How long does the iCQ Level 5 EPA take to complete?

The EPA typically takes around 3-4 months from gateway to completion. You will need to submit your portfolio at least 2 weeks before the professional discussion. The observation is usually scheduled within a month of your portfolio submission. Plan your time carefully, especially if you need to gather additional evidence or arrange cover for your observation.

What happens if I fail the EPA?

If you fail one component (e.g., the professional discussion), you can retake that component within 6 months. You will need to pay a resit fee and may be required to submit additional evidence. If you fail both components, you must retake the entire EPA. Your training provider will support you with a re-sit plan, including targeted feedback and extra practice.

Can I use the same lesson for the observation that I used in my portfolio?

Yes, you can, but it is not recommended. The assessor wants to see your typical practice, not a rehearsed performance. If you use a lesson from your portfolio, be prepared to discuss how it has evolved or how you have reflected on it since. It is often better to choose a new lesson that demonstrates your current skills and adaptability.

Do I need to have a teaching qualification to pass the EPA?

No, the EPA is specifically designed for teaching assistants, not teachers. However, you must demonstrate knowledge of the curriculum and pedagogy relevant to your role. For example, if you support in Key Stage 1, you should understand phonics and early maths. The focus is on your specialist support skills, not on being a qualified teacher.

How is the professional discussion structured?

The professional discussion lasts about 60-90 minutes and is based on your portfolio. The assessor will ask open-ended questions about your role, your impact on pupils, and your professional development. They will probe your understanding of key concepts like the graduated approach and adaptive teaching. You will be expected to provide specific examples and reflect on your practice. It is not a test of memory but a conversation about your work.

What kind of evidence should I include in my portfolio?

Your portfolio should include a range of evidence, such as lesson plans, observation notes from your line manager, pupil progress data, feedback from teachers and parents, and your own reflective logs. Each piece of evidence should be annotated to explain how it demonstrates your competence against the EPA criteria. Aim for 10-15 pieces of evidence that cover all the assessment standards, with a focus on impact and your role in leading support.

iCQ Level 5 End-Point Assessment for Specialist Teaching Assistant - Core Content

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This core content underpins the Specialist Teaching Assistant role, focusing on high-quality inclusive practice, personalised support strategies, and collaboration with multidisciplinary teams to enhance learning outcomes for children and young people with SEND. It equips learners with the theoretical knowledge and practical skills to champion person-centred approaches and implement evidence-based interventions in educational settings.

Learning Outcomes

Assessment Guidance

Key Skills

Key Terms

Assessment Criteria

Assessment criteria

iCQ Level 5 End-Point Assessment for Specialist Teaching Assistant

Topic Overview

The iCQ Level 5 End-Point Assessment for Specialist Teaching Assistant is the final stage of the Level 5 Apprenticeship for Specialist Teaching Assistants. It assesses your ability to work as a highly skilled practitioner, supporting teaching and learning across the curriculum, with a particular focus on pupils with special educational needs and disabilities (SEND). You will demonstrate expertise in planning, delivering, and evaluating tailored interventions, as well as leading other support staff and contributing to whole-school policy. This assessment is crucial because it validates your readiness to take on senior support roles in schools, such as Higher Level Teaching Assistant (HLTA) or Specialist TA, and it directly impacts your career progression and professional recognition.

The end-point assessment (EPA) consists of two components: a professional discussion underpinned by a portfolio of evidence, and a practical observation of your practice in a school setting. The portfolio must showcase your ability to work independently, adapt strategies for individual pupils, and reflect on your impact. The observation focuses on your interaction with pupils, your use of assessment for learning, and your ability to manage behaviour effectively. Mastery of this EPA requires deep understanding of the UK's SEND Code of Practice, the graduated approach (assess, plan, do, review), and how to use data to inform your practice. This topic sits within the broader context of inclusive education and the drive to close the attainment gap for disadvantaged learners.

Why does this matter? Schools increasingly rely on specialist TAs to deliver high-quality interventions and support inclusion. By passing this EPA, you prove you can reduce teacher workload, improve pupil outcomes, and lead change in your setting. The assessment also aligns with the Teachers' Standards (Part Two) and the Professional Standards for Teaching Assistants, ensuring you are equipped to uphold the highest professional values. In short, this topic is your gateway to becoming a recognised specialist in learning support, with the skills to make a tangible difference to pupils who need it most.

Key Concepts

Core ideas you must understand for this topic

→Graduated Approach: The cycle of assess, plan, do, review used to identify and support pupils with SEND. You must show how you apply this in your daily practice, using evidence from your portfolio.
→Adaptive Teaching vs. Differentiation: Adaptive teaching involves real-time adjustments based on pupil responses, while differentiation is pre-planned. The EPA expects you to demonstrate adaptive teaching strategies that meet individual needs without reducing challenge.
→The SEND Code of Practice (2015): This statutory guidance outlines the legal duties of schools towards pupils with SEND. You need to reference key principles, such as involving pupils and parents in decision-making and ensuring 'reasonable adjustments' are made.
→Assessment for Learning (AfL): Using formative assessment techniques (e.g., questioning, feedback, self-assessment) to inform your next steps. In the observation, you will be judged on how you use AfL to adapt your support in real time.
→Leading and Managing Support Staff: As a specialist TA, you may be expected to mentor other TAs or coordinate interventions. The professional discussion will explore your leadership skills, including delegation, modelling good practice, and providing constructive feedback.

Learning Objectives

What you need to know and understand

Understand the key principles and practices
Apply knowledge in practical contexts
Demonstrate competency in core skills

Assessment Criteria

Key criteria assessors look for in your portfolio

Award credit for demonstrating a thorough understanding of statutory frameworks (e.g., SEND Code of Practice, Equality Act) and how these inform daily practice and decision-making.
Evidence must show the ability to design and adapt individualised learning plans using formative assessment data, clearly linking targets to pupils' EHCP outcomes.
Assess for effective collaboration with teachers, therapists, and families, evidenced by contemporaneous records of multi-agency meetings and consequent adjustments to support.
Look for critical reflection on the impact of interventions, using both qualitative and quantitative data to evaluate progress and inform future planning.

Assessment Guidance

Guidance for achieving higher grades

💡Structure your portfolio evidence around the EPA assessment plan criteria, ensuring each piece directly demonstrates competence against the relevant standard.
💡In professional discussion, use the STAR (Situation, Task, Action, Result) technique to structure responses, clearly articulating your specific contribution and impact.
💡Maintain a reflective journal throughout your practice to capture real-time examples of decision-making, challenges, and learning, which can be drawn upon during the assessment.
💡Practice articulating your role in multi-agency working, highlighting how you communicate and coordinate to achieve holistic outcomes for the pupil.
💡Tip 1: In the professional discussion, always link your answers back to specific examples from your portfolio. Use the STAR method (Situation, Task, Action, Result) to structure your responses. For instance, when asked about adapting support, describe a particular pupil, the challenge, the strategy you used, and the measurable outcome.
💡Tip 2: During the observation, narrate your thinking subtly. For example, if you notice a pupil struggling, you might say, 'I can see you're finding this tricky. Let's try a different approach,' and then explain your reasoning to the assessor afterwards. This shows your decision-making process and your ability to reflect in action.
💡Tip 3: Prepare for questions about your professional development. The assessor will want to know how you stay current with SEND best practice. Mention specific CPD you have undertaken (e.g., training on speech and language, autism, or trauma-informed practice) and how you have applied this learning in your role.

Common Mistakes

Common errors to avoid in your coursework

Superficial or generic descriptions of practice without linking actions to specific pupil needs or underlying theory.
Over-reliance on anecdotal evidence rather than robust, measurable data when evaluating the effectiveness of support strategies.
Failing to reference key legislation and guidance explicitly, leading to insufficient justification for chosen approaches.
Confusing the role of a Specialist Teaching Assistant with that of a teacher, particularly in planning and assessment responsibilities.
Misconception: 'The portfolio is just a collection of lesson plans and observations.' Correction: The portfolio must demonstrate your impact on pupil progress. Include evidence of how you analysed data, adapted your approach, and reflected on outcomes. Use the 'assess, plan, do, review' cycle to structure your evidence.
Misconception: 'During the observation, I should focus only on the pupil I am supporting.' Correction: The assessor will also look at how you interact with the teacher, other staff, and the whole class. Show that you can work collaboratively, manage behaviour across the group, and contribute to the wider learning environment.
Misconception: 'I need to use specialist jargon to sound knowledgeable.' Correction: Clarity and precision are more important. Explain terms like 'scaffolding' or 'metacognition' with concrete examples from your practice. The assessor wants to see that you understand the concepts and can apply them effectively, not just recite definitions.

Frequently Asked Questions

Common questions students ask about this topic

Before You Start

Prior knowledge that will help with this topic

•You should have completed the Level 5 Diploma for Specialist Teaching Assistants (or equivalent) and have substantial experience working in a school setting, ideally with pupils with SEND.
•Familiarity with the SEND Code of Practice and the graduated approach is essential. If you are unsure, review the key principles before starting your portfolio.
•Understanding of how to use data to track pupil progress (e.g., from standardised tests, observations, or formative assessments) will help you provide strong evidence of impact.

Key Terminology

Essential terms to know

Core knowledge
Practical application

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iCQ Level 5 End-Point Assessment for Specialist Teaching Assistant - Core Content

Assessment criteria

Topic Overview

Key Concepts

Learning Objectives

Assessment Criteria

Assessment Guidance

Common Mistakes

Frequently Asked Questions

Before You Start

Key Terminology

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