HIGHER LEVEL TEACHING ASSISTANTS
FREQUENTLY ASKED QUESTIONS
A: Defining the role of HLTAs ............................................................................................ 3
1.
2.
3.
4.
What is a HLTA?........................................................................................................ 3
What is the role of HLTAs within schools/colleges? ................................................... 3
What is the relationship between a HLTA and a teacher? .......................................... 3
What is the distinction between higher level teaching assistants and other teaching
assistants?................................................................................................................. 3
5. Do HLTAs undertake teaching activities?................................................................... 3
6. Surely it is wrong for HLTAs to take whole classes, particularly for sports or practical
lessons? .................................................................................................................... 3
7. What do you mean by 'supervision'? .......................................................................... 3
8. What is the difference between a HLTA and a cover supervisor? .............................. 4
9. Will involvement in the HLTA training and assessment process just be another
burden to schools/colleges?....................................................................................... 4
10. Does every HLTA work towards qualified teacher status (QTS)? ............................... 4
B: Defining the role of teacher in relation to HLTAs ........................................................ 5
11. Aren't HLTAs simply a cheap replacement for teachers? ........................................... 5
12. Why not just employ more teachers and create more time for existing staff? ............. 5
13. Are there any tasks that only teachers can do?.......................................................... 5
C: Pay structure and benefits ............................................................................................ 6
14. How much are HLTAs paid? ...................................................................................... 6
15. Is the TDA doing anything to improve TA/HLTA pay and grading?............................. 6
16. What happens to pay differentials for those who achieve HLTA status? .................... 6
17. If a HLTA is not necessarily going to receive a pay rise on passing the assessment,
what is in it for them? ................................................................................................. 6
D: Training .......................................................................................................................... 7
18. How can I achieve HLTA status? ............................................................................... 7
19. What does HLTA training involve? ............................................................................. 7
20. What does the assessment only route involve? ......................................................... 7
21. How can somebody possibly learn to become a HLTA in 3 days? ............................. 7
22. Who provides the training? ........................................................................................ 8
23. Who pays for the training? ......................................................................................... 8
24. Should the money for HLTA training not go directly to schools/colleges?................... 8
25. What if the candidate cannot get a LA-funded place – can they pay for the training
themselves? .............................................................................................................. 8
26. How much does the training cost? ............................................................................. 8
27. How is the quality of the training ensured?................................................................. 9
28. Who decides which members of staff should get HLTA training? ............................... 9
29. Does this mean that headteachers/principals have effectively become the
'gatekeeper' to support staff career development, as ultimately they will have to
approve all training? .................................................................................................. 9
30. What will successful HLTAs receive at the end of the programme? ........................... 9
31. Are people who are not already TAs able to train as HLTAs? .................................... 9
32. Do all candidates have to complete all the training regardless of their experience? ... 9
33. Is cover provided for teaching assistants during their training? .................................. 9
34. How many training places are available? ................................................................... 9
35. Are HLTAs trained to be in charge of a whole class? ................................................. 9
36. Does achieving HLTA status mean that the support staff member can take up a place
on an initial teacher training course?.........................................................................10
E: Standards ......................................................................................................................11
37. What are the entry requirements for the programme? ...............................................11
38. Why do I need to have NVQ3 to get HLTA funding? The national website doesn't
indicate that this is required. .....................................................................................11
39. I already hold a qualification at level 4 (or higher). Why would I want to go for HLTA
status, and what would I gain from it? .......................................................................11
40. How many Standards are there and what do they include?.......................................11
41. What is the relationship between the HLTA Standards and the National Occupational
Standards / NVQs for Supporting Teaching and Learning? .......................................11
42. Shouldn't the HLTA role require an NVQ4 or a foundation degree? ..........................11
43. Are the same Standards suitable for all schools/colleges (i.e. primary, secondary and
special schools/colleges)? ........................................................................................12
F: General questions about the changing role of support staff .....................................13
44. Why was it deemed necessary to offer a higher level for TAs? .................................13
45. How are HLTAs recruited? ........................................................................................13
46. How many HLTAs are there at present and are there any targets? ...........................13
47. What role have unions played in the development of the HLTA status? ....................13
48. What other consultation has there been? ..................................................................13
49. Is there any evidence to show that TAs or HLTAs improve standards? .....................13
G: Maths and science HLTA .............................................................................................14
50. What is a maths/science HLTA? What does one do?...............................................14
51. How much knowledge about working with young people do they have? ...................14
52. Will every school/college have one? .........................................................................14
53. Will they be aware of health and safety and other matters concerning working with
children in the same way teachers are? ....................................................................14
54. Will the government need to train fewer maths and science teachers in future? .......14
2
A: Defining the role of HLTAs
1. What is a HLTA?
A HLTA is a member of school/college classroom support staff who is trained and
assessed as meeting the national HLTA Standards.
Achieving HLTA status
demonstrates to headteachers/principals, teachers, governors and parents that the
member of support staff can make an important contribution to pupils' learning and
achievement.
2. What is the role of HLTAs within schools/colleges?
The main purpose of a HLTA post is to provide a high level of classroom support to help
ensure that teachers can focus on their teaching role. A HLTA post-holder will be
expected to take on more involved roles in support of teaching and learning and may
provide day to day line management of other support staff (e.g. TAs, LSAs). The precise
details of the role will be determined by the school/college.
3. What is the relationship between a HLTA and a teacher?
HLTAs work strictly under the direction and guidance of a teacher, within the framework
of management and supervision of their school/college. Responsibility for teaching and
learning remains with the teacher (and ultimately the head/principal), who will exercise
their professional judgement based on what is best for pupils.
4. What is the distinction between higher level teaching assistants and other
teaching assistants?
The key distinction is that HLTAs take on higher level roles than other TAs, including
planning their own role within the classroom (in support of the teacher's planning) and
undertaking some teaching activities within an appropriate system of supervision
provided by a teacher. HLTAs may line manage other support staff, including TAs.
5. Do HLTAs undertake teaching activities?
Yes. As HLTAs are highly skilled, they are able to undertake some teaching activities
("specified work") under the direction and supervision of a teacher.
6. Surely it is wrong for HLTAs to take whole classes, particularly for sports or
practical lessons?
HLTAs are trained to lead classes and only do so under the direction and supervision of
a teacher. Teachers remain the leaders and the experts, and HLTAs are there to
support them, not replace them. This is in accordance with legal regulations and
guidance (Section 133) which specify the teaching activities that staff without qualified
teacher status may undertake ("specified work").
In practice once HLTA status has been achieved it will be for the school/college to
determine whether whole class work will form part of the duties of the HLTA, after
carrying out appropriate risk assessments.
7. What do you mean by 'supervision'?
Teachers use their professional judgement to determine the level of supervision required.
Teachers may be present in the classroom, or they may be elsewhere in the
school/college. It depends on the tasks the HLTA is undertaking and their level of
training and experience.
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8. What is the difference between a HLTA and a cover supervisor?
A cover supervisor's role is to cover periods of teacher absence and oversee pre-set
learning activities, whereas a HLTA works under the direct supervision and guidance of a
teacher and plays an active role in learning activities on an ongoing basis, including
making a contribution to planning.
9. Will involvement in the HLTA training and assessment process just be another
burden to schools/colleges?
The burdens on schools/colleges and teachers are kept to a minimum. The providers
delivering HLTA training and assessment in the regions make every effort to ensure
training and assessment is flexibly delivered and meets the needs of candidates and
schools/colleges.
10. Does every HLTA work towards qualified teacher status (QTS)?
No. Some HLTAs may well want to work towards QTS but it is not an expectation.
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B: Defining the role of teacher in relation to HLTAs
11. Aren't HLTAs simply a cheap replacement for teachers?
No. The law is clear that teachers and support staff are not interchangeable. Every
class must have a suitable qualified teacher assigned to it.
However, the Government believes that teachers need access to trained support so that
they can focus on activities that have the greatest impact on driving up school/college
standards. The fact that HLTAs may work with whole classes for some of the time does
not make them substitutes for a teacher.
HLTAs work closely with teachers, complementing their role and freeing them up to have
more time to develop each child to his or her potential, but teachers remain firmly in
control of pupils' learning.
12. Why not just employ more teachers and create more time for existing staff?
There are currently well over 400,000 teachers, more than at any time for 20 years. In
addition the number of people training as teachers is at its highest level of the last 30
years.
Although there are still challenges in recruiting to some posts, most
schools/colleges have a full teaching complement.
The HLTA programme is about providing teachers with additional support and more time
to concentrate on teaching, thereby giving pupils a better learning experience. It also
provides a new level of career development for classroom support staff, some of whom
may subsequently wish to train as teachers.
13. Are there any tasks that only teachers can do?
Yes. Qualified teachers retain overall responsibility and accountability for the quality and
outcomes of teaching and learning, assessing pupils' work and progress, and planning
the overall curriculum, using their training and expertise. Only qualified teachers can
undertake the performance management review of another qualified teacher.
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C: Pay structure and benefits
14. How much are HLTAs paid?
In Leicestershire the model job description for a HLTA has been evaluated under the Hay
scheme and came out at grade 8. The actual salary is calculated based on the number
of hours per week and weeks per year the HLTA actually works, with paid holiday
entitlement factored in.
HLTA rates of pay are likely to be different in other authorities.
15. Is the TDA doing anything to improve TA/HLTA pay and grading?
The TDA does not have any powers in this area. However, during 2009 new legislation
will bring about the creation of a Support Staff Negotiating Body which will be charged,
amongst other things, with developing a school support staff pay and conditions
framework.
16. What happens to pay differentials for those who achieve HLTA status?
Having HLTA status does not give an automatic entitlement to be paid as a HLTA at
grade 8.
Pay is calculated based on the requirements of the job, as indicated in the job description
and person specification, and not on any additional qualifications that the post-holder
may have achieved. Changes to job descriptions and roles must be the subject of
consultation, and may or may not result in a change of grade.
17. If a HLTA is not necessarily going to receive a pay rise on passing the
assessment, what is in it for them?
Gaining HLTA status is an opportunity for the individual to have their skills, knowledge
and understanding acknowledged and celebrated, and can give them greater confidence
in their own work in the classroom. It is also a route to personal and professional
development and enables them to apply for higher grade posts that require HLTA status
as and when these become available.
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D: Training
18. How can I achieve HLTA status?
There are 4 steps to achieving HLTA status:
 Funding: the TDA funds the HLTA programme through LAs and candidates working
in maintained schools/colleges are eligible for this funding. Candidates should
always approach their line manager or headteacher/principal before applying for
funding to ensure they have the school/college's support (though in some
circumstances candidates can fund themselves);
 Training: not everyone needs to undertake a training programme as they may
already be working to the level required by the HLTA standards. For those who are
still working towards meeting the standards (as opposed to already being at or close
to meeting them) training is available and may be achieved through development
activities undertaken at the school/college and/or through modular HLTA training
delivered by the University of Northampton (the Regional Provider of Assessment);
 Preparation for Assessment: although training may vary, all candidates undergo the
same preparation and assessment process. During preparation, candidates receive
3 days briefing and guidance to ensure they fully understand the standards and the
assessment process;
 Assessment: all candidates undergo the same assessment process. Nine regional
providers of assessment (RPAs) – one for each Government region – undertake
assessment, which includes a half-day visit to the candidate's school/college and the
completion of a portfolio.
19. What does HLTA training involve?
The training will depend on individual training needs. In addition to any development
activities offered by and undertaken at the candidates own school/college, Leicestershire
are offering a 12 day modular training route. This includes the 3 days preparation for
assessment (compulsory), plus modules in the areas of:




Managing behaviour
Advancing learning with the whole class
Effective contribution to planning and preparation
Working with adults
Candidates are able to access all of these modules or may select only those which meet
their particular training needs.
Other modular routes aimed at specific secondary subjects are also available.
20. What does the assessment only route involve?
This route is for applicants who are able to evidence they are at, or close to
demonstrating all of the Professional Standards for Higher Level Teaching Assistants.
This route comprises: 2 briefing days
 4 – 8 schools based assessment tasks
 1 day with a focus on preparation for assessment
 ½ day school based assessment led by an external assessor
21. How can somebody possibly learn to become a HLTA in 3 days?
It is not possible for anyone to learn to become a HLTA in 3 days. The purpose of the 3day route is to prepare experienced or advanced HLTA candidates for their assessment
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and show them how to demonstrate through their portfolio of evidence that they have
reached the required standards for HLTA status.
Many candidates already undertake the types of activities expected from HLTAs and
may be close to reaching the standards because of their past experiences of working in a
school/college or through completing other relevant training programmes. These
candidates can move quickly towards preparation and assessment. Other candidates
will need a programme of training and development aimed at meeting any gaps in
knowledge, skills and understanding revealed by their individual training needs analysis.
Within Leicestershire the application packs for funding to achieve HLTA status include a
needs analysis document that support staff can complete to determine whether they
have any gaps that could be filled by training. From this the candidate can decide
whether to apply for the 3 day assessment route, or whether they have a training need
and would benefit from the 12 day modular route.
22. Who provides the training?
The modular training and the 3-day preparation for assessment are provided by the
University of Northampton (who are also the regional provider of assessment (RPA)), at
venues in and around Leicestershire.
In addition training may also be provided through development activities organised within
school/college or by local training providers (e.g. LA, FE colleges, private training
providers or organisations in consortia)
23. Who pays for the training?
The TDA has been given a budget from the DCSF for the HLTA programme. From this,
funding has been allocated to LAs to use to fund candidates to undertake HLTA training
and/or assessment.
Invoices for the training and/or assessment are raised directly with the LA, in order to
minimise the burden for schools/colleges.
24. Should the money for HLTA training not go directly to schools/colleges?
The demand for the HLTA programme is not uniform, with some schools/colleges
requiring more candidates to do the programme than others and this fluctuating demand
would not be addressed if the money was split up and sent to individual schools/colleges.
By going through LAs first, the funding is targeted towards those who need it.
25. What if the candidate cannot get a LA-funded place – can they pay for the training
themselves?
Yes. The TDA enables training and/or assessment to be purchased independently by
individuals, schools and LAs where the candidates have the support of the
school/college in which they are employed but have been turned down for an LA-funded
place.
26. How much does the training cost?
The cost depends on the type of training and other variable factors such as number of
candidates, choice of location, etc. TDA procurement ensures that HLTA training is high
quality and good value for money.
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27. How is the quality of the training ensured?
The TDA has established a robust quality assurance programme, which is vital to ensure
that the standard of HLTA training and assessment provision offered is of a consistently
high quality.
28. Who decides which members of staff should get HLTA training?
LAs make the final decision about which individuals receive financial support for the
HLTA programme, drawing on advice and information from headteachers/principals.
Headteachers/principals need to confirm a candidate's suitability as schools are best
placed to make judgements about whether an individual is already close to meeting the
standards or has the potential to do so after training and development. This is important
due to the fact that the school/college have to support the individual through many
aspects of the HLTA process.
29. Does this mean that headteachers/principals have effectively become the
'gatekeeper' to support staff career development, as ultimately they will have to
approve all training?
No. The LA will make the final decision and the authentication process by which a
person's application is accepted or declined will remain open so that the candidate can
see why they have been selected or not.
Within Leicestershire, applications are reviewed by a panel and feedback is always
offered in cases where an application is not successful.
30. What will successful HLTAs receive at the end of the programme?
Candidates who achieve HLTA status receive a letter from the TDA – on behalf of the
Secretary of State for Education and Skills – which acts as proof of HLTA status for
current and future employers. In addition the LA issues a certificate of congratulations
and an East Midlands HLTA lapel badge.
31. Are people who are not already TAs able to train as HLTAs?
The scheme is aimed at teaching assistants already working in schools/colleges and
others working in schools/colleges who have suitable experience – for instance, learning
mentors or a science lab technician who frequently works with small groups of children.
32. Do all candidates have to complete all the training regardless of their experience?
No. The 3-day preparation for assessment is compulsory for all candidates, but other
training is tailored to suit the individual needs and experience of each candidate.
The modular training route on offer in Leicestershire is designed such that candidates
can select the modules that are relevant to their needs.
33. Is cover provided for teaching assistants during their training?
A proportion of the LA HLTA grant can be used to support candidate release, and the LA
determines on an annual basis what proportion of the grant should be allocated for this.
34. How many training places are available?
The number of training places will be determined by the level of demand for each route.
Funding rounds will take place on a termly basis unless high demand results in the grant
being exhausted before the end of the financial year.
35. Are HLTAs trained to be in charge of a whole class?
One of the standards includes the expectation that HLTAs are competent to help pupils
make progress in a range of classroom settings, including working with individuals, small
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groups and whole classes. In order to meet this standard some candidates will need
training that prepares them for this.
36. Does achieving HLTA status mean that the support staff member can take up a
place on an initial teacher training course?
Those who meet the HLTA Standards and subsequently want to enter teaching will still
need to meet the requirements for initial teacher training, including the requirements for a
degree level qualification.
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E: Standards
37. What are the entry requirements for the programme?
Candidates will need to have achieved a qualification in English/literacy and
mathematics/numeracy equivalent to at least Level 2 of the National Qualifications
Framework in order to achieve HLTA status.
In addition, to access LA funding in Leicestershire candidates are required to have a
qualification equivalent to at least Level 3 of the National Qualifications Framework. This
may be an academic or vocational qualification in any area (i.e. it does not need to be
NVQ level 3 for TAs)
38. Why do I need to have NVQ3 to get HLTA funding? The national website doesn't
indicate that this is required.
Since HLTA status is equivalent to level 4 it was felt that funding should be targeted to
those who have already achieved a qualification at level 3. However, this does not need
to be the NVQ 3 for Teaching Assistants; it can be any level 3 qualification (e.g. A or AS
level, NNEB, HND, etc)
39. I already hold a qualification at level 4 (or higher). Why would I want to go for
HLTA status, and what would I gain from it?
Gaining HLTA status is an opportunity for the individual to have their skills, knowledge
and understanding acknowledged and celebrated, and can give them greater confidence
in their own work in the classroom. To achieve HLTA status you need to demonstrate
that you meet all of the HLTA standards. This is considered to require skills and
knowledge equivalent to level 4 of the National Qualifications Framework.
Achieving HLTA status is a route to personal and professional development. Within
Leicestershire anyone wishing to be employed as a HLTA at grade 8 must hold HLTA
status (or qualified teacher status), no matter how highly qualified they are in another
field.
40. How many Standards are there and what do they include?
At the time of writing (July 2009) there are 33 standards which fall under the headings
“Professional Attributes”, Professional Knowledge and Understanding” and “Professional
Skills”. A full list of standards is available to download from www.hlta.gov.uk.
41. What is the relationship between the HLTA Standards and the National
Occupational Standards / NVQs for Supporting Teaching and Learning?
National Occupational Standards for Supporting Teaching and Learning exist at levels 2
and 3 and NVQs reflecting these standards are available from a range of providers. The
TDA is keen to ensure that there is a coherent career path for teaching assistants who
want to progress towards HLTA status, which is a level 4 equivalent qualification.
42. Shouldn't the HLTA role require an NVQ4 or a foundation degree?
Not all those who want to gain HLTA Status will want to study for an NVQ4 (or a
Foundation Degree) because they already have qualifications at a higher level or
because they have extensive experience of working in schools and wish to have this
recognised.
Some HLTAs work towards, or already have, an NVQ4 or foundation degree. However,
it is certainly not essential because they are trained and assessed against a rigorous set
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of standards which provide assurance to teacher, employers and parents of the quality of
the contribution to pupils' learning that HLTAs are expected to make.
The HLTA Standards have been set at a level which, when prior training and
achievement are taken into account, requires understanding equivalent to NVQ4.
43. Are the same Standards suitable for all schools/colleges (i.e. primary, secondary
and special schools/colleges)?
The standards are generic and, as with QTS, apply for all schools/colleges and phases.
The TDA is looking to develop specialist HLTA status to help support mathematics and
science at secondary level, although the HLTA Standards will still apply.
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F: General questions about the changing role of support staff
44. Why was it deemed necessary to offer a higher level for TAs?
The HLTA initiative was set within a wider vision for reforming the school/college
workforce and aims to encourage and recognise the advanced levels of experience and
expertise that many TAs bring to the classroom.
45. How are HLTAs recruited?
Individual schools/colleges recruit HLTAs to meet their local needs and circumstances –
just as they are responsible for recruiting teachers and other support staff. This may
mean recruiting people who have already gained HLTA status or supporting their existing
support staff who may have the skills to develop their role with appropriate training to
achieve HLTA status.
46. How many HLTAs are there at present and are there any targets?
Over 28,000 people have HLTA status nationally (as at July 2009), and of these over 400
are from Leicestershire schools. The number of people deployed in HLTA roles is
dependent on school/colleges decisions on what types and how many staff they want
and how they use their resources. It should also be noted that some of those awarded
HLTA status have now retired, moved away or progressed their careers further (e.g.
become teachers).
47. What role have unions played in the development of the HLTA status?
The introduction of HLTA status came about as a direct result of the National Agreement
on tackling workload and raising standards. This agreement, formed by a social
partnership of Government, support staff unions, teacher and headteacher
representatives and local authority employers, has led to the adoption of a range of
measures which has lessened teachers' workload and improved their work-life balance.
48. What other consultation has there been?
The original draft standards were put out to public consultation in April 2003 and received
a very wide range of support. These were reviewed, again with wide consultation, in
2006, to ensure they remain up-to-date and relevant.
49. Is there any evidence to show that TAs or HLTAs improve standards?
Yes. Ofsted has reported that the quality of teaching in lessons with support from TAs is
better than in lessons without them.
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G: Maths and science HLTA
50. What is a maths/science HLTA? What does one do?
Maths and science HLTAs, in addition to meeting the HLTA Standards, will have extra
training to enable them to support teachers more effectively in these subject areas at
secondary level.
51. How much knowledge about working with young people do they have?
All HLTAs have to demonstrate a high level of skills and experience in working with
young people.
52. Will every school/college have one?
Every state secondary school in England is entitled to recruit as many or as few as they
want: the intention is to have enough trained maths and science HLTAs to meet demand.
53. Will they be aware of health and safety and other matters concerning working with
children in the same way teachers are?
Yes. This forms part of the HLTA training.
54. Will the government need to train fewer maths and science teachers in future?
No. The TDA is committed to continuing to recruit teachers, particularly in priority
subjects such as maths and science. As in all other cases, maths and science HLTAs do
not replace teachers, they support their work.
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