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Learning Support Assistant

Tradewind Recruitment·Kingston Upon Thames·Posted 1 week ago

💰 £95-120/hour

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Job description

Original text imported from Reed

Learning Support Assistant | Kingston Upon Thames | September 2026

An excellent school in Kingston is looking for a Learning Support Assistant to join their dedicated support team.

This is a fantastic opportunity for someone passionate about education and supporting students with diverse learning needs.

Responsibilities:

Support students in and out of the classroom
Assist with literacy and numeracy interventions
Encourage engagement and confidence in learning
Work collaboratively with teaching staff

What We're Looking For:

Previous school-based experience desirable
Positive and proactive attitude
Ability to build strong relationships with pupils

Location: Kingston Upon Thames
Contract: Full-time, Term-Time Only
Start: September 2025
Pay: dependent on school, experience, qualifications, and the needs of the students supported.

Apply today to take the next step in your education career.

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Key skills

AI-extracted from the job advert

Must-have skills

Classroom-based support experienceLiteracy intervention supportNumeracy intervention support

Nice-to-have

Previous school-based experienceSEN-specific support experience

Soft skills

Positive attitudeProactivityRelationship buildingPatienceCommunicationCollaboration

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Application advice

5 AI-generated recommendations to maximise your chances.

⭐ Highlight any previous school-based experience prominently in your Personal Statement, as the advert lists this as a desirable requirement — even voluntary or TA experience counts.

📊 Quantify your impact where possible: e.g. 'Supported 6 students with SEN across KS2, contributing to a 15% improvement in reading age over one term'.

🎯 Tailor your CV to reference both literacy and numeracy interventions explicitly, as these are named responsibilities — mention any specific programmes (e.g. Read Write Inc, Numicon) you have used.

🤝 Demonstrate relationship-building with pupils in your bullet points — the advert specifically calls out the ability to build strong relationships as a key criterion.

🌐 Note the Kingston Upon Thames location clearly on your CV and confirm your availability for a September 2025 full-time, term-time-only start in your cover letter to show you meet the logistical requirements.

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Suggested CV bullets

3 bullets our AI drafted for this specific advert, mirroring its ATS keywords.

How to tailor your CV

Add these 3 bullets under your most recent experience:

•Delivered targeted literacy and numeracy interventions to 8 KS2 pupils with SEN, contributing to an average reading age gain of 4 months over one term.
•Supported a class of 28 students alongside the lead teacher, providing in-class assistance and one-to-one withdrawal sessions for 5 students with EHCPs.
•Built consistent daily relationships with 6 pupils with social and emotional needs, reducing recorded disengagement incidents by 30% over a half-term period.

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Dear Hiring Manager,

Tradewind Recruitment's Learning Support Assistant vacancy in Kingston Upon Thames aligns directly with my experience delivering literacy and numeracy interventions and building meaningful relationships with pupils who have diverse learning needs. Supporting students to grow in confidence and engagement is work I find genuinely rewarding, and I am keen to bring that commitment to this school from September 2025.

My background in school-based support has equipped me with practical strategies for one-to-one and small-group intervention, close collaboration with class teachers, and adapting my approach to meet the individual needs of each student. I have worked with pupils across a range of SEN profiles, consistently focusing on encouraging participation and fostering a positive attitude towards learning.

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Interview questions

10 questions generated from this advert.

Technical

›What strategies have you used to support students with literacy difficulties in a classroom setting?
›How would you adapt a numeracy intervention for a student who is significantly below their expected level?
›What experience do you have supporting students with SEN, and which specific needs have you worked with?
›How do you record and communicate a student's progress to the class teacher?
›What approaches do you use to encourage a disengaged pupil to participate in a lesson?

Behavioural

›Tell me about a time you built a strong, trusting relationship with a pupil who was initially reluctant to engage.
›Describe a situation where you had to adapt quickly to support a student whose needs changed unexpectedly.
›Give an example of how you have worked collaboratively with a teacher to improve outcomes for a student.
›Tell me about a time you supported a student through a challenging moment — how did you handle it?
›Describe a situation where you had to balance supporting multiple students with different needs at the same time.

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STAR answer examples

Model answers using the Situation-Task-Action-Result framework. Adapt to your own experience.

1Question

Tell me about a time you built a strong, trusting relationship with a pupil who was initially reluctant to engage.

Situation: I was assigned to support a Year 4 pupil with autism who refused to participate in group reading sessions and would often leave the table. Task: My goal was to help him feel safe enough to engage with literacy activities without escalating his anxiety. Action: I spent the first two weeks simply sitting near him during free time, following his interests in trains and maps, and gradually introduced reading materials on those topics. I gave him a consistent daily check-in of five minutes before lessons so he knew what to expect. Result: Within six weeks he was completing 20-minute guided reading sessions independently, and his class teacher noted a marked improvement in his willingness to attempt written tasks.

2Question

Describe a situation where you had to balance supporting multiple students with different needs at the same time.

Situation: During a Year 5 maths lesson I was responsible for three students simultaneously — one with dyscalculia, one with ADHD, and one who was an EAL learner. Task: I needed to keep all three on task without any one student feeling neglected or singled out. Action: I pre-prepared three differentiated resource cards before the lesson, positioned myself centrally between the students, and used a quiet rotation system — spending roughly four minutes with each pupil per cycle while giving the others a structured independent task to complete. Result: All three students completed the lesson objective, and the class teacher commented that it was the most productive maths session that group had experienced in the half-term.

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