SEN Teaching Assistant
Job description
Original text imported from Reed
SEN Teaching Assistant Opportunities - Primary Schools - Braintree
Start Date: September | Full-Time |
Are you passionate about supporting young people with special educational needs? We are recruiting SEN Teaching Assistants to join a range of Primary schools across Braintree this September.
This is a rewarding opportunity and challenge to support students who require additional help to thrive in their education and daily school life.
About the Role:
As an SEN Teaching Assistant, you will work closely with students with a range of needs, including autism, ADHD, speech and language difficulties, and social, emotional, and mental health challenges. Your role will involve providing tailored support, building positive relationships, and helping students access the curriculum in a meaningful and inclusive way.
Key Responsibilities:
- Provide one-to-one or small group support for students with SEN
- Implement strategies outlined in EHCPs and by the SENCO
- Assist the classroom teacher in adapting learning activities
- Promote positive behaviour and emotional wellbeing
- Support students with personal care or mobility needs where required
We are looking for candidates who:
- Are patient, resilient, and compassionate
- Have experience supporting young people with SEN (school-based or in other settings)
- Are excellent communicators and team players
- Understand the importance of inclusion and safeguarding
- Are committed to making a real difference in a school community
What We Offer:
- Opportunities across a range of inclusive and supportive Primary schools in Harlow
- Ongoing professional development and training
- A chance to be part of a dedicated SEN support team
- Competitive pay and the opportunity for long-term or permanent roles
Whether you're an experienced SEN TA or looking to start a career in education and special needs support, we welcome your application.
Key skills
AI-extracted from the job advert
Application advice
5 AI-generated recommendations to maximise your chances.
⭐ Lead your CV personal statement with direct SEN experience, naming specific needs you've supported (autism, ADHD, SEMH) as the advert lists these explicitly in the responsibilities section.
📊 Quantify your impact: e.g. 'Provided one-to-one support for 4 students with EHCPs across Year 3 and Year 4, contributing to 100% attendance at SENCO review meetings'.
🎯 Explicitly reference EHCP knowledge and your experience working alongside a SENCO — the advert names both as core duties, so these must appear in your skills or experience section.
🛡️ Include your DBS certificate status (enhanced) and any safeguarding training (e.g. Safeguarding Level 1/2) prominently, as safeguarding understanding is listed as a candidate requirement.
🌐 Mention any CPD, NVQ in Supporting Teaching and Learning, or specialist training (e.g. Makaton, Team Teach, PECS) to stand out, as the advert highlights ongoing professional development as a key offering.
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 one-to-one EHCP-aligned support for 3 Year 2 students with autism and ADHD, enabling all 3 to access the full primary curriculum within one academic year.
- •Implemented SENCO-directed behaviour strategies for a student with SEMH needs, reducing classroom incidents by 60% over a 10-week intervention period.
- •Supported a small group of 4 students with speech and language difficulties across daily literacy sessions, contributing to an average 2-sub-level progress gain by end of term.
Free to copy — tailoring requires a 30-sec CV upload.
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Letter preview — tailored to Tradewind Recruitment
Dear Hiring Manager,
Supporting children with special educational needs in a primary setting is where I do my most meaningful work — which is why the SEN Teaching Assistant opportunities at Tradewind Recruitment across Braintree schools caught my attention immediately. With hands-on experience implementing EHCP strategies and delivering one-to-one support for students with autism and ADHD, I am confident I can contribute effectively from day one this September.
My background in SEN support has equipped me with practical behaviour management techniques, a solid understanding of safeguarding responsibilities, and the ability to work collaboratively with SENCOs and class teachers to adapt learning activities for students with a range of needs. I have supported students with SEMH challenges and speech and language difficulties, always prioritising inclusion and emotional wellbeing.
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Interview questions
10 questions generated from this advert.
Technical
- ›How would you implement a strategy outlined in a student's EHCP during a one-to-one session?
- ›What approaches have you used to support a student with autism in a mainstream primary classroom?
- ›How do you adapt learning activities to make the curriculum accessible for students with ADHD?
- ›Can you describe your understanding of the SENCO's role and how you would work alongside them?
- ›What behaviour support strategies have you used for students with social, emotional, and mental health needs?
Behavioural
- ›Tell me about a time you supported a student who was resistant to engaging with learning — what did you do?
- ›Describe a situation where you had to remain calm and resilient when a student displayed challenging behaviour.
- ›Give an example of when you worked closely with a teacher or SENCO to adapt support for a specific student's needs.
- ›Tell me about a time you noticed a safeguarding concern — how did you handle it?
- ›Describe a moment when you felt you made a meaningful difference to a student with SEN.
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 student who was resistant to engaging with learning — what did you do?
Describe a situation where you had to remain calm and resilient when a student displayed challenging behaviour.