Teaching Partner Apprenticeship - Wallscourt Farm Academy

Wallscourt Farm Academy is a warm, ambitious and inclusive school where children and staff thrive. Ofsted recognised that we are “strong for inclusion” and that “inclusion is a defining strength of the school.” We are proud of our collaborative culture, where every member of staff is valued and plays a vital role in helping children succeed.

At Wallscourt, we employ Teaching Partners rather than Teaching Assistants. A Teaching Partner is a valued, Level 3-qualified member of staff who works alongside teachers as part of a highly collaborative team. Our Teaching Partners play a key role in day-to-day teaching and learning, attend weekly team meetings, and access the same high-quality professional development opportunities as teaching staff.

We are delighted to be recruiting for two Teaching Partner Apprenticeship positions, starting in September 2026. Successful candidates will complete the Level 3 Teaching Assistant apprenticeship programme through LMP Education, gaining the skills, knowledge and experience needed to become an effective Teaching Partner within our school community.

Key responsibilities:

• Supported the educational, personal, and social development of designated students by working closely with the Principal, SENCo/INCo, phase leaders, and class teachers


• Implemented tailored strategies and specialist techniques to help students access the curriculum, increase engagement, and achieve their full potential


• Provided specialist support in key areas, including curriculum delivery, age-specific learning, and additional educational needs, contributing to improved academic progress and social-emotional well-being


• Delivered targeted interventions and individualized support to meet diverse learning needs and promote positive outcomes


• Supervised and delivered lessons for groups and whole classes as required, ensuring continuity of learning in line with experience and school expectations


• Collaborated effectively with teaching and support staff to meet the requirements of the role and enhance student achievement


• Supported, coached, and mentored less experienced staff, sharing best practices and contributing to a collaborative and inclusive learning environment


• Built effective one-to-one and small-group relationships with students, using specialist strategies to support progress toward individual learning objectives and full potential


• Delivered targeted interventions, providing constructive feedback based on ongoing monitoring and assessment of student progress


• Assessed, recorded, and reported on students' achievements, progress, and development to inform future learning and support planning


• Supervised and taught small groups or whole classes in the absence of the class teacher, ensuring continuity of learning


• Collaborated with teachers to meet individual learning needs, discuss student progress, and implement effective support strategies


• Communicated student needs, progress, and recommended interventions effectively with colleagues and external professionals to support informed decision-making


• Developed positive partnerships with parents and carers, providing regular updates on student progress, targets, and well-being while fostering strong home-school relationships


• Worked collaboratively with colleagues and external practitioners to deliver specialist support and improve student outcomes


• Partnered with the SENCo/INCo and teaching staff to monitor, evaluate, and review students' short- and long-term learning goals, maintaining accurate records of progress and achievement


• Adapted communication styles and teaching approaches to meet the diverse needs of individual students, promoting inclusion and engagement