Working in a school

It's an advantage to hold an Integrated Qualifications Framework (IQF) recognised full and relevant Level 2 or Level 3 qualification, although there are opportunities to start without these. It is also recommended that you hold, as a minimum, level 2 Certificates in Literacy and Numeracy and ideally GCSE English and Mathematics at grade C or above.

This will depend on the school you are working in and the age group you are working with. If you are working with children aged five and above you may be supported by your school.

Assistants should enjoy working as part of team and with children from a wide range of cultural backgrounds. If you have an ability to speak more than one language (English), you may find you have more employment opportunities than those who don't have another language.

Many Southampton teaching assistants work part time. However, even among full time assistants, a majority work less than seven hours a day. It is usual for teaching assistants to work term-time only and school hours only, and often on a renewable contractual basis.

Teaching assistant/Learning support assistant

These roles provide support in the classroom for children and the teacher. You may be working with a child individually on a specific task or with a small group of children on a variety of tasks. These tasks range from hearing a child read, to supervising an art and craft activity, to displaying children's work, to supporting children with information technology.

Higher-level teaching assistant

Individuals who have attained higher level teaching assistant recognition will contribute more directly to the planning and learning that children are involved in and may on occasions take a direct lead in the classroom.

For more information on Higher-level teaching assistants visit the Department of Education website.

Special needs assistant

This is the title of the role for individuals who work with children with disabilities either in a mainstream classroom or in a special school. You would be expected to attend to the child’s physical, personal and emotional needs under the guidance of the classroom teacher. You may find that you also work under the guidance of a specialist team such as physio and/or occupational therapists, sensory impairment teachers and educational psychologists.

If you work with young adults you may be required to help them to apply for a job or community experiences in preparation for working.