Primary - Sen Teaching Assistant
Job description
Original text imported from Reed
SEND Teaching Assistant – September 2026 Start
Location: West Lancashire
We are working with a friendly and supportive primary school in West Lancashire who are planning ahead for September and looking to appoint an experienced SEND Teaching Assistant.
The role will involve providing dedicated support for a number of pupils with EHCPs, helping them access learning, build confidence and make progress both academically and socially.
The school has a really strong community feel and places a big focus on pastoral support and inclusion. Staff work closely together, and there’s a genuine emphasis on making sure every child feels supported and able to succeed, particularly those with additional needs.
The Role
- Supporting pupils on a 1:1 and small group basis
- Helping deliver tailored support in line with EHCPs
- Working closely with the class teacher and SENCo
- Delivering targeted interventions
- Supporting behaviour, engagement and emotional wellbeing
We’re Looking For Someone With Experience Of:
- ADHD and supporting attention and regulation
- Low attainment and closing gaps in learning
- SEMH needs
- Speech, language and communication difficulties
- Working within EHCP provision and delivering interventions
Requirements:
- Experience working in a SEND TA role within a primary setting
- A patient, calm and consistent approach
- Ability to build positive relationships with pupils and staff
What’s on Offer:
- Supportive school environment
- Opportunity to make a real difference
- Full-time role from September 2026
Key skills
AI-extracted from the job advert
Application advice
5 AI-generated recommendations to maximise your chances.
⭐ Lead your CV personal statement with explicit SEND experience in a primary setting — the advert states this is a core requirement and will be the first filter applied.
📊 Quantify your intervention impact: e.g. 'Delivered daily 1:1 EHCP-aligned sessions for 4 pupils, contributing to measurable progress in reading age over one academic year'.
🎯 List each specific need area you have experience with (ADHD, SEMH, speech and language, low attainment) as a dedicated skills section — the advert names all four explicitly.
🌐 Reference your experience working alongside a SENCo and class teachers to demonstrate you understand the collaborative SEND support structure this school values.
🤝 Include a brief example of supporting emotional wellbeing and behaviour engagement, as the advert highlights these alongside academic progress as equal priorities.
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 daily 1:1 EHCP-aligned literacy and numeracy sessions for 3 KS2 pupils with ADHD, contributing to an average 6-month reading age gain over one academic year.
- •Supported 5 pupils with SEMH needs across small group interventions, reducing recorded behaviour incidents by 30% over two terms in collaboration with the school SENCo.
- •Implemented speech and language communication strategies for 2 pupils with EHCPs, enabling both to access whole-class learning with reduced adult prompting within 12 weeks.
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Dear Hiring Manager,
Having worked as a SEND Teaching Assistant in a primary setting, supporting pupils with EHCPs across ADHD, SEMH, and speech and language needs, the role at your West Lancashire school is a strong match for my experience and professional focus. The school's commitment to inclusion and pastoral care aligns closely with how I approach every pupil interaction.
My background in delivering 1:1 and small group interventions tailored to individual EHCP targets has equipped me to work effectively alongside class teachers and SENCos to track progress and adapt support in real time. I have particular experience supporting pupils with attention regulation and emotional wellbeing, helping them build the confidence to engage both academically and socially.
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Interview questions
10 questions generated from this advert.
Technical
- ›How do you ensure the support you provide is aligned with a pupil's EHCP targets on a day-to-day basis?
- ›What strategies have you used to support a pupil with ADHD to regulate attention during lessons?
- ›How do you adapt a targeted intervention when a pupil with SEMH needs is having a difficult day?
- ›Describe how you would support a pupil with speech and language difficulties to access whole-class learning.
- ›How do you track and record pupil progress against EHCP outcomes to report back to the SENCo?
Behavioural
- ›Tell me about a time you supported a pupil who was disengaged and how you helped them re-engage with learning.
- ›Describe a situation where you had to work closely with a class teacher and SENCo to adjust a pupil's support plan.
- ›Give an example of when you helped a pupil with additional needs build confidence in a social setting.
- ›Tell me about a time you managed a challenging behaviour calmly and what the outcome was.
- ›Describe a moment when you noticed a pupil was struggling emotionally and explain the steps you took to support them.
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 pupil who was disengaged and how you helped them re-engage with learning.
Describe a situation where you had to work closely with a class teacher and SENCo to adjust a pupil's support plan.