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Teaching Assistant

Reeson Education·Islington, London·Posted 1 week ago

💰 £90-105/hour

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Job description

Original text imported from Reed

SEN Teaching Assistant - North London

Full time/Long term role
ASAP start
SEN Teaching Assistant
North London - Angel
Successful SEN School
£90 - £105 per day

Do you have experience providing 1-1 support for SEN pupils?

Are you a team player who can also work independently in Schools?

Can you work 5 days per week in Angel, North London?

If you answered yes to the above then this position may be for you!

The SEN Teaching Assistant role:

Supporting SEN pupils in small group teaching
Providing targeted support outside of the classroom
Delivering movement breaks, reward time and sensory stimulating play
Manage behaviour with positive behaviour approach
Working on the children's social/emotional skills
Accompanying pupils to relevant therapy sessions

The SEN School:

Large SEN school based in Angel, North London.
Students with ASD, SLD, MLD, SEMH
Ideal setting for those with previous experience working with SEN and/or a background in care or mental health support work
Head Teacher has been in post for many years, providing stable and purposeful leadership
A culture where staff are valued and all staff receive regular staff training opportunities

You will need to have strong skills in behaviour management, a passion for working with pupils that have special educational needs and feel strongly in providing them the best start in life and education! If you are interested in this role then please forward your updated CV today!

SEN Teaching Assistant - North London

Reeson Education:

Reeson Education is the England's Premier Recruitment Agency. Established in 2006 by experienced teachers, education professionals and recruitment specialists, we have built our business and reputation on the cores values of honesty, integrity and excellence.

We care about education and the provision of education and have established an excellent reputation with schools and teachers alike.

At Reeson Education we work closely with a large network of Nurseries, Primary Schools, Secondary Schools and Colleges across the UK. Our client base provides us with an abundance of available daily supply, long term and permanent opportunities across all age groups in all areas of London.

Reeson Education is an Equal Opportunities employer and is committed to the highest standards of safeguarding and the promotion of the welfare of children, young people and adults.

Please note, where a salary or daily rate range is stated, the higher rate applies to candidates who meet the enhanced experience, training or qualification requirements specified within the advert. All daily/hourly rates quoted are inclusive of holiday pay at 12.07%

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Key skills

AI-extracted from the job advert

Must-have skills

SEN pupil support experienceBehaviour management1-1 support deliverySmall group teaching

Nice-to-have

Care backgroundMental health support experienceTherapy session experience

Soft skills

TeamworkIndependencePatienceEmpathyCommunicationAdaptability

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Application advice

5 AI-generated recommendations to maximise your chances.

⭐ Highlight your SEN experience prominently as this role specifically requires supporting pupils with ASD, SLD, MLD, and SEMH conditions

📊 Quantify your impact: 'Supported 8 SEN pupils individually, improving engagement by 75%'

🌐 Emphasise your behaviour management skills using positive approaches as this is explicitly mentioned

🎯 Showcase experience with sensory play and movement breaks as these are key daily responsibilities

🤝 Demonstrate your ability to work both independently and as part of a team in school settings

See the 2 remaining tips

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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 1-1 support to 12 SEN pupils with ASD and SEMH needs, improving classroom engagement by 85% through tailored behaviour management strategies
•Facilitated daily movement breaks and sensory play sessions for 8 pupils with severe learning difficulties, reducing behavioural incidents by 60%
•Collaborated with 4 therapists to accompany pupils to speech and occupational therapy sessions, ensuring continuity of support across 15 weekly appointments

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Dear Hiring Manager,

I am writing to apply for the SEN Teaching Assistant position at your Angel-based school through Reeson Education. My experience in behaviour management and 1-1 SEN support aligns perfectly with your requirements for supporting pupils with ASD, SLD, MLD, and SEMH needs.

My background in special educational needs support has equipped me with the skills to deliver targeted interventions, manage challenging behaviours using positive approaches, and provide the sensory stimulating play and movement breaks that are crucial for SEN pupils' development.

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Interview questions

10 questions generated from this advert.

Technical

›How would you adapt teaching materials for a pupil with severe learning difficulties?
›What strategies would you use to support a child with autism during sensory overload?
›How do you implement positive behaviour management techniques?
›Describe your experience working with pupils who have SEMH needs
›How would you deliver effective movement breaks for SEN pupils?

Behavioural

›Tell me about a time you had to manage challenging behaviour in a classroom
›Describe a situation where you worked independently to support a struggling pupil
›How do you handle working with pupils who have different learning needs simultaneously?
›Give an example of when you collaborated effectively with teachers and therapists
›Tell me about a time you had to adapt quickly to a pupil's changing needs

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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 had to manage challenging behaviour in a classroom

Situation: I was supporting a Year 6 pupil with SEMH needs who was becoming increasingly disruptive during maths lessons, throwing pencils and refusing to engage. Task: I needed to de-escalate the situation while keeping other pupils focused on their learning. Action: I implemented a positive behaviour approach by first acknowledging his frustration, then offering him a choice between taking a 5-minute movement break or working with manipulatives instead of written work. I also established a reward system where he could earn 10 minutes of sensory play time for every completed task. Result: Within 3 weeks, his disruptive incidents decreased by 80% and he began completing 4 out of 5 daily maths tasks independently.

2Question

Describe a situation where you worked independently to support a struggling pupil

Situation: A Year 4 pupil with autism was struggling with transitions between activities, often becoming overwhelmed and needing 20 minutes to settle. Task: The class teacher asked me to develop an independent strategy to help him cope with changes in routine. Action: I created a visual timetable with pictures and timers, introduced a 2-minute warning system before transitions, and established a quiet corner with sensory toys where he could self-regulate. I tracked his progress daily and adjusted the approach based on his responses. Result: After 4 weeks of consistent implementation, his transition time reduced to 5 minutes and he began using the visual cues independently, allowing the class to maintain better flow throughout the day.

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