Teaching, Early Years & Sports

Speech & Language Support Practitioner Level 5

This programme is designed for teaching assistants and support staff who want to develop specialist expertise in speech, language and communication, and play a more impactful role in supporting pupils’ learning, participation and outcomes. It is particularly suited to those working with pupils with speech, language and communication needs (SLCN), or pupils who struggle to understand, express themselves or engage in learning, and who want practical, evidence-informed strategies they can apply immediately in the classroom.

Total Duration
18 Months

Apprenticeship Level
Level 5

Assessment Method
Professional Discussion and Observation with Q&A. Underpinned by Portfolio of Evidence

Current vacancies

Total Duration

18 Months

Level

Level 5

Assessment Method

Professional Discussion and Observation with Q&A. Underpinned by Portfolio of Evidence

Supporting school staff in
developing inclusive educational strategies

Speech, language and communication needs are now the most common type of SEND in England, with over 1 in 4 pupils on SEN support identified with SLCN. This means schools need staff with the right knowledge and practical expertise to spot needs early, put effective support in place and help pupils access learning with confidence.

Built on the Level 5 Specialist Teaching Assistant standard, and delivered with input from qualified speech and language therapists, this programme combines practical classroom strategies with a deep understanding of how speech, language and communication underpin progress, participation and inclusion.

Delivered in partnership with Speech & Language Link, recognised experts in supporting children and young people with speech, language and communication needs, bringing evidence-informed approaches and practical strategies that are used in schools every day. Their involvement ensures learners benefit from direct input from qualified speech and language therapists, grounded in real classroom application.

Support pupils with speech, language and communication needs (SLCN) to access learning effectively.
Identify speech, language and communication barriers that impact learning and participation.
Implement evidence-informed strategies to improve communication skills in the classroom.
Plan and deliver structured interventions to support speech and language development.
Monitor pupil progress and evaluate the effectiveness of support programmes.
Collaborate with teachers, speech and language therapists, and families to meet pupil needs.
Adapt learning activities and resources to support pupils with communication difficulties.
Promote pupil participation, inclusion and engagement across the curriculum.
Provide targeted support to help pupils develop confidence in understanding and expressing themselves.
Contribute to inclusive practice across the school by sharing specialist speech and language knowledge.

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Statutory and non-statutory curriculum frameworks relevant to the provision.
Statutory and non-statutory health, safety and well-being frameworks relevant to the provision, including safeguarding.
Policies, processes and procedures related to the collecting, storing and sharing of information.
The principles of equity, equality, diversity and inclusion, and why these are important.
The principles of sustainability within the education context.
Theories of learning, their application and implications for learning.
Typical patterns of child development and age related expectations. How these differ for individual learners and the implication of these.
Sources of information of research informed evidence-based practice.

Act in line with policies, processes and procedures related to statutory frameworks and non-statutory guidance, including safeguarding, implementing the setting’s behaviour policy.
Establish a safe, stimulating and nurturing environment for learners.
Establish nurturing, effective working relationships with learners, parents or carers and stakeholders.
Demonstrate understanding of equality and diversity and sustainable development.
Undertake dynamic risk assessment of the learning environment.
Respond to and mitigate potential hazards that may adversely affect a learning environment.
Contribute to the planning of learning and assessment activities.
Apply teaching strategies to advance learning.
Select and use safely, appropriate equipment and resources to advance learning.

Act professionally, positively, and proactively.
Show respect, care, approachability and empathy for children, colleagues and stakeholders.
Adaptable and resilient.
Eager to develop as a practitioner, by being receptive and open to challenge and constrictive criticism

Apprenticeships are available in the following locations

A number of our apprenticeship programmes are offered in multiple locations within the same area. Click on each location to find out more and apply.

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