Aspiring SEN Teachers- Teaching Support
Job description
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Aspiring SEN Teachers- Teaching Support
Location- Newport, NP20
Salary- £89.38/day
Contract- Full time, flexible
We are looking for a dedicated Teaching Assistant who is passionate about pursuing a future career in teaching and aims to complete a PGCE.
This role is ideal for individuals who want to build strong SEN classroom experience, develop their teaching skills, and gain valuable insight into the day-to-day responsibilities of a qualified teacher.
The successful applicant will work closely with class teachers to support lesson delivery, provide small-group and one-to-one support, and help create an engaging, inclusive, and positive learning environment for pupils with ALN. This position offers excellent exposure to effective teaching strategies, behaviour management, and curriculum delivery, all of which provide a solid foundation for future teacher training.
About the Role-
- Actively supporting class teachers in delivering engaging lessons, gaining first-hand experience with a range of teaching approaches that can be adapted to meet pupils’ individual needs, ideal preparation for future teacher training.
- Working with pupils aged 3–19, providing support in small groups and on a 1:1 basis to strengthen your understanding of how learners at different developmental stages engage, progress, and respond to instruction.
- Helping to create a safe, positive, and inclusive learning environment where pupils feel confident to participate, explore new ideas, and enjoy their learning experience.
- Providing pastoral and emotional support to pupils, demonstrating qualities essential for future teachers, such as empathy, patience, reliability, and adaptability.
About the School-
The school is based in Newport with pupils ranging from age 3-19 years old. The school caters to all ALN and is a pioneer in the SEN education sector with award-winning innovation in incorporating technology into its teaching curriculum. This advancement has massively improved student participation and communication in lessons as previous barriers have been overcome.
Although the school is fast-paced and high-pressure you will always have unconditional support from your fellow staff.
The school is committed to supporting and developing their learning support assistants just as much as their students, with frequent training evenings and additional courses available to take your skills to the next level.
Requirements-
- A Child and Adult Enhanced DBS on the Update Service (we can help with this).
- Registration with the Education Workforce Council (EWC).
- Professional references made available upon request.
- Access to personal transport and willingness to travel between sites.
While prior school experience is desirable, it is not essential. What matters most is a genuine passion for education, strong communication skills, and a proactive, enthusiastic approach to supporting pupils’ learning and development.
This is an excellent opportunity for anyone looking to gain hands-on experience before applying for a PGCE, giving you the confidence, classroom knowledge, and practical skills needed for the next step in your teaching journey.
Ready to test drive your future career?
Upload a copy of your CV to apply now.
All applicants will require the appropriate qualifications and training for this role. Please see the FAQ’s on the Teaching Personnel website for details.
All pay rates quoted will be inclusive of 12.07% statutory holiday pay. This advert is for a temporary position. In some cases, the option to make this role permanent may become available at a later date.
Teaching Personnel is committed to safeguarding and promoting the welfare of children. We undertake safeguarding checks on all workers in accordance with DfE statutory guidance ‘Keeping Children Safe in Education’ this may also include an online search as part of our due diligence on shortlisted applicants.
We offer all our registered candidates FREE child protection and prevent duty training. All candidates must undertake or have undertaken a valid enhanced Disclosure and Barring Service (DBS) check. Full assistance provided.
For details of our privacy policy, please visit the Teaching Personnel website.
Key skills
AI-extracted from the job advert
Application advice
5 AI-generated recommendations to maximise your chances.
⭐ Highlight any SEN or ALN experience prominently in your Personal Statement, as the advert explicitly seeks candidates with SEN classroom exposure as its core requirement.
📊 Quantify your support experience where possible: "Provided 1:1 support to 6 pupils with ALN across KS2–KS4, contributing to a 20% improvement in lesson participation rates."
🎯 Mention your PGCE ambitions directly in your CV profile — the advert is specifically targeting aspiring teachers, so framing your CV around career progression into teaching will resonate strongly.
🌐 Reference your EWC registration (or steps taken to obtain it) and your Enhanced DBS on the Update Service explicitly, as both are listed as hard requirements.
🤝 Include any experience working across a wide age range (3–19) or with technology-assisted learning, as the school is noted for award-winning use of technology to improve pupil communication and participation.
Suggested CV bullets
3 bullets our AI drafted for this specific advert, mirroring its ATS keywords.
Add these 3 bullets under your most recent experience:
- •Delivered 1:1 and small-group ALN support to 8 pupils aged 5–16 across 4 days per week, contributing to measurable progress in literacy targets for 6 of those pupils over one term.
- •Assisted class teacher in differentiating lesson materials for a mixed-needs KS3 group of 12 pupils, reducing off-task behaviour incidents by approximately 30% over half a term.
- •Completed 3 CPD training sessions in behaviour management and augmentative communication, applying strategies that improved on-task engagement for 2 non-verbal pupils during structured activities.
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Letter preview — tailored to Teaching Personnel
Dear Hiring Manager,
Teaching Personnel's Teaching Assistant role at the Newport SEN school is precisely the foundation I have been seeking to build the ALN classroom experience and behaviour management skills needed before commencing a PGCE. The school's award-winning use of technology to overcome communication barriers for pupils aged 3–19 makes it a particularly compelling environment in which to develop.
My background in supporting young people with additional learning needs — including 1:1 and small-group work — has given me a practical grounding in differentiated instruction and pastoral care. I hold an Enhanced DBS on the Update Service and am registered with the Education Workforce Council, meeting both mandatory requirements from day one.
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Interview questions
10 questions generated from this advert.
Technical
- ›How would you adapt a lesson activity to meet the individual needs of a pupil with non-verbal communication difficulties?
- ›What strategies would you use to support a pupil with autism during an unstructured transition period between lessons?
- ›How do you use assistive technology or digital tools to improve engagement for pupils with ALN?
- ›Describe how you would differentiate support for pupils at different developmental stages within the same classroom session.
- ›What behaviour management techniques are most effective when working 1:1 with a pupil who is dysregulated?
Behavioural
- ›Tell me about a time you supported a young person who was struggling emotionally — how did you approach it?
- ›Describe a situation where you had to adapt quickly to an unexpected change in a classroom environment.
- ›Give an example of when you worked closely with a teacher or colleague to improve outcomes for a pupil.
- ›Tell me about a time you helped a pupil make a breakthrough in their learning — what did you do differently?
- ›Describe a moment when you found working with a challenging pupil particularly difficult and how you managed it.
STAR answer examples
Model answers using the Situation-Task-Action-Result framework. Adapt to your own experience.
Tell me about a time you supported a young person who was struggling emotionally — how did you approach it?
Give an example of when you worked closely with a teacher or colleague to improve outcomes for a pupil.