Higher Level Teaching Assistant
Job description
Original text imported from Reed
Location: Wembley, North West London
Start Date: ASAP
Salary: £110-£125 per day (PAYE)
Contract: Full-time, Long-term
SANZA Teaching Agency are working with a large, supportive primary school in Wembley who are seeking a Higher Level Teaching Assistant (HLTA) to join their team. This role is specifically designed for candidates who want to progress into teaching and achieve Qualified Teacher Status (QTS).
About the Role:As a HLTA, you'll take on increased classroom responsibility and develop the skills needed to transition smoothly into a teaching career.
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Lead lessons in the absence of the class teacher.
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Deliver targeted small group and intervention teaching.
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Support planning, preparation and assessment.
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Work towards teacher training with guidance from senior leaders.
This Wembley school is dynamic, inclusive and ambitious, with a clear focus on developing the next generation of teachers. Their "Grow Your Own Teacher" programme has supported many HLTA staff into QTS through Schools Direct and PGCE pathways. Staff benefit from:
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Outstanding mentoring and support networks.
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A strong CPD programme tailored to aspiring teachers.
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A vibrant, diverse school community with excellent facilities.
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Experienced HLTA or graduate TA ready for the next step.
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Confident leading small groups and whole classes.
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Strong communication and organisational skills.
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Ambition to complete teacher training and gain QTS.
This is a unique opportunity for those ready to take the leap into teaching, with all the support and guidance needed to succeed.
Why work with SANZA?-
PAYE only - no umbrella companies
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Weekly pay aligned to national scales
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Exclusive CPD via the National College
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A Sunday Times Top 100 Company to Work For
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Dedicated consultant support throughout your placement
Contact Paige Ferro at SANZA Teaching Agency today to ap
Key skills
AI-extracted from the job advert
Application advice
5 AI-generated recommendations to maximise your chances.
⭐ Place your HLTA status and any whole-class teaching experience prominently in your Personal Statement, as the advert explicitly requires candidates confident leading whole classes and small groups.
📊 Quantify your classroom impact: e.g. 'Delivered daily phonics interventions to 6 KS1 pupils, contributing to a 20% improvement in reading assessments over one term'.
🎯 Explicitly mention your intention to pursue QTS via Schools Direct or PGCE in your CV summary — the advert states this role is designed for candidates on an aspiring teacher pathway.
🌐 Reference any CPD courses or National College modules you have completed, as SANZA specifically highlights CPD provision as a key benefit and values candidates who invest in professional development.
🤝 Highlight experience supporting planning, preparation and assessment (PPA) alongside class teachers, as the advert lists this as a core responsibility and it directly mirrors the transition into teaching.
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:
- •Led whole-class literacy lessons for a Year 3 class of 28 pupils across 3 days per week in the absence of the class teacher, maintaining behaviour and lesson pace in line with the school's curriculum plan.
- •Delivered daily phonics and reading interventions to a group of 6 KS1 pupils working below age-related expectations, contributing to 4 out of 6 pupils reaching expected levels within one term.
- •Supported planning, preparation and assessment for 2 class teachers across Year 1 and Year 2, producing differentiated resources and tracking pupil progress data used in termly pupil progress meetings.
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Letter preview — tailored to SANZA Teaching Agency
Dear Hiring Manager,
SANZA Teaching Agency's HLTA role at the Wembley primary school — with its structured 'Grow Your Own Teacher' programme and clear QTS pathway via Schools Direct or PGCE — is precisely the next step I have been working towards. Having built solid experience leading small group interventions and supporting planning, preparation and assessment alongside class teachers, I am ready to take on increased whole-class responsibility and commit to a teacher training route.
My background in primary education has equipped me with practical classroom leadership skills, behaviour management strategies, and a strong understanding of how to adapt delivery for pupils with varying needs, including those with SEN. I am an active CPD learner and have consistently sought feedback from senior colleagues to sharpen my practice.
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Interview questions
10 questions generated from this advert.
Technical
- ›How do you plan and deliver an effective intervention session for a small group of pupils working below age-related expectations?
- ›What strategies do you use to manage behaviour when leading a whole class in the absence of the class teacher?
- ›How do you adapt lesson delivery to meet the needs of pupils with SEN within a primary classroom?
- ›Can you describe your experience supporting planning, preparation and assessment alongside a class teacher?
- ›What do you understand about the Schools Direct and PGCE routes to QTS, and which pathway are you considering?
Behavioural
- ›Tell me about a time you led a lesson or group session independently — what went well and what would you do differently?
- ›Describe a situation where you had to adapt your approach mid-session because pupils were not engaging as expected.
- ›Give an example of how you have supported a pupil with additional needs to make measurable progress.
- ›Tell me about a piece of professional development you have undertaken and how it improved your practice in the classroom.
- ›Describe a time you received constructive feedback from a teacher or senior leader and how you acted on it.
STAR answer examples
Model answers using the Situation-Task-Action-Result framework. Adapt to your own experience.
Tell me about a time you led a lesson or group session independently — what went well and what would you do differently?
Give an example of how you have supported a pupil with additional needs to make measurable progress.