Thrive Wellbeing Specialist Teaching Assistant Apprenticeship Level 5
At a glance
Dual Qualification
Specialist Teaching Assistant Level 5 &
Thrive Licensed
Practitioner status
Typical duration
18 months
Training method
Live virtual sessions & face-to-face tutoring
Funding value
£12,000
DELIVERY
Delivered by Best Practice Network & Thrive Licensed Trainers
Price for this programme: £12,000 £0
This course is fully funded through the Apprenticeship Levy Fund
What is the Thrive Wellbeing Specialist Teaching Assistant Apprenticeship?
The Thrive Wellbeing Specialist Teaching Assistant Apprenticeship, delivered by Best Practice Network with Thrive Licensed Trainers, is an 18-month, work-based programme equivalent to a foundation degree.
Designed for teaching assistants (and those in similar support roles) looking to advance their careers, apprentices will be trained to plan, implement and adapt activities, collaborate with teachers, families and external agencies, and advocate for pupils’ needs so they can thrive both personally and academically.
By building skills to support pupils' social and emotional development, teaching assistants are empowered to build pupils’ self-confidence, resilience, and independence using evidence-based techniques that nurture wellbeing and remove barriers to learning.
Upon successful completion, apprentices will qualify as a Level 5 Specialist Teaching Assistant and as a Thrive Licensed Practitioner.
Download the course guide
Why train with Best Practice Network and Thrive?
This apprenticeship combines Thrive’s expertise in social and emotional wellbeing with Best Practice Network’s award-winning training delivery.
Underpinned by Thrive’s proven approach, rooted in evidence and research, and Best Practice Network’s recognition as the Education and Childcare Apprenticeship Provider of the Year two years running, this new wellbeing apprenticeship offers a world-class learning experience that combines the best of both worlds.
How is this programme delivered?
This 18-month Specialist Teaching Assistant Apprenticeship combines Thrive’s expertise in social and emotional wellbeing with Best Practice Network’s industry-leading reputation as an Ofsted ‘Good’ apprenticeship training provider. Learners can be assured of the very best in professional training and unparalleled wraparound care.
The programme includes:
- Interactive online learning
- One-to-one support with your apprenticeship tutor
- Independent learning through online learning materials
- Employer/mentor reviews throughout the whole programme
- End-point assessments to demonstrate your knowledge
Over 795,000 children and young people currently benefit from the Thrive Approach. Begin your journey to becoming a Thrive Licensed Practitioner and join our mission to support millions of children and young people.
Elizabeth Leer | Headteacher, Early Years Thrive Licensed Practitioner at Rothesay Nursery School
⭐️ ⭐️ ⭐️ ⭐️ ⭐️
“Thrive is a constant reminder about how important it is to know about neuroscience and how children’s brains are developing, especially during the early years. We can almost be like brain surgeons because children’s brains are able to forge new connections and adapt. What we do here really is shaping children’s futures.”
Dr Tim Cook | Headteacher, Childhood Thrive Licensed Practitioner at Liskeard Hillfort School
⭐️ ⭐️ ⭐️ ⭐️ ⭐️
“In my professional opinion, you can’t progress more sophisticated things like phonics, reading and writing if a school is like the Wild West. Thrive’s principles and practices have helped us to identify individual needs and to respond accordingly so that our children feel settled and ready to learn.”
Samantha Strange | Personalised Learning Centre Manager, Adolescent Thrive Licensed Practitioner at Northfields School & Sports College
⭐️ ⭐️ ⭐️ ⭐️ ⭐️
“Thrive training exceeded my expectations and it has brought me huge benefits professionally and personally. It’s been an amazing journey that has completely transformed me. I would advise anyone thinking about starting Thrive training to go for it, for your own mental health and for professional satisfaction.”
Check eligibility & apply today
Who can apply?
If you're an experienced teaching assistant or in a similar role supporting pupils and ready to specialise further, this apprenticeship offers the opportunity to deepen your knowledge and become a specialist in social and emotional wellbeing.
Thank you for confirming that you meet the requirements for the Specialist Teaching Assistant Apprenticeship Level 5.
During the application process, you’ll need to provide evidence of your eligibility, so please ensure you have this ready.
Click below to start your application. We look forward to supporting you on this exciting journey!
Unfortunately, it seems you aren't eligible.
For more information about the eligibility criteria for this course, please read the detailed FAQs. Or to discuss best-fit alternatives, book a Discovery Call with your regional expert.
Key Benefits:
- Hands-on experience specialising in social and emotional wellbeing in a classroom
- Advanced skills to better support the diverse needs of pupils
- A nationally-recognised Level 5 qualification as a Specialist Teaching Assistant
- Certification as a Thrive Licensed Practitioner
Question 1: Are you aware of the benefits of this programme?
Question 2: Have you lived in the UK for at least the past three consecutive years?
Question 3: Do you have the right to work and study in the UK and hold a permanent role based in England?
To join this programme you need to have EITHER:
GCSE qualifications in Maths & English at Grade 4 (C) or above (you will be requested to supply certificates when you apply)
OR
Functional Skills Maths and English Level 2 on programme (these can be completed while on programme. We will provide details after you apply)
If you achieved your qualifications internationally (outside of the UK) you will need to have a UK ENIC statement of comparability confirming equivalency to grade 4/C in maths & English.
Question 4: Do you meet the GCSE requirements or are you willing to complete Functional Skills Level 2 in maths and English?
Question 5: Are you aware that this is an 18-month apprenticeship (or longer if part-time) requiring 20% off-the-job training and agreement with your employer?
Frequently asked questions
- Have a minimum of one year’s experience in a relevant role.
- Be employed in a role working closely with children and young people in a classroom environment.
- Have support from an employer and levy account holder.
- Have held UK residency for at least three years.
- Be based in England.
- Have achieved GCSE grade 9-4 (A* - C) or equivalent in English and maths. If you haven't secured a grade 4 (C) or above in GCSE English and maths, you will be required to complete Functional Skills Level 2 in these areas. You will be fully supported by your tutors using a range of materials best suited to you.
Suitable job roles may include; teaching assistants, attendance mentors, behaviour leads, higher level teaching assistants, social and emotional wellbeing teaching assistants, specialist learning assistants, specialist learning support and other support roles in a classroom environment.
Employers will need to allow full-time apprentices six hours per week of off-the-job training. Part-time apprentices must allocate 20% of their working hours for this purpose.
Employers will also offer a mentor and facilitate the apprentice’s monthly virtual sessions and overall development.
It’s fully funded for those working in local authority schools or those paying into the apprenticeship levy. For non-levy payers, the government offers co-funding, covering 95% of the cost, or levy transfers are available for additional support.
Download information about the apprenticeship levyYes, this programme is more comprehensive and requires a higher level of commitment. Over 18 months, participants complete the Thrive Licensed Practitioner training with the Specialist Teaching Assistant Level 5 apprenticeship standard. This includes developing the required knowledge, skills, and behaviours for the apprenticeship, alongside dedicating 20% of their working time to off-the-job training.
The standalone Thrive Licensed Practitioner course is a shorter option, completed in just three months, and focuses solely on Thrive training. This may be a better fit for individuals whose primary goal is to become a Thrive Licensed Practitioner.
However, the apprenticeship offers a broader development opportunity for those in classroom support roles, equipping participants with the tools to support the social and emotional wellbeing of children and young people while achieving a nationally recognised Level 5 qualification. It’s ideal for individuals ready to deepen their expertise and make a meaningful impact in their roles.
Need more information? Head to our course FAQs page for all the details.
Knowledge, Skills & Behaviours
This apprenticeship blends Thrive’s proven approach to emotional development with practical tools to elevate your role. You’ll develop a rich set of knowledge, skills, and behaviours (KSBs) designed to empower you to better support young people and foster inclusive, nurturing learning environments—all while staying in your current role.
K1: Statutory and non-statutory curriculum frameworks relevant to the provision.
K2: Statutory and non-statutory health, safety and well-being frameworks relevant to the provision, including safeguarding.
K3: Policies, processes, and procedures related to the collecting, storing, and sharing of information.
K4: The principles of equity, equality, diversity, and inclusion, and why these are important.
K5: The principles of sustainability within the education context.
K6: Theories of learning, their application and implications for learning.
K7: Typical patterns of child development and age-related expectations. How these differ for individual learners and the implication of these.
K8: Sources of information on research informed evidence-based practice.
K9: The difference between curriculum, assessment and pedagogy and why this is important when planning.
K10: Rationale, methods, and approaches to planning for learning.
K11: Teaching strategies to advance learning.
K12: Barriers to learning and strategies to overcome them.
K13: Principles and different methods of assessment and observation.
K14: Methods of recording and reporting on assessments.
K15: The features of enabling environments.
K16: The principles of behaviours for learning.
K17: The principles of and approaches to learner voice.
K18: The purpose, impact, and safe use of equipment and resources to advance learning.
K19: The additional professional support available for learners.
K20: The additional professional support available for their specialist role.
K21: The principles of effective teamwork.
K22: Know how and when to escalate to the appropriate professional for expert help and advice.
K23: The principles and impact of relationships, effective working and communication with learners, parents or carers and stakeholders.
K24: The principles of effective coaching and mentoring and the difference between them.
K25: The principles and importance of reflective practice.
K26: Know and understand strategies to develop resilience in self and others.
K27: Know how research findings are used to inform practices in education.
K28: The importance of social cultural context on learning, including the factors that may lead to inequalities in access to education.
K29: The appropriate digital and emerging technologies, and their applications to support learning.
K36: National and local policies, practices, processes, and procedures related to social and emotional well-being of learners.
K37: The theoretical background to support social and emotional well-being in educational contexts.
K38: Principles and approaches to the promotion of social and emotional well-being in educational contexts.
K39: The tools available to promote social and emotional well-being to advance learning.
K40: The impact of social and emotional well-being on children and young people’s learning and development.
K41: Strategies to advance social and emotional well-being in learning and assessment contexts.
S1: Act in line with policies, processes, and procedures related to statutory frameworks and non-statutory guidance, including safeguarding, implementing the setting’s behaviour policy.
S2: Establish a safe, stimulating and nurturing environment for learners.
S3: Establish nurturing, effective working relationships with learners, parents or carers and stakeholders.
S4: Demonstrate understanding of equality and diversity and sustainable development.
S5: Undertake dynamic risk assessment of the learning environment.
S6: Respond to and mitigate potential hazards that may adversely affect a learning environment.
S7: Contribute to the planning of learning and assessment activities.
S8: Apply teaching strategies to advance learning, for example scaffolding.
S9: Select and use safely, appropriate equipment and resources to advance learning.
S10: Apply an appropriate range of assessment methods, including formative, summative and individual needs-based assessments.
S11: Analyse assessment outcomes to inform reporting and future planning.
S12: Provide ongoing feedback to learners and support them to respond to feedback.
S13: Record and report information related to learners’ progress to a range of stakeholders.
S14: Collaborate with colleagues and other professionals.
S15: Advocate for and champion the needs of learners.
S16: Use a range of research to critically evaluate teaching and assessment approaches and practices.
S17: Critically evaluate a variety of teaching and assessment methods depending on the learning environments and learners’ needs..
S18: Improve own practice by undertaking continuous self-reflection including seeking and responding to feedback from varied sources.
S19: Update and maintain their own knowledge and skills as part of managing their own continuing professional development.
S20: Communicate information and analysis in a variety of forms to reflect the needs of the audience, for example by providing appropriate advice and guidance to parents or carers.
S21: Support the development of effective practices in others, for example through mentoring and coaching colleagues.
S22: Identify, action, and challenge issues and undertake difficult conversations where appropriate.
S23: Recognise signs of vulnerability in self or colleagues and the appropriate actions required to minimise risks to professional well-being.
S24: Implement strategies to support the social and emotional well-being of learners.
S25: Select and use technologies safely and effectively to promote learning.
S26: Prioritise and manage own workload, for example recognising the importance of capacity.
S30: Implement national and local policies, practices, processes, and procedures related to social and emotional well-being.
S31: Identify and signpost learners in need of social and emotional well-being intervention.
S32: Apply strategies to support the social and emotional well-being of learners.
B1: Model ethical, fair, consistent, and impartial behaviours, by valuing inclusion, equity, equality and diversity within professional contexts.
B2: Act professionally, positively, and proactively.
B3: Show respect, care, approachability and empathy for children, colleagues and stakeholders.
B4: Adaptable and resilient.
B5: Eager to develop as a practitioner, by being receptive and open to challenge and constructive criticism.
B6: Model appropriately aspirational practices.