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⚡ Source: ReedRef: 57007967

SEN Teaching Assistant - Oldham

Tradewind Recruitment·Manchester, North West·Posted 1 week ago
💰 £95-100/hour
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Job description

Original text imported from Reed

SEN Teaching Assistant - Oldham

Daily Rate: £95-£100 (PAYE)

Start Date: Immediate

Are you passionate about making a difference in the lives of children with special educational needs? Do you have experience supporting students with ASD, ADHD, or other SEN requirements? If so, this could be the perfect opportunity for you!


Why Choose Tradewind?

Access exclusive opportunities in some of the most supportive schools in Oldham

Enjoy a flexible work-life balance with placements tailored to your preferences

Benefit from 2,500+ CPD courses through our partnership with the National College

Join a community of educators passionate about inclusion and exceptional support

Receive competitive pay and rewards for your dedication


What You'll Do:

Provide 1:1 or small-group support to students with SEN

Build positive, trusting relationships with pupils, families, and staff

Adapt learning approaches to meet individual needs and promote progress

Help students overcome challenges and achieve their potential


What We're Looking For:

Previous experience supporting children with SEN (essential)

A proactive, empathetic, and resilient approach

Flexibility to adapt to different settings and requirements

Commitment to promoting inclusion and creating a nurturing learning environment


Ready to Make a Difference?

Join Tradewind and become part of a team dedicated to shaping futures. Whether you're looking for short-term assignments or a long-term role, we'll help you find the perfect fit.


Apply Now!

SpeedCV AI

Key skills

AI-extracted from the job advert

Must-have skills
SEN support experienceASD interventionADHD support strategies1:1 pupil supportinclusion practice
Nice-to-have
CPD certification via National CollegeSmall-group facilitationBehaviour support plan implementation
Soft skills
EmpathyResilienceProactivityAdaptabilityCommitment to inclusionRelationship building
SpeedCV AI

Application advice

5 AI-generated recommendations to maximise your chances.

1

⭐ Lead your CV personal statement with explicit SEN experience, naming conditions such as ASD and ADHD, as the advert lists these as essential in the opening paragraph.

2

📊 Quantify your impact: e.g. 'Delivered 1:1 support to 6 pupils with ASD across KS2, contributing to an average 15% improvement in task completion rates over one term.'

3

🎯 Highlight any CPD courses completed — particularly those from the National College or equivalent — as Tradewind specifically promotes their 2,500+ CPD partnership as a selling point.

4

🌐 Demonstrate flexibility across different school settings in your work history, noting short-term placements or varied year groups, as the role explicitly values adaptability to different environments.

5

🤝 Include a bullet under each role showing how you built relationships with pupils, families, and staff, mirroring the advert's specific language around 'positive, trusting relationships'.

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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 daily 1:1 support to 4 pupils with ASD and ADHD across KS2, helping 3 achieve their termly EHCP targets within a 12-week placement.
  • Adapted 15+ lesson resources each week in collaboration with the class teacher to meet differentiated SEN requirements, reducing pupil disengagement incidents by approximately 30%.
  • Completed 8 CPD modules in SEN inclusion and behaviour management through the National College, applying strategies that contributed to a measurable reduction in escalation events across a 6-pupil support group.

Free to copy — tailoring requires a 30-sec CV upload.

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Letter preview — tailored to Tradewind Recruitment

Dear Hiring Manager,

Tradewind Recruitment's SEN Teaching Assistant role in Oldham stands out precisely because of its focus on 1:1 and small-group support for pupils with ASD and ADHD — two areas in which I have built substantial hands-on experience. The emphasis on inclusion and adapting learning approaches to individual needs aligns directly with the way I approach every placement.

My background in SEN support spans work across primary and secondary settings, where I have delivered targeted interventions for pupils with a range of needs, maintained detailed progress records, and collaborated closely with SENCOs and class teachers to ensure consistent, nurturing support. I have completed CPD training in autism awareness and behaviour management, and I am committed to ongoing professional development.

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SpeedCV AI

Interview questions

10 questions generated from this advert.

Technical

  • What strategies have you used to support a pupil with ASD in a mainstream classroom setting?
  • How do you adapt learning materials to meet the individual needs of a student with ADHD?
  • Can you describe your experience with behaviour support plans and how you implement them?
  • What approaches do you use to track and evidence pupil progress in an SEN context?
  • How do you differentiate between 1:1 and small-group support, and when would you recommend each?

Behavioural

  • Tell me about a time you supported a pupil through a particularly challenging period — what did you do and what was the outcome?
  • Describe a situation where you had to adapt quickly to a new school environment or change in pupil needs.
  • Give an example of how you have worked collaboratively with a teacher or SENCO to improve outcomes for a student.
  • Tell me about a time you helped a pupil with SEN achieve a goal they had previously struggled with.
  • Describe a situation where you had to remain calm and resilient when supporting a pupil displaying challenging behaviour.
SpeedCV AINEW

STAR answer examples

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

1Question

Tell me about a time you supported a pupil through a particularly challenging period — what did you do and what was the outcome?

Situation: A Year 4 pupil with ASD I was supporting began refusing to enter the classroom each morning, causing significant disruption to his learning over a two-week period. Task: My role was to identify the trigger and implement a plan to rebuild his confidence and routine. Action: I worked with the SENCO to introduce a visual timetable and a five-minute transition activity in a quiet space before each session. I also held brief daily check-ins with his parents to share progress. Result: Within three weeks, the pupil was entering the classroom independently on four out of five mornings, and his engagement during lessons increased noticeably, which the class teacher recorded in his termly review.
2Question

Describe a situation where you had to remain calm and resilient when supporting a pupil displaying challenging behaviour.

Situation: During a supply placement at a primary school in Salford, a Year 5 pupil with ADHD became highly dysregulated during a literacy session and began throwing resources. Task: I needed to de-escalate the situation safely without disrupting the rest of the class. Action: I calmly moved nearby pupils to a safer area, used a low, steady voice to acknowledge the pupil's feelings, and offered a sensory break in the designated calm corner as agreed in his behaviour support plan. I avoided issuing direct commands until he had regulated. Result: The pupil returned to his seat after eight minutes, completed a modified version of the task, and the incident was recorded as resolved without physical intervention — the school requested me back for the following week.

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