Building a strong portfolio for your Teaching Assistant qualification doesn’t need to be complicated. This guide explains what assessors look for, the types of evidence that work best, how to map evidence to unit criteria, and practical ways to collect it during a busy school day—while keeping everything GDPR‑safe.

What assessors are checking

• Competence in practice: you can carry out TA duties safely and consistently (behaviour routines, learning support, safeguarding flowcharts).
• Knowledge & understanding: you know why you’re doing something (EYFS/National Curriculum links, SEND adaptations, AfL checks).
• Professional conduct: confidentiality, communication, punctuality, following policies.
• Reflection & improvement: what happened, what you learned, what you’d change next time.
• Valid, authentic, sufficient evidence: clearly mapped to the required learning outcomes/assessment criteria.

Which qualifications need what?

• Level 3 Award (STL): knowledge‑only. Portfolio is assignment/knowledge evidence—no placement required.
• Level 3 Certificate/Diploma (STL): competence‑based. Requires school placement and workplace evidence (observations, products, etc.).
• Exploring Early Years/children’s workforce? See our Children and Young People’s Workforce Level 2 Certificate.

Evidence types that work (with examples)

• Assessor observation: your assessor watches a live activity and writes an observation record. Tip: co‑plan a window with your teacher (e.g., Y1 phonics group).
• Witness testimony: brief signed note from a teacher/SENCO describing what you did and the result (date/time/context).
• Work products: anonymised resources you created/used: task boards, visuals/now‑next, differentiated worksheets, intervention plans, reading records (with names removed).
• Reflective accounts: short write‑ups using a simple frame (Context → Action → Outcome → Next time). Keep to 200–300 words.
• Professional discussion / Q&A: a recorded/notes‑based discussion to cover underpinning knowledge.
• Photographs (environment/resources only): e.g., your reading area setup or a blanked‑out display—no pupils or identifiable data unless policy and consent allow.
• CPD certificates & logs: safeguarding refresher, phonics training, behaviour CPD—note dates and key takeaways.

How to map evidence to criteria (fast)

• Create an evidence index: E1, E2, E3… with title, date, evidence type, and a list of criteria covered (e.g., 2.1, 2.3, 3.4).
• Use a cover sheet for each item explaining where the criteria are met (quote the line/minute mark for longer items).
• Cross‑reference: one activity can meet multiple criteria—don’t duplicate, just reference (E4 → 1.2, 2.1, 3.1).
• Stick to authenticity: sign/date your work; include a brief statement if something was done collaboratively.

Collecting evidence on busy days

• Keep a mini evidence log (paper or notes app). Immediately jot: date, activity, what you did, result (1 line each).
• Save artefacts to a labelled folder (week‑numbered). Redact names before uploading.
• Ask for witness notes the same day while details are fresh.
• Batch reflections weekly (15–20 mins) using your log to write two short reflective accounts.

GDPR‑safe portfolio tips

• No pupil names, photos or identifiers in your portfolio unless the school policy and written consent explicitly allow it.
• Refer to Pupil A/B and crop/redact any screenshots. Avoid CPOMS screenshots—use a reflective account describing your actions.
• Store files securely; use password‑protected systems where provided. Follow the school’s AUP.

Common mistakes to avoid

• Describing what the teacher did instead of your contribution.
• Evidence with no dates/context or not linked to criteria.
• Including identifiable information or photos of pupils.
• Reflection with no “what I’d do next time.”

Frequently Asked Questions

How many observations do I need?

This varies by centre and qualification. Your assessor will agree an assessment plan showing the number and focus of observations. Quality and coverage of criteria matter more than a fixed count.

Can I reuse one piece of evidence for multiple criteria?

Yes—cross‑reference it in your index and on the cover sheet (e.g., E4 covers 1.2, 2.1, 3.1). Avoid duplicating the same file; point to it from each unit.

Can I include CPOMS screenshots or case details?

Avoid screenshots and any identifiable information. Instead, write a reflective account focusing on your actions, who you informed (role, not name), and how you followed policy.

Do I need consent to include classroom photos?

Follow school policy. In most cases it’s best to use photos of your resources/environment only, or none at all. Never include identifiable pupil images without written consent and centre approval.

What if I’m doing the knowledge‑only Level 3 Award?

Your portfolio will focus on assignments, Q&A and professional discussions—no workplace observations required. You can progress to the Certificate/Diploma when ready for a placement.