The ProQual Level 4 Diploma in Supporting Teaching and Learning is therefore a significant credential for those seeking to advance their impact within educational settings. Achieving this diploma formally recognises your advanced competency and readiness to take on greater responsibility, such as leading specific subject support or mentoring colleagues. It empowers practitioners to become more autonomous, reflective professionals, directly enhancing the quality of support provided to pupils and teachers alike.
This advanced practice diploma is designed for experienced teaching assistants, learning support staff, and higher-level practitioners who play a crucial role in the classroom and wider school environment. It provides a comprehensive framework for developing the specialist skills and theoretical knowledge required to support learners effectively, plan and deliver interventions, and contribute to curriculum planning. The course focuses on taking a proactive, strategic approach to pupil development and classroom management. Please note this is an industry-recognised diploma and is not regulated by Ofqual.
The curriculum explores complex topics such as assessing and addressing individual learning needs, promoting positive behaviour and well-being, and understanding the statutory frameworks that underpin inclusive education. Learners will deepen their expertise in differentiating teaching resources, supporting assessment for learning, and collaborating professionally with teachers, parents, and external agencies to champion pupil progress.
Program Highlights
To achieve the ProQual Level 4 Diploma in Supporting Teaching and Learning: Candidates must complete all of the Mandatory units, plus a minimum of one optional unit.
Mandatory units
Study Skills, level 3
Legal requirements/legislation, level 4
Leadership and management, level 4
Class management and managing behaviour, level 4
Understanding child development and how children learn, level 4
Working in partnership, level 4
Support programmes that promote children’s development, level 4
Understanding lesson plans and schemes of work, level 4
Reflecting, reviewing and evaluating own practice, level 4
Optional Units
Learning mentor role, level 4
Family support worker role, level 4
Special Educational Needs and Disabilities, level 4
Developing and delivering own lesson plans, level 4
Speech language and communication, level 3
Use of technology, level 4
Social, emotional and mental health in children and young people, level 4
Entry Requirements
To ensure candidates are suitably placed to undertake this advanced level of study, the following criteria must be met for enrolment.
- Professional Experience: Applicants must be actively employed in a school or college setting in a supporting role, enabling the collection of necessary work-based evidence.
- Educational Background: Possession of a relevant Level 3 qualification, such as a Certificate or Diploma in Supporting Teaching and Learning, is typically required to demonstrate foundational knowledge and competence.
- Language Proficiency: Excellent written and spoken English is essential for producing detailed reflective accounts, understanding policy documents, and communicating professionally with staff, pupils, and parents.
Candidates must be in a role with significant responsibility for supporting learning, such as a Senior Teaching Assistant or a Higher-Level Teaching Assistant (HLTA). By meeting these requirements, you confirm your readiness to engage with this advanced qualification, which will formalise and extend your professional expertise within the education sector.
Learning Outcomes
Here are some potential learning outcomes for the “ProQual Level 4 Diploma in Supporting Teaching and Learning” course:
Study Skills (R/508/2786)
- Understand how to complete research for a specific topic/subject and present findings in an appropriate format
- Understand how to edit a piece of work to fit an assignment brief
- Understand how to prepare and present a report
Legal Requirements/Legislation (M/617/6121)
- Understand the current legislative framework for Employment Rights in the home nation
- Understand the current legislative framework for safeguarding and welfare requirements for Early Years Foundation Stage, Child Protection and Looked After Children
- Understand how to support pupils in accordance with the Special Educational Needs Disability (SEND) Code of Practice
- Understand the policies and procedures relating to information gathering and monitoring, E-safety in the work setting
- Understand the requirements of, and how to prepare for, an Ofsted inspection
Leadership and Management (T/617/6122)
- Understand the different styles/theories of leadership and management
- Understand effective team working, including team development and dealing with conflict
- Be able to work collaboratively and cooperatively with colleagues within the work setting
- Understand the purpose of professional supervision
Class management and managing behaviour (A/617/6123)
- Understand how group dynamics and social organisation affect the learning process
- Understand how to effectively use behaviour management strategies to promote positive behavior
- Be able to supervise pupils effectively in line with setting’s behaviour policies and procedures
- Be able to organise and safely manage the learning environment
Understanding Child Development and How Children Learn (J/508/2865)
- Understand the expected pattern of development and the factors that can have an impact on this pattern
- Understand theories of development and theoretical perspectives of children’s development and how they influence current practice
- Understand the possible effects transitions and significant events can have on children’s development
Working in Partnership (F/617/6124)
- Understand partnership working
- Understand multi-agency working
Support programmes that promote children’s development (J/617/6125)
- Understand different observation, evaluation and assessment methods used within their setting
- Understand how to evaluate pupil’s progress through a range of assessment activities
- Understand the effectiveness of programmes that support children’s development, including children requiring additional support
Understanding Lesson Plans and Schemes of Work (L/617/6126)
- Understand the planning format/scheme of work used in work setting and how it relates to the national curriculum
- Be able to use teachers’ long/medium/ short planning for lesson plan/learning activities and understand the importance of including all children in learning activities, e.g. SEN, gifted and talented
- Be able to select and prepare resources to support the delivery of the lesson plan/learning activity
- Understand the marking scheme used in the work setting and relevant record keeping
Reflecting, Reviewing and Evaluating Own Practice (R/508/2870)
- Understand what professional development is
- Be able to reflect on their own practice
- Be able to use reflective practice to plan professional development
- Be able to improve practice through reflection and professional development
Learning Mentor Role (R/617/6127)
- Understand the role of learning mentor
- Be able to support children and young people to achieve identified targets
- Be able to develop and support a nurture group within their setting
- Understand and be able to provide support for teaching staff to achieve positive outcomes for children and young people
Family Support Worker Role (Y/617/6128)
- Understand the role of the parent/family support worker
- Be able to work with parents effectively to improve outcomes for children and young people
- Understand the principles of working with a group of parents and be able to work effectively in a group environment
- Be able to work in partnership with school staff, parents and external professionals/agencies to create action plans to address attendance and/or behavioural issues
- Understand and be able to reflect on current practice and identify areas of strength and areas for development
Special Educational Needs and Disabilities (D/617/6129)
- Understand the current legislation both nationally and in the work setting
- Understand SEN and the impact on the child, family and schools
- Demonstrate practice of working with SEN children including understanding and delivering of guidance from other professionals
Developing and delivering own lesson plans (R/617/6130)
- Be able to construct own scheme of work and lesson plans
- Be able to implement own lesson plans
- Be able to evaluate delivery of own lesson plan
- Understand Bloom’s Taxonomy
Speech, language and communication (Y/617/6131)
- Understand the various skills needed to communicate
- Understand the typical stages of language and communication development
- Understand and implement strategies to support children with speech, language and communication difficulties
Use of Technology (D/617/6132)
- Understand current legislation, policies and procedures that deal with E-safety and the impact on children and young people
- Understand the variety of technology that is available and what is suitable for educational settings
- Be able to use technology to deliver a lesson plan and improve visual displays
Social, Emotional and Mental Health in Children and Young People (H/617/6133)
- Understand current legislation, policies and procedures that deal with children’s and young people’s mental health
- Understand mental health and well-being in children
- Understand how to support children in an educational setting with mental health issues
Target Audiences
The ProQual Level 4 Diploma in Supporting Teaching and Learning is designed for experienced education professionals who are ready to advance their practice and take on greater responsibility within a school or college environment. It is the ideal qualification for those moving into specialist, supervisory, or leadership support roles.
- Experienced Teaching Assistants: Seasoned classroom practitioners looking to formalise their advanced skills, deepen their pedagogical knowledge, and gain recognition for their expertise.
- Senior & Higher-Level TAs: Individuals in, or aspiring to, Senior TA or HLTA (Higher-Level Teaching Assistant) positions who require a formal qualification that matches their level of responsibility and strategic impact.
- Learning Support Coordinators: Staff with responsibility for specific areas such as SEN, pastoral support, or intervention programmes who need to evidence advanced planning, assessment, and coordination skills.
- Career Advancers: Ambitious support staff seeking a pathway to increased autonomy, curriculum involvement, and a role in mentoring or guiding colleagues.
By achieving this diploma, you solidify your status as a highly skilled and reflective practitioner, directly enhancing your professional standing and your ability to drive positive outcomes for learners.
