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Early Years Education

Level 3 Diploma in Specialist Support for Teaching and Learning in Schools

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Last Updated

November 7, 2025

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About Course

At A Glance

Course Title Study Method Awarded By
Level 3 Diploma in Specialist Support for Teaching and Learning in Schools Distance & Blended Learning Qualifi Ltd
Couser Level Start Date Anglia Ruskin University Logo
3 Every month
Credit Equivalency Duration  
44 Credits Self-paced  
Fee: £500.00
Progression routes: A QUALIFI Level 4 qualifications, or directly into employment in an associated profession.

Course Description

The Qualifi Level 3 Diploma in Specialist Support for Teaching and Learning in Schools is designed for individuals working or aspiring to work directly with children and young people in school environments. The qualification provides the skills and knowledge required to deliver effective classroom and specialist support, including assisting with lesson planning, assessment, behaviour management, and inclusive education.

Learners will develop the ability to support teachers and pupils in a range of educational settings — from primary and secondary schools to special educational needs (SEN) environments. The course also focuses on safeguarding, communication, equality, and professional reflection, preparing learners for advanced study or employment in the education sector.

Delivered by Edexa Academy, this qualification combines theory with practical experience, ensuring learners gain confidence and competence to excel in teaching support roles.

Course Content

Mandatory Units

● Working Relationships with Children, Young People and Adults
● Schools as Business Organisations
● Support for Learning Activities
● Promoting Positive Behaviour to Children and Young People
● Promoting Equality, Diversity and Inclusion when Working with Children and Young People
● Support for Assessment for Learning
● Understanding Children’s and Young People’s Development
● Supporting the Health and Safety of Children and Young People
● Delivering Learning Activities in Collaboration with a Teacher
● Supporting Gifted Learners
● Supporting Children’s Communication
● Personal Development in Health, Social Care or Children’s and Young People’s Settings
● Principles of Safeguarding the Well-being of Children and Young People

Study Method

This programme is offered through online or blended learning at Edexa Academy. Learners gain access to our digital study platform with 24/7 learning materials, tutor support, and assignment guidance. Flexible study options allow you to learn at your own pace, with optional live or face-to-face tutor sessions available to support your progress.

Learning Outcomes

● Build positive and professional relationships with children, young people, and adults
● Support learning activities and contribute to lesson planning and delivery
● Understand and apply assessment for learning techniques in classroom settings
● Promote positive behaviour and inclusive practice among pupils
● Understand legislation and policies relating to safeguarding and equality in schools
● Support the health, safety, and emotional well-being of children and young people
● Reflect on personal practice to enhance professional development
● Collaborate effectively with teachers to deliver engaging and inclusive learning experiences

Entry Requirements

Applicants must be aged 16 or above and are generally expected to hold a Level 2 qualification or equivalent.

In certain cases, individuals with significant school-based or childcare experience but no formal qualifications may also be considered, subject to a successful interview and demonstration of their ability to meet the academic and practical requirements of the course.

Apply Now

Start your journey towards a recognised UK qualification and build a strong foundation for your business career.
Click below to begin your application for the Qualifi Level 3 Diploma in Specialist Support for Teaching and Learning in Schools.

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This course includes:
Skill Level Intermediate
Certificate Yes
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CRN: 15822463, UKPRN: 10098438, VAT: 470813494.

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