Support Staff Essential Training Information
Introduction These essential training materials are modular in design and intended for school support staff who have been recently or newly appointed, have been in post for some time but may benefit from further or refresher training, or who are changing role. The materials are not intended to replace school-based introductory/induction training but to complement it. They have been designed so that they can also be used to support the achievement of Qualifications and Credit Framework (QCF) qualifications if desired. Relevant QCF units are referenced in each module and details of the Awarding Organisations which currently offer supporting teaching and learning qualifications can be found in Anne A 1 Background The Training and Development Agency for Schools () is the recognised Sector Body for the children s workforce in schools in England, representing the skills needs of about 800,100 2 people in the school workforce. The has responsibilities to develop and support the effective training and deployment of school support staff, and develop professional and occupational standards for school-based roles. It is against this backdrop that these materials have been developed. The children s workforce in schools has changed dramatically in recent years. The number of school support staff in schools has risen 3 and they are taking on increasingly demanding roles in supporting teaching and learning, administration and business management, pastoral care and technical support. Evidence shows that staff that are well trained and appropriately deployed make a significant contribution to a school s effectiveness in all these areas. Support staff undertake a wide variety of roles in schools all are important in fulfilling school policies aimed at ensuring pupil welfare, raising standards for pupils and enabling the school to run smoothly. By successfully completing the essential training, support staff will gain some necessary background knowledge to help them to play a full part in supporting teachers, pupils and the school. 1 Learners can use this framework as means to build a portfolio of evidence that may be presented to an Awarding Organisation (AO) for assessment towards certification if desired. AOs will advise regarding assessment requirements and suitable types of evidence to be presented. 2 DfE (2011). Statistical First Release: School Workforce in England (data to November 2010) headcount figures. 3 Ibid -2 -
Benefits of essential training Essential training can make a major contribution to pupil welfare and raising standards in schools by ensuring that all support staff are confident and capable of carrying out their responsibilities. It also provides the foundation for continuing professional development (CPD). Effective essential training increases motivation and provides support for further learning. It may also offer opportunities for formal recognition of achievements via qualifications if required. The materials are suitable for all support staff, whatever their role, and aim to equip them with important knowledge and skills that will enable them to: contribute to the school s overall aim of raising educational standards uphold school policies, and provide appropriate and reliable support for the school so it can provide the best possible education for pupils. Who are these materials for? These materials are written primarily for those responsible for planning and/or delivery of essential training for school support staff. This could be the Local Authority (LA) staff, providers contracted by LAs to deliver essential training on their behalf, independent training providers, or schools acting individually or as part of larger school partnerships. Individual support staff, including teaching assistants, lunch time supervisors, premises and administrative staff, and other school support staff can use them to inform their own training and development. They will also be of interest to school leaders, school business managers, and those who line manage or mentor support staff in schools. How to use these materials The materials have been developed to provide support staff and those engaged in training delivery with current information regarding practice and policy. However, the materials are intended to be localised to suit local contets, needs and delivery methods. Essential training can play an important part in the introduction/induction of newly appointed staff, provide a refresher for eisting staff and support those taking up new roles. They are intended to complement school-based introductory/induction training and be used to support effective staff deployment and inform performance review. It is intended that these materials can be used to provide support staff with opportunities to build a portfolio that is individual to them, reflects their needs, and the needs of their employer, whilst also allowing them to easily build on previous knowledge and skills. These materials may facilitate partnership working between schools, training providers, awarding organisations, Higher Education Institutions (HEIs), Further Education Institutions (FEIs), and other partner organisations, as it is possible to share delivery, or work across schools. -3 -
These materials are aligned to some QCF qualifications in supporting teaching and learning. They allow for progression and accreditation, starting with the Level 2 Award, and may also be used to facilitate support staff professional development and performance management, using, for eample, mapping to the Supporting Teaching and Learning National Occupational Standards (STL NOS). Included in Anne B. Please see also Qualifications information below. Structure The materials are presented as a series of modules. The core modules will be of interest and use to all support staff in schools and are as follows: Schools as organisations Help and improve own and team practice in schools Communication and professional relationships with children and young people and adults Equality, diversity and inclusion in work with children and young people Maintaining supportive relationships with children and young people The development of children and young people people s health and safety people s positive behaviour Safeguarding Introduction to ICT, and Disability and Special Educational Needs (SEN). The remaining modules will be of interest to those support staff whose role is directly involved in supporting teaching and learning: Supporting learning Support assessment of learning Preparing and maintaining learning environments, and Functional skills. Module structure Each module has the following structure: Intended outcome of the module Contet A table of suggested outcomes, including cross-reference to QCF units 4, and Possible sources of additional information. 4 This will enable both the learner and trainer to easily identify where evidence can be gathered for certification if desired. -4 -
Qualifications What is the QCF? The Qualifications and Credit Framework (QCF) is the framework for creating and accrediting qualifications in England, Wales and Northern Ireland. QCF qualifications are made up of units. All units include learning outcomes (what a learners needs to know, understand and do) and assessment criteria (what a learner has to demonstrate to show s/he has met the learning outcomes to a defined level). Learners can achieve units at their own pace and put them towards a full qualification. Credit for units can be carried forward as learners move, for eample, from education into a job or from one job to another. They don t have to repeat previous learning in order to achieve a QCF unit in a different contet. So, for eample, someone moving from a child care setting to working in a school may have already achieved one or more units that will contribute to a QCF qualification for supporting teaching and learning in schools. Therefore, if the learner decided to undertake a supporting teaching and learning qualification they would not have to repeat these units. More information regarding QCF qualifications can be found at Anne C. How can introductory training contribute to achievement of QCF units and qualifications for support staff in schools? If the learner chooses to seek accreditation they will have to demonstrate to an approved assessor that they are able to meet the requirements of the qualification. The learner s school and/or training provider will be able to help them decide the size and level of qualification suitable for their role. These materials are designed primarily to support delivery and certification for those seeking the Level 2 Award in Support Work in Schools (QCF) and the contents are intentionally structured in a similar way to the qualification. However, they can be used to support progression to further QCF qualifications if desired. For eample, the Award is embedded within the Level 2 Certificate in Supporting the Wider Curriculum in Schools (QCF) which is also supported by these materials. The Level 2 Certificate in Supporting the Wider Curriculum in Schools has been developed to meet the needs of those working as midday assistants/supervisors or those who support the wider of the school, such as, before and after school clubs. Details of the QCF qualifications can be found in Anne C. -5 -
Anne A Awarding Organisations Offering QCF Supporting Teaching and Learning Qualifications Awarding Organisation Ascentis CACHE City & Guilds Edecel Industry Qualifications NCFE OCR Skillsfirst Website www.ascentis.co.uk www.cache.org.uk www.cityandguilds.com www.edecel.com www.industryqualifications.org.uk www.ncfe.org.uk www.ocr.org.uk www.skillsfirst.co.uk -6 -
Anne B Mapping to the Supporting Teaching and Learning National Occupational Standards (STL NOS). STL NOS Links with QCF Units The table below shows the National Occupational Standards (NOS) in Supporting Teaching and Learning and the Qualification and Credit Framework (QCF) unit(s) drawn from them. Not every QCF unit draws on specific NOS. QCF units in italics are not entirely drawn from the NOS they are displayed against, however they are closely related. STL NOS Ref. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Title of STL NOS Provide support for learning Support children s development Help to keep children safe Contribute to positive relationships Provide effective support for your colleagues Support literacy and numeracy Support the use of information and communication technology for teaching and learning Use information and communication technology to support pupils learning Observe and report on pupil performance Support children s play and learning Contribute to supporting bilingual/multilingual pupils Support a child with disabilities or special educational needs Contribute to moving and handling individuals Support individuals during therapy sessions people s play Provide displays QCF Unit Owner QCF Unit Reference A/601/7411 H/601/3305 K/601/3323 T/601/7410 T/601/7407 D/601/7403 T/601/7391 A/601/7411 A/601/6579 A/601/7411 F/601/4073 T/601/4071 A/601/7411 T/601/6564 L/601/7414 D/601/6526 J/601/8027 QCF Unit Title Support learning Child and young person development Safeguarding the welfare of children and young people people's health and safety people's positive behaviour Maintain and support relationships with children and young people Help improve own and team practice in schools Support learning Support the use of information and communication technology for teaching and learning Support learning Support learning Supervise whole class learning Support learning people s play and leisure Contribute to supporting bilingual learners people with disabilities and special educational needs Move and position individuals in accordance with their plan of care D/601/9023 Provide support for therapy sessions people D/601/6526 with disabilities and special educational needs K/601/6500 Provide displays in school -7 -
17 Invigilate tests and eaminations Y/601/7416 F/601/4073 Invigilate tests and eaminations Support learning 18 Promote equality, diversity and Support pupils learning M/601/4070 inclusion in work with children and young people T/601/4071 Supervise whole class learning 19 Promote positive behaviour T/601/7407 people's positive behaviour A/601/4069 Promote children and young people's positive behaviour Communication and professional F/601/3327 relationships with children, young people and adults Develop professional relationships 20 Develop and promote positive H/601/4065 with children, young people and relationships adults T/600/9789 R/601/8368 support children and young people Support children's speech, language and communication Work with other practitioners to 21 Support the development and effectiveness of work teams ASDAN A/501/5163 Team working 22 Reflect on and develop Help improve own and team practice T/601/7391 practice in schools 23 Promote equality, diversity and Plan, deliver and evaluate M/601/4070 inclusion in work with children and teaching and learning young people under the direction of Plan and deliver learning ateacher D/601/7711 under the direction of a teacher 24 Contribute to the planning and Plan and deliver learning evaluation of teaching and D/601/7711 under the direction of a teacher learning 25 Support literacy development M/601/7714 Support literacy development Support numeracy 26 development A/601/7716 Support numeracy development 27 Support implementation of the Support teaching and learning in a J/601/7718 early years curriculum curriculum area 28 Support teaching and learning Support teaching and learning in a J/601/7718 in a subject area curriculum area 29 Observe and promote pupil performance and development F/601/4073 Support learning Contribute to assessment for 30 learning A/601/4072 Support assessment for learning Prepare and maintain the 31 learning environment Promote the transfer of 32 learning from outdoor eperiences Provide literacy and numeracy 33 support to enable pupils to access the wider curriculum D/601/7417 Prepare and maintain learning environments A/601/8333 Lead an etra-curricular activity L/601/7722 Provide literacy and numeracy support -8 -
34 Support gifted and talented pupils R/601/7723 Support gifted and talented learners 35 Support bilingual/multilingual pupils Y/601/7724 Support bilingual learners 36 37 38 39 Provide bilingual/multilingual support for teaching and learning Contribute to the prevention and management of challenging behaviour in children and young people Support children with disabilities or special educational needs and their families Support pupils with communication and interaction needs D/601/7725 A/601/4069 D/601/6526 M/601/4070 H/601/7726 K/601/8134 Provide bilingual support for teaching and learning Promote children and young people's positive behaviour people with disabilities and special educational needs Promote equality, diversity and inclusion in work with children and young people Support disabled children and young people and those with special educational needs Support learners with communication and interaction needs people Y/601/7707 with behaviour, emotional and social Support pupils with cognition 40 development needs and learning needs Support learners with cognition and M/601/8121 learning needs Support pupils with behaviour, people 41 emotional and social Y/601/7707 with behaviour, emotional and social development needs development needs 42 Support pupils with sensory Support learners with sensory and/or M/601/8135 and/or physical needs physical needs 43 44 45 46 Assist in the administration of medication Work with children and young people with additional requirements to meet their personal support needs Promote children s well-being and resilience Work with young people to safeguard their welfare CWDC A/601/9420 F/601/8060 F/600/9780 Y/601/1695 Assist in the administration of medication Support individuals to meet personal care needs Promote the wellbeing and resilience of children and young people Understand how to safeguard the wellbeing of children and young people 47 Enable young people to be active citizens M/600/9788 people to make positive changes in their lives Support young people in Support young people to develop, 48 tackling problems and taking M/601/1329 implement and review a plan of action action 49 people people during transitions in D/601/8325 during transitions in their lives their lives 50 Facilitate children and young people s learning and T/601/1381 Facilitate the learning and development of children and young -9 -
51 52 53 54 55 56 57 development through mentoring Contribute to improving attendance Support children and families through home visiting Lead an etra-curricular activity Plan and support self-directed play Contribute to maintaining pupil records Monitor and maintain curriculum resources Organise cover for absent colleagues LSIS MSC M/601/1377 A/602/1846 M/601/6577 A/601/8333 T/601/6564 Y/601/8338 D/601/8342 Y/600/9669 people through mentoring Improving the attendance of children and young people in statutory education Work in partnership with parents to engage them with their children's learning and development in school Support etra-curricular Lead an etra-curricular activity people s play and leisure Maintain learner records Monitor and maintain curriculum resources Plan, allocate and monitor work of a team 58 59 60 61 62 Organise and supervise travel Escort and supervise pupils on educational visits and out-ofschool Liaise with parents, carers and families Provide information to aid policy formation and the improvement of practices and provision Develop and maintain working relationships with other practitioners LSIS D/601/8325 H/601/8357 H/601/8360 Y/601/6573 H/601/8360 A/602/1846 A/601/3326 R/601/8368 people during transitions in their lives Organise travel for children and young people Supervisechildrenand youngpeople on journeys, visits and outside of the setting people's travel outside of the setting Supervisechildrenand youngpeople on journeys, visits and outside of the setting Work in partnership with parents to engage them with their children's learning and development in school Schoolsasorganisations Work with other practitioners to support children and young people 63 Provide leadership for your team MSC T/600/9601 Provide leadership and direction for own area of responsibility 64 65 66 67 68 69 Provide leadership in your area of responsibility Allocate and check work in your team Lead and motivate volunteers Provide learning opportunities for colleagues Support learners by mentoring in the workplace Support competence achieved in the workplace MSC MSC MSC MSC MSC T/600/9601 Y/600/9669 T/600/9601 M/600/9676 T/601/1381 M/600/9676 Provide leadership and direction for own area of responsibility Plan, allocate and monitor work of a team Provide leadership and direction for own area of responsibility Support learning and development within own area of responsibility Facilitate the learning and development of children and young people through mentoring Support learning and development within own area of responsibility -10 -
QCF Units Links with STL NOS The table below lists the QCF units and shows the NOS unit(s) on which they draw. QCF Unit Reference QCF Unit Title QCF Unit Owner STL NOS Ref. Title of STL NOS H/601/3305 Child and young person development 2 Support children s development Safeguarding the Welfare of K/601/3323 children and young people 3 Help to keep children safe T/601/7391 D/601/7403 T/601/7410 T/601/7407 A/601/7411 L/601/7414 D/601/7417 K/601/6500 D/601/6526 T/601/6564 Help improve own and team practice in schools Maintain and support relationships with children and young people people's health and safety people's positive behaviour Support learning Contribute to supporting bilingual learners Prepare and maintain learning environments Provide displays in schools people with disabilities and special educational needs people's play and leisure 5 22 4 Provide effective support for your colleagues Reflect on and develop practice Contribute to positive relationships 3 Help to keep children safe 3 19 1 6 8 9 11 31 16 12 15 38 10 54 Help to keep children safe Promote positive behaviour Provide support for learning Support literacy and numeracy Use information and communication technology to support pupil s learning Observe and report on pupil performance Contribute to supporting bilingual/multilingual pupils Prepare and maintain the learning environment Provide displays Support a child with disabilities or special educational needs people's play Support children with disabilities or special development needs and their families Support children's play and learning Plan and support selfdirected play -11 -
QCF Unit Reference QCF Unit Title QCF Unit Owner STL NOS Ref. Title of STL NOS Y/601/6573 M/601/6577 people's travel outside of the setting Support etra-curricular 59 53 Escort and supervise pupils on educational visits and out-of-school Lead an etra-curricular activity A/601/6579 A/601/9420 Support the use of information and communication technology for teaching and learning Assist in the administration of medication 7 43 Support the use of information and communication technology for teaching and learning Assist in the administration of medication F/601/3327 Communication and professional relationships with children, young people and adults 20 Develop and promote positive relationships A/601/3326 F/601/4073 Schools as organisations Support learning 61 8 18 29 Provide information to aid policy, formation and the improvement of practices and provision Use information and communication technology to support pupils' learning Support pupil's learning Observe and promote pupil performance and development A/601/4069 H/601/4065 M/601/4070 A/601/4072 Promote children and young people's positive behaviour Develop professional relationships with children, young people and adults Promote equality, diversity and inclusion in work with children and young people Support assessment for learning 19 37 20 18 23 38 30 Promote positive behaviour Contribute to the prevention and management of challenging behaviour in children and young people Develop and promote positive relationships Support pupil's learning Plan, deliver and evaluate teaching and learning under the direction of a teacher Support children with disabilities or special development needs and their families Contribute to assessment for learning Supervise whole class learning Use information and T/601/4071 8 communication technology to support pupils' learning -12 -
QCF Unit Reference QCF Unit Title QCF Unit Owner STL NOS Ref. Title of STL NOS 18 Support pupil's learning Y/601/7416 Invigilate tests and eaminations Invigilate tests and 17 eaminations Plan, deliver and evaluate teaching and learning 23 Plan and deliver learning under the D/601/7711 under the direction of a teacher direction of a teacher Contribute to the planning 24 andevaluationofteaching and learning M/601/7714 Support literacy development Support literacy 25 development A/601/7716 Support numeracy development Support numeracy 26 development J/601/7718 Support implementation of 27 Support teaching and learning in a the early years curriculum curriculum area Support teaching and 28 learning in a subject area Provide Literacy and Provide literacy and numeracy numeracy support to L/601/7722 support 33 enable pupils to access the wider curriculum R/601/7723 Support gifted and talented Support gifted and talented 34 teachers pupils Y/601/7724 Support bilingual learners Support 35 bilingual/multilingual pupils provide D/601/7725 Provide bilingual support for bilingual/multilingual 36 teaching and learning support for teaching and learning H/601/7726 Support children with Support disabled children and disabilities or special young people and those with 38 development needs and special educational needs their families Support pupils with 40 cognition and learning Y/601/7707 people with behaviour, emotional needs and social development needs Support pupils with 41 behaviour, emotional and M/601/8121 Support learners with cognition and learning needs Support learners with 40 social development needs Support pupils with cognition and learning needs Support pupils with K/601/8134 communication and interaction 39 communication and needs interaction needs M/601/8135 Support learners with sensory and/or physical needs 42 Support pupils with sensory and/or physical needs D/601/8325 people during transitions in their 49 people during transitions in lives their lives -13 -
QCF Unit Reference A/601/8333 Y/601/8338 D/601/8342 H/601/8357 H/601/8360 R/601/8368 M/601/1329 M/601/1377 T/601/1381 T/600/9789 D/601/9023 F/601/8060 J/601/8027 M/600/9788 F/600/9780 T/600/9601 QCF Unit Title Lead an etra-curricular activity Maintain learner records Monitor and maintain curriculum resources Organise travel for children and young people Supervise children and young people on journeys, visits and outside of the setting Work with other practitioners to support children and young people Support young people to develop, implement and review a plan of action Improving attendance of children and young people in statutory education Facilitate the learning and development of children and young people through mentoring Support children's speech, language and communication Provide support for therapy sessions Support individuals to meet personal care needs Move and position individuals in accordance with their plan of care people to make positive changes in their lives Promote wellbeing and resilience of children and young people Provide leadership and direction for own area of responsibility QCF Unit Owner STL NOS Ref. Title of STL NOS 58 Organise and supervise travel Promote the transfer of 32 learning from outdoor eperiences 53 Lead an etra-curricular activity 55 Contribute to maintaining pupil records 56 Monitor and maintain curriculum resources 58 Organise and supervise travel 58 Organise and supervise travel Escort and supervise pupils 59 on educational visits and out-of-school 20 Develop and promote positive relationships Develop and maintain 62 working relationships with other practitioners Support young people in 48 tackling problems and taking action 51 Contribute to improving attendance Facilitate children and 50 young people's learning and development through mentoring 68 Support learners by mentoring in the workplace 20 Develop and promote positive relationships 14 Support individuals during therapy sessions Work with children and young people with 44 additional requirements to meet their personal support needs 13 Contribute to moving and handling individuals 47 Enable youngpeopletobe active citizens 45 Promote children's wellbeing and resilience MSC 63 Provide leadership for your team -14 -
QCF Unit Reference QCF Unit Title QCF Unit Owner STL NOS Ref. Title of STL NOS MSC 64 Provide leadership in your area of responsibility MSC 66 Lead and motivate volunteers Y/600/9669 Organise cover for absent Plan, allocate and monitor work of MSC 57 colleagues ateam Allocate and check work in MSC 65 your team M/600/9676 Provide learning Support learning and development MSC 67 opportunities for colleagues within own area of responsibility Support competence MSC 69 achieved in the workplace Y/601/1695 Understand how to safeguard the Work with young people to wellbeing of children and young CWDC 46 safeguard their welfare people Work in partnership with parents to Support children and engage them with their children's LSIS 52 families through home A/602/1846 learning and development in visiting school Liaise with parents, carers LSIS 60 and families Support the development Team working A/501/5163 ASDAN 21 and effectiveness of work teams Acronym MSC CWDC LSIS ASDAN Agency Training and Development Agency for Schools Skills for Care and Development Management Standards Centre Childrens Workforce Development Council Learning and Skills Improvement Service Award Scheme Development Accreditation Network -15 -
Anne C QCF qualifications details QCF qualification Level 2 Award in support work in schools Description This is a knowledge based qualification suitable for all support staff roles in schools, including site staff, administrators and others, as well as those who work directly with children and young people. It seeks to develop the knowledge and understanding that all those working in a school setting will need and covers areas such as safeguarding, communication and understanding the school contet. Level 2 Certificate in supporting teaching and learning in schools Level 2 Certificate in supporting the wider curriculum in schools Level 3 Award in supporting teaching and learning in schools Level 3 Certificate in supporting teaching and learning in schools As it is a knowledge based qualification, it can be taken by candidates not yet employed in a school, as well as providing initial training or induction for those who are new in post. This qualification is for those members of the school workforce who directly support the teaching and learning of pupils. The qualification incorporates the units in the Level 2 Award in Support Work in Schools and adds competency based units to reflect the role of those supporting pupils learning. This qualification has been developed to meet the needs of those working as midday assistants/supervisors or who support the wider of schools such as before and after school clubs. It incorporates the units in the Level 2 Award in Support Work in Schools and shares units with the Level 2 Certificate in Supporting Teaching and Learning in Schools, recognising that many in teaching assistant roles may have additional responsibilities in school. This qualification has fewer credits than the Level 2 Certificate in Supporting Teaching and Learning in Schools, which candidates who later progress to a teaching assistant role will be able to gain through the achievement of credit from additional units. This is a knowledge based qualification that will provide candidates with a secure understanding from which to progress to a level 3 role. It is suitable for candidates not yet in a school role but who have the capability to achieve at level 3; candidates in a level 2 role wishing to demonstrate that they are ready for progression to level 3, and as initial training for those newly in post at this level. This is a qualification intended to provide the underpinning knowledge and understanding for those with a role in directly working with children or young people in schools. This qualification is for those members of the school workforce who directly support the teaching and learning of pupils. The qualification incorporates the units in the Level 3 Award in Supporting Teaching and Learning in Schools. Additional units cover the generic knowledge and skills required to work in a teaching assistant or similar role at Level 3. -16 -
This qualification is for those working in the role of Cover Supervisor and incorporates the units of the Level 3 Award in Supporting Teaching and Learning in Schools. While this qualification includes some units that are also in the Level 3 Certificate in Supporting Teaching and Learning in Schools, it Level 3 Certificate in reflect the differences between the cover supervisor and cover supervision of teaching assistant roles by omitting those units which are pupils in schools about actively advancing pupils learning and includes a unit on providing whole-class supervision. Candidates moving from one role to the other will be able to demonstrate competence in the new role through the achievement of credit from specified additional units. This qualification is for those members of the school workforce who directly support teaching and learning of pupils in schools Level 3 Diploma in in an area that requires specialist knowledge and skills. The specialist support for qualification incorporates the units in the Level 3 Certificate in teaching and Supporting Teaching and Learning in Schools. Additional learning in schools optional units cover specialisms which may be a feature of the role at Level 3. Please note that the composition of the qualifications is the same, irrespective of the awarding organisation offering them. Learning outcomes and assessment criteria for individual QCF units and the qualifications can be viewed on The Register of Regulated Qualifications at: http://register.ofqual.gov.uk -17 -