across the school community

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  • Helping maintain a safe and structured learning space

Timeline

The apprenticeship typically takes 18 months to complete, with assessment typically taking place in the final 3 months.

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For additional information about this apprenticeship Assessment check out the Level 5 Specialist Teaching Assistant Apprenticeship Assessment Plan.

Gateway

What is Gateway?

Gateway marks the transition from learning to assessment. It’s the point where the employer and training provider confirm the apprentice has developed the required knowledge, skills and behaviours (KSBs) and is ready for final assessment.

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To be eligible for assessment, apprentices must have:

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  • Achieved Level 2 English and maths

    • Note: This is required for apprentices aged 16–18. For those aged 19+, it may not be mandatory if agreed with the employer and noted in the training plan.
       

  • Completed all workplace and off-the-job training
     

  • A portfolio of evidence for the professional discussion, compiled and mapped to the assessment criteria

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  • Been confirmed as occupationally competent by their employer

assessment

All Elevate assessments are delivered remotely, with flexible scheduling to meet provider and apprentice needs – whether during or outside of standard hours.

Information, advice and guidance

We guide apprentices, employers, and training providers through every stage of the EPA process, from onboarding and guidance to practical support and post-assessment insights. This includes:

 

  • Onboarding sessions covering timelines and best practice

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  • Standard-specific Guidance Handbooks

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  • Information, Advice and Guidance video with practical tips for success

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  • Post-assessment review meetings with training providers, offering data-driven insights to strengthen teaching, demonstrate apprentice readiness, and provide evidence for Ofsted

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  • Access to our articles, ‘Elevate Perspectives’, sharing insights, tips, and thought leadership on apprenticeships and EPA

Transparent pricing

Our prices are clear, competitive and compliant – always below the maximum 20% cap of the overall apprenticeship cost.

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  • The full fee for the Level 3 Teaching Assistant Assessment is £750 and is charged upon Gateway entry
     

  • We accommodate all group sizes, with tailored options for larger cohorts
     

  • We’re happy to discuss flexible pricing if needed

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Assessment methods

01

Observation with questions

An independent assessor observes the apprentice carrying out their regular duties in their workplace. This provides an opportunity for the apprentice to demonstrate competence through naturally occurring evidence.

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  • Duration: 110 minutes in total

    • Observation: 90 minutes

    • Questioning: 20 minutes

  • Simulation is not permitted

02

Professional Conversation underpinned by a portfolio of evidence

A 90-minute structured conversation between the apprentice and an assessor, where the apprentice refers to a portfolio of evidence to illustrate and support their responses. This enables them to demonstrate their knowledge, skills and behaviours across the assessment criteria.

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Portfolio of evidence requirements

  • Compiled during the on-programme phase

  • Should only include evidence relevant to the KSBs being assessed

  • Typically contains 10 distinct pieces of mapped evidence

  • Evidence may cover more than one KSB – a qualitative rather than purely quantitative approach is encouraged

Our Assessment Process

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LEVEL 3 TEACHING ASSISTANT (v.1)

What your investment includes

  1. A flexible, responsive assessment service

  2. Structured support for apprentices, employers, and training providers, including onboarding sessions, standard-specific handbooks, guidance videos, post-assessment review meetings, and access to our articles

  3. Assessment outcomes within 25 working days, with full certification management

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