FAQ for Headteachers

What is a Higher Level Teaching Assistant (HLTA)?

An HLTA is a teaching assistant who has demonstrated that they have met 31 nationally recognised standards. HLTAs have demonstrated that they are able to work at a higher level in supporting learning and teaching, making a significant contribution to the life of the school, the work of the teacher and to pupils’ attainment. They always work under the direction of teachers.

HLTAs are integral to the long term workforce development strategy for schools.

Why is there an HLTA status?

HLTA status was introduced in 2003 to support workforce reform. This was as a result of broad consultation with professional associations, employers, headteachers, teachers and teaching assistant representatives. A prime aim of the initiative is to provide skilled teaching assistants with the opportunity to achieve a nationally recognised status.

How could an HLTA benefit my school?

There is no standard HLTA model. The role of an HLTA is flexible enough to adapt to the needs of the school community. In some schools HLTAs could be responsible for developing the delivery of a curriculum area otherwise under resourced. In others they might support a subject coordinator in developing and designing schemes of work or they may be utilising their specialist skills and knowledge in taking a leading role in pupil support. They might fulfil a focused role in raising standards in learning and teaching. An HLTA has the capability and capacity to work across the school providing continuity and maintaining high expectations of behaviour and learning.

Will I need to pay an HLTA more?

Gaining HLTA status does not automatically lead to an increase in pay for an individual. However, where a member of staff with HLTA status undertakes an HLTA role as determined in the school structure, then schools are advised to pay those undertaking HLTA roles in accordance with the pay advice provided by the Local Authority.

Why should I have an HLTA?

HLTAs are instrumental in raising standards because they fulfil a wider role within the school community. They demonstrate this ability against a nationally recognised set of standards and in achieving this status they have undergone a rigorous assessment process. Achievement of HLTA status provides an objective assurance to schools and parents that those members of support staff are working to this set of agreed national professional standards on a daily basis. In all cases the work of an HLTA compliments the work of teachers although it should be recognised that the roles remain essentially different and are not interchangeable.

They have a significant role to play in raising standards, sharing workload and impacting on the work-life balance of members of the teaching profession.

Will all schools have to have HLTAs in the future?

It is not a statutory requirement that a school must have an HLTA. However, there are a growing number of HLTAs within the school workforce. More and more teaching assistants and other support staff see the HLTA status as a way forward, either in gaining recognition for the work they already do in supporting learning and teaching, or as a true career opportunity leading to a new and distinct role in their school.

Headteachers and governors, some prompted by the requirements to provide PPA time and others by recognising the potential of teaching assistants with skills, knowledge and understanding gained from working alongside their teaching colleagues, have become increasingly creative in developing the role of HLTAs in their schools.

Do HLTAs manage the learning of a whole class?

A key HLTA standard requires that HLTAs are able to demonstrate that they can advance pupils’ learning in a range of classroom settings. This includes working with whole classes. Schools are not required to timetable HLTAs for whole class cover but have the flexibility to deploy them in this role in a way that suits the needs of the school. Using HLTAs in this way can ensure learning continues when, for example, teachers are engaged in planning, preparation and assessment (PPA).

The term ‘whole class’ is not defined by an absolute or precise number of pupils but is determined by the context in which the TA works and also the benefits this can bring. For example, the class teacher could carry out assessment activities with a group of pupils whilst whole class learning continues under the direction of the HLTA.

Are HLTAs insured to take whole classes?

When schools timetable support staff to enable teachers to, for example, access their PPA time, they will be legitimately undertaking responsibilities known as ‘specified work’. This follows the regulations made under Section 133 of the Education Act 2002. Therefore, HLTAs are insured to take whole classes under the supervision and direction of a teacher, to take responsibility for whole classes with and without the teacher present.

Where more demanding aspects of specified work are carried out, including work with whole classes, the guidance to the S133 regulations strongly recommends that headteachers use the HLTA standards to assess the levels of skills and experience required.

What is the difference between a TA and an HLTA?

The breadth of the HLTA professional standards requires them to demonstrate a broader range of skills, knowledge and understanding as to how schools operate and children learn. These standards are closely aligned and relate to the Qualified Teacher Status (QTS) framework. In achieving their status the HLTA has demonstrated that they are able to operate at a level above that of a typical teaching assistant and as such they are recognised by the Training and Development Agency (TDA) and can be given a greater level of responsibility within the school.

How does a TA become an HLTA?

They may go through a process of training and support. All potential HLTAs have to complete a preparation course and have an assessor’s visit. This is fully explained in the document A Toolkit for Headteachers.

Who pays for the training and preparation?

The training, preparation and assessment are fully funded by the local authority. Teaching assistants will need to apply to their local authority to access this funding.

What are the entry requirements?

Any teaching assistant wishing to achieve HLTA status must have Level 2 qualifications in both English/Literacy and Mathematics/Numeracy. They are required to produce original certificates as evidence of this as a requirement of Standard 2.6. If a teaching assistant does not hold these qualifications they should contact http://www.learndirect.co.uk/. If certificates have been lost please contact http://www.openquals.org.uk/. They can do a comprehensive search according to the TAs details and provide a letter of certification if successful.