Teaching Assistant
Job description
Original text imported from Reed
Job description
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HLTA - Higher Level Teaching Assistant
Employment type:
Full-time
Job description
Higher Level Teaching Assistant (HLTA) - Primary School
Location : Huntingdon and surronding areas
The Role
As a Higher Level Teaching Assistant, you will play a key role in supporting teaching and learning across the school. The role will involve a combination of whole-class teaching, small group interventions, and occasional 1:1 support.
You will be required to:
- Deliver whole-class lessons in the absence of the class teacher
- Support teaching and learning across all year groups from EYFS to Year 6
- Lead targeted intervention groups to support pupil progress
- Provide 1:1 support for pupils where required
- Work closely with teachers and the wider support staff team
- Demonstrate flexibility and confidence in adapting to different classroom settings
The Ideal Educator
The successful candidate will:
- Hold HLTA status or have equivalent experience supporting whole-class teaching
- Have experience working within a UK primary school setting
- Be confident leading lessons and managing a classroom
- Be flexible, proactive, and adaptable across different year groups
- Have a strong understanding of the primary curriculum
What's on Offer
- Competitive daily rate of £100 - £120
- Opportunity to work in a supportive and welcoming primary school
- The chance to gain valuable experience across all primary year groups
If you are an enthusiastic HLTA looking for a rewarding role in a vibrant primary school, we would love to hear from you.
All applicants will require the appropriate qualifications and training for this role. Please see the FAQ’s on the Teaching Personnel website for details.
All pay rates quoted will be inclusive of 12.07% statutory holiday pay. This advert is for a temporary position. In some cases, the option to make this role permanent may become available at a later date.
Teaching Personnel is committed to safeguarding and promoting the welfare of children. We undertake safeguarding checks on all workers in accordance with DfE statutory guidance ‘Keeping Children Safe in Education’ this may also include an online search as part of our due diligence on shortlisted applicants.
We offer all our registered candidates FREE child protection and prevent duty training. All candidates must undertake or have undertaken a valid enhanced Disclosure and Barring Service (DBS) check. Full assistance provided.
For details of our privacy policy, please visit the Teaching Personnel website.
Key skills
AI-extracted from the job advert
Application advice
5 AI-generated recommendations to maximise your chances.
⭐ Place your HLTA status or equivalent whole-class teaching experience prominently at the top of your CV under your Personal Statement, as the advert lists this as the primary requirement.
📊 Quantify your impact in previous roles: e.g. 'Led targeted intervention groups for 8 KS1 pupils, contributing to a 15% improvement in reading attainment over one term'.
🎯 Explicitly reference your experience across specific year groups from EYFS to Year 6, as the advert stresses flexibility across all primary year groups.
🌐 Include a dedicated line confirming your enhanced DBS status and any safeguarding training (e.g. child protection, Prevent duty), as Teaching Personnel requires DfE-compliant checks on all workers.
🤝 Highlight your ability to work collaboratively with class teachers and wider support staff, mirroring the advert's emphasis on close teamwork across the school.
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 whole-class lessons across 4 year groups (Y2–Y5) as HLTA cover, maintaining lesson continuity for classes of up to 30 pupils with no prior planning handover.
- •Led daily 45-minute literacy intervention groups for 6 KS1 pupils identified as working below age-related expectations, contributing to 4 pupils reaching expected standard by end of term.
- •Provided structured 1:1 maths support for 3 Year 4 pupils with SEND needs, coordinating weekly progress updates with the class teacher and SENCO across a 10-week programme.
Free to copy — tailoring requires a 30-sec CV upload.
Your cover letter is ready
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Letter preview — tailored to Teaching Personnel
Dear Hiring Manager,
Teaching Personnel's Higher Level Teaching Assistant vacancy in Huntingdon aligns directly with my experience delivering whole-class lessons and leading targeted intervention groups across primary year groups. Having worked from EYFS through to Year 6, I am confident stepping in for absent teachers and managing a classroom independently, while maintaining the high safeguarding standards required under 'Keeping Children Safe in Education'.
My background in primary education includes planning and delivering structured intervention sessions for small groups of pupils with identified gaps in literacy and numeracy, consistently tracking progress and feeding back to class teachers. I hold HLTA status and a valid enhanced DBS certificate, and I have completed child protection and Prevent duty training.
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Interview questions
10 questions generated from this advert.
Technical
- ›How do you plan and deliver a whole-class lesson when covering for an absent teacher at short notice?
- ›What strategies do you use to lead targeted intervention groups for pupils who are behind in literacy or numeracy?
- ›How do you adapt your teaching approach when working across different year groups from EYFS to Year 6?
- ›Can you describe how you track and report on pupil progress during intervention sessions?
- ›How do you ensure your practice aligns with the school's safeguarding policy and 'Keeping Children Safe in Education' guidance?
Behavioural
- ›Tell me about a time you had to take over a class at short notice — how did you manage the transition?
- ›Describe a situation where a pupil in your 1:1 support sessions was making little progress. What did you do?
- ›Give an example of when you had to adapt quickly to a new classroom environment or year group. How did you handle it?
- ›Tell me about a time you worked closely with a class teacher to design an intervention programme. What was your contribution?
- ›Describe a challenging behaviour management situation in the classroom and how you resolved it.
STAR answer examples
Model answers using the Situation-Task-Action-Result framework. Adapt to your own experience.
Tell me about a time you had to take over a class at short notice — how did you manage the transition?
Describe a situation where a pupil in your 1:1 support sessions was making little progress. What did you do?