HLTA status in England is awarded against 33 professional standards, published by the Training and Development Agency for Schools in 2007 and still used by the three Regional Providers of Assessment (HLTA North, HLTA South and the University of Northampton) under the HLTA National Assessment Partnership. The standards sit in three groups: Professional Attributes (1–7), Professional Knowledge and Understanding (8–16) and Professional Skills (17–33). Candidates evidence all 33 through a written portfolio and a half-day school-based assessment visit. Many prepare by first completing an Ofqual-regulated TQUK Level 4 Certificate for Higher Level Teaching Assistants.
Who sets the HLTA standards and who assesses them?
The standards were set nationally when HLTA status was introduced in 2003 (revised 2007). Government funding for assessment ended in 2012, but the standards did not change: assessment is now run by the HLTA National Assessment Partnership, which charges a national fee (around £400–£500 in 2026, usually paid by the school) and moderates results across its three regional providers. HLTA status is a status, not a qualification — it has no RQF level — which is why schools pair it with a Level 4 certificate for the underpinning knowledge.
The 33 HLTA standards: full table
| # | Group | Standard (summary wording) | Typical evidence |
|---|---|---|---|
| 1 | Attributes | Have high expectations of children and young people and a commitment to helping them fulfil their potential | Lesson support notes, pupil-progress comments |
| 2 | Attributes | Establish fair, respectful, trusting, supportive and constructive relationships with children and young people | Observation feedback, pupil-voice examples |
| 3 | Attributes | Demonstrate the positive values, attitudes and behaviour they expect from children and young people | Behaviour-policy application, mentor statement |
| 4 | Attributes | Communicate effectively and sensitively with children, young people, colleagues, parents and carers | Parent-meeting notes, home-school communication |
| 5 | Attributes | Recognise and respect the contribution that parents and carers can make to development and wellbeing | Case example of parent partnership |
| 6 | Attributes | Demonstrate a commitment to collaborative and cooperative working with colleagues | Team-planning records |
| 7 | Attributes | Improve their own knowledge and practice, including responding to advice and feedback | CPD log, Level 4 certificate, appraisal notes |
| 8 | Knowledge | Understand the key factors that affect children and young people's learning and progress | Reflective account on a pupil's barriers |
| 9 | Knowledge | Know how to contribute to effective personalised provision by taking practical account of diversity | Differentiated task examples |
| 10 | Knowledge | Have sufficient understanding of their area(s) of expertise to support learning and progress | Subject-knowledge audit, qualifications |
| 11 | Knowledge | Have achieved a nationally recognised qualification at Level 2 or above in English/literacy and mathematics/numeracy | GCSE grade 4/C or Functional Skills Level 2 certificates |
| 12 | Knowledge | Know how to use ICT to support their professional activities | Planning or assessment produced using school systems |
| 13 | Knowledge | Know how statutory and non-statutory frameworks for the school curriculum relate to the age and ability ranges of learners they support | Curriculum mapping example |
| 14 | Knowledge | Understand the objectives, content and intended outcomes for the learning activities in which they are involved | Annotated lesson plans |
| 15 | Knowledge | Know how to support learners in accessing the curriculum in accordance with the SEN Code of Practice and disabilities legislation | SEND support plan contribution |
| 16 | Knowledge | Know how other frameworks that support development and wellbeing impact on practice | Safeguarding, Keeping Children Safe in Education training |
| 17 | Skills: planning | Use their area(s) of expertise to contribute to the planning and preparation of learning activities | Joint-planning documents |
| 18 | Skills: planning | Use their area(s) of expertise to plan their role in learning activities | Own plan for a group or class session |
| 19 | Skills: planning | Devise clearly structured activities that interest and motivate learners and advance their learning | Resource and activity design |
| 20 | Skills: planning | Plan how they will support the inclusion of children and young people in learning activities | Inclusion adaptations |
| 21 | Skills: planning | Contribute to the selection and preparation of teaching resources that meet diversity of needs and interests | Resource bank with rationale |
| 22 | Skills: monitoring | Monitor learners' progress in order to provide focused support and feedback | Marking or feedback samples |
| 23 | Skills: monitoring | Support the evaluation of learners' progress using a range of assessment techniques | Assessment records |
| 24 | Skills: monitoring | Contribute to maintaining and analysing records of learners' progress | Tracking data input |
| 25 | Skills: teaching | Use effective strategies to promote positive behaviour | Observed session, behaviour log |
| 26 | Skills: teaching | Recognise and respond appropriately to situations that challenge equality of opportunity | Reflective incident account |
| 27 | Skills: teaching | Use their ICT skills to advance learning | Technology-supported lesson |
| 28 | Skills: teaching | Advance learning when working with individuals | Observed 1:1 session |
| 29 | Skills: teaching | Advance learning when working with small groups | Observed group session |
| 30 | Skills: teaching | Advance learning when working with whole classes without the presence of the assigned teacher | Observed whole-class session (cover) |
| 31 | Skills: teaching | Organise and manage learning activities in ways which keep learners safe | Risk assessment, safeguarding practice |
| 32 | Skills: teaching | Organise and manage the physical teaching space and resources | Classroom set-up example |
| 33 | Skills: teaching | Direct the work, where relevant, of other adults in supporting learning | Briefing notes for a TA or volunteer |
Wording summarised from the TDA Professional Standards for Higher Level Teaching Assistants (2007); the full text is on hlta.org.uk.
How are the 33 standards assessed?
| Stage | What happens | Standards covered |
|---|---|---|
| Preparation | 3–4 day preparation course or a Level 4 HLTA certificate (9–12 months online) | Underpins 7, 8–16 |
| Portfolio | Written tasks: one on a 1:1 session, one small group, one whole class, plus a reflective account | 17–33 |
| Assessment visit | Half-day in school; assessor interviews you, your head teacher/line manager and a class teacher, and checks documentary evidence | All 33 |
| Moderation | Regional provider moderates; result and certificate issued | — |
Candidates must meet every standard; there is no pass mark or averaging. The most common reasons for deferral are standard 11 (no Level 2 English or maths certificate) and standards 28–30 (no evidence of leading a whole class).
Do you need a Level 4 qualification for HLTA status?
No — HLTA status can be achieved through a preparation course and assessment alone. In practice most schools and all three regional providers recommend underpinning study, and the Ofqual-regulated TQUK Level 4 Certificate for Higher Level Teaching Assistants (available online at Lift College) is mapped to the knowledge standards 8–16 and the planning and assessment skills 17–24. Holding it does not award status by itself; the school-based assessment does.
HLTA standards vs Teachers' Standards: what is the difference?
| Column 1 | HLTA standards | Teachers' Standards (DfE) |
|---|---|---|
| Number | 33 | 8 (plus Part Two: conduct) |
| Who | Higher Level Teaching Assistants | Qualified teachers (QTS) |
| Owner | HLTA National Assessment Partnership (TDA origin) | Department for Education |
| Outcome | HLTA status | Qualified Teacher Status |
| Whole-class teaching | Under direction of a teacher (standard 30) | Independent |
Frequently asked questions
How many HLTA standards are there?
Are the HLTA standards still current in 2026?
Which HLTA standard requires GCSE English and maths?
Can you fail the HLTA assessment?
Is HLTA status a Level 4 qualification?
Sources
- HLTA National Assessment Partnership — HLTA Standards (hlta.org.uk)
- Training and Development Agency for Schools — Professional Standards for Higher Level Teaching Assistant Status (2007)
- Skills for Schools — Higher level teaching assistant role profile
- Department for Education — Teachers' Standards (gov.uk)
- Ofqual Register — TQUK Level 4 Certificate for Higher Level Teaching Assistants
- Department for Education — Keeping Children Safe in Education (gov.uk)