Find out more about Off the Job Training

No Barriers, Just Benefits: Rethinking Off-the-Job Training (OTJT) in Apprenticeships

Apprenticeships are one of the most powerful ways to grow and retain talent within schools - offering teaching assistants and support staff the chance to develop new skills, gain recognised qualifications, and build rewarding long-term careers in education.

Yet, some schools still hesitate to engage, often worrying about the "20% off-the-job training" requirement. The good news? It doesn't mean losing a valuable member of staff a day a week. That 20% can be flexibly delivered in small, meaningful chunks — from shadowing colleagues, attending brief CPD sessions, taking part in planning meetings, to reflecting on practice or exploring new approaches online. Every bit of that learning happens alongside their role, adding immediate value to classroom practice and pupil outcomes.

Apprenticeships aren't about time away from school — they're about smarter investmentin your people, your culture, and ultimately, your children's learning.

Why is Off-The-Job Training so Important?

Off-the-job training allows apprentices to:

Gain a broader perspective: It takes apprentices beyond the immediate tasks and helps gain an understanding of the bigger picture.
Develop transferable skills: learning skills that can be applied across various roles allows apprentices to become more agile in responding to the developing demands of a role.
Enhance theoretical knowledge: It provides the foundation to understand the "why" behind the "how," leading to a deeper understanding of the role.
Boost confidence: Learning new skills and tackling new challenges can significantly boost confidence within the role

Examples of OTJT Activities (Within School Context)

Schools have been using a range of strategies to deliver OTJT internally. Here are practical activities that can count:

Activity	How It Helps & Meets OTJT criteria
Supporting planning meetings (e.g. contributing to lesson planning with mentor feedback, working with subject leads)	If apprentice is learning new planning techniques, assessment methods, behaviour management, etc., these are new skills & behaviours.
Supporting other phases or subjects (e.g. shadowing interventions, in KS1 if usually KS2 in primary or vice versa; cross subject work etc..)	Gives exposure to new contexts; develops adaptability and broader pedagogical understanding.
Attending CPD / INSET events in school (on pedagogy, behaviour management, safeguarding, tech tools, etc.)	These often deliver theoretical or updated knowledge; if relevant to the apprenticeship standard, they can count.
Mentoring or being mentored	For example, being coached, or coaching others in leadership, classroom management, or specialist content.
Shadowing (colleagues at all levels, different roles)	Seeing how more experienced staff do tasks, behaviour, planning etc., then reflecting on that new learning.
Research / independent study / projects relevant to their role	E.g. exploring new pedagogical approaches, reading up on subject developments, preparing resources.
Online learning / webinars	Especially if they are external and provide new content or skills.
Role-play / simulations	For example, dealing with difficult parent conversations, safeguarding scenarios etc.
Networking involving teachers/apprentices	Sharing best practice, moderation of work, etc.
Reading relevant articles or publications	Staying up-to-date on education developments

Find out more about using off the job training to add value to your school, in this LGA guide, here: A Guide for Schools (PDF, 192 KB)