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⚡ Source: ReedRef: 57012528

Teaching Assistant Job in Bolton Secondary School

Hays Specialist Recruitment Limited·Bolton, North West·Posted 5 days ago
🟢 Permanent💰 £95-130/hour
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Job description

Original text imported from Reed

Bolton | Start Date: September 2026 | Temporary to Permanent Recruitment Partner: Hays Education

Hays Education are proud to be working in partnership with a well-regarded secondary school in Bolton, rated "Good" in all areas. This is a fantastic opportunity to join a forward-thinking school that places both students and staff development at the heart of everything it does.
About the School
This welcoming and inclusive secondary school offers:

  • Excellent facilities and learning resources
  • A brilliant, supportive working culture
  • A dedicated team who work collaboratively towards a shared goal
  • A strong focus on student development and staff wellbeing

Your new role
As a Teaching Assistant, you will play a key role in supporting students across the school, particularly those who require additional help with behaviour and emotional regulation.This is a varied and rewarding role, where no two days are the same. Your responsibilities will include:

  • Building strong, positive relationships with students
  • Supporting students with behaviour management and regulation strategies
  • Helping to keep students engaged and focused on their learning
  • Working closely with teachers and support staff to deliver tailored support
  • Acting as a positive role model, inspiring students to achieve their potential

What you'll need to succeed

  • Experience working with young people (school-based or similar environment preferred)
  • Calm, patient, and resilient approach
  • Strong communication and interpersonal skills
  • A genuine passion for supporting and inspiring students
  • Ability to work as part of a collaborative and supportive team

What you'll get in return

  • Opportunity to secure a permanent role following an initial temporary period (if you may wish)
  • Support from both Hays Education and the school leadership team
  • A chance to work in a school with a fantastic culture and strong team ethos
  • A role where you can make a real difference every day

This temporary-to-permanent opportunity allows you to experience the school and role first-hand, ensuring it's the right long-term fit for you.


What you need to do now
If you're interested in this role, click 'apply now' to forward an up-to-date copy of your CV, or call William Hobson on or now. If this job isn't quite right for you but you are looking for a new position, please contact us for a confidential discussion on your career.
If you know of supply teachers in Greater Manchester, that are suitable for this type of job, then refer a friend to Hays Education and we'll reward you with £250 gift vouchers (T&Cs apply)

Hays Specialist Recruitment Limited acts as an employment agency for permanent recruitment and employment business for the supply of temporary workers. By applying for this job you accept the T&C's, Privacy Policy and Disclaimers which can be found at hays.co.uk

SpeedCV AI

Key skills

AI-extracted from the job advert

Must-have skills
Experience working with young peopleBehaviour management strategiesEmotional regulation support techniquesCollaborative working with teaching staff
Nice-to-have
Secondary school classroom experienceSEN student supportTeam Teach or MAPA de-escalation trainingNVQ in Supporting Teaching and Learning
Soft skills
PatienceResilienceCommunicationInterpersonal skillsCollaborationCalm under pressureEmpathy
SpeedCV AI

Application advice

5 AI-generated recommendations to maximise your chances.

1

⭐ Highlight any experience with behaviour management or emotional regulation at the top of your CV — the advert lists this as the primary focus of the role.

2

📊 Quantify your impact where possible: 'Supported 8 students with SEMH needs across 5 lessons per week, contributing to a 20% reduction in classroom incidents over one term'.

3

🎯 Tailor your personal statement to mention secondary school settings specifically, as the advert states 'school-based or similar environment preferred'.

4

🤝 Include a dedicated section on collaborative working — the advert emphasises working closely with teachers and support staff to deliver tailored support.

5

🌐 If you hold any relevant qualifications (e.g. NVQ in Supporting Teaching and Learning, MAPA, Team Teach, or a DBS certificate), list these prominently as they will strengthen your application for a school-based role.

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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 one-to-one and small-group behaviour support for 10 students with SEMH needs across Years 7–10, contributing to a 25% reduction in recorded classroom incidents over one academic term.
  • Collaborated with the SENCO and 4 class teachers to implement tailored emotional regulation strategies, enabling 3 previously excluded students to reintegrate into mainstream lessons full-time.
  • Acted as a key adult for 6 students with complex behavioural profiles, applying de-escalation techniques that reduced physical intervention incidents by 40% over two terms.

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

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Letter preview — tailored to Hays Specialist Recruitment Limited

Dear Hiring Manager,

Hays Education's Teaching Assistant vacancy at a Good-rated secondary school in Bolton stands out to me precisely because of its focus on behaviour management and emotional regulation — two areas where I have developed genuine expertise working with young people. The temp-to-perm structure also appeals, as it allows both parties to confirm the right long-term fit before committing.

My background in supporting students with additional needs has equipped me with practical de-escalation strategies and the patience required to build trust with young people who may be disengaged or struggling emotionally. I have worked closely alongside classroom teachers and SENCOs to deliver tailored support plans, ensuring students remain engaged without feeling singled out by their peers.

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SpeedCV AI

Interview questions

10 questions generated from this advert.

Technical

  • What strategies have you used to support a student experiencing emotional dysregulation in a classroom setting?
  • How would you adapt your support approach for a student with challenging behaviour compared to one with learning difficulties?
  • Describe your understanding of de-escalation techniques and how you have applied them with young people.
  • How do you ensure that tailored support does not single out or stigmatise a student in front of their peers?
  • What experience do you have using behaviour tracking or recording systems in a school environment?

Behavioural

  • Tell me about a time you built a positive relationship with a young person who was initially resistant to support.
  • Describe a situation where you had to remain calm under significant pressure whilst working with a student in crisis.
  • Give an example of when you worked closely with a teacher or SENCO to deliver tailored support for a student.
  • Tell me about a time you acted as a positive role model and the impact it had on a student's attitude or behaviour.
  • Describe a situation where you had to adapt your approach mid-lesson because a student's needs changed unexpectedly.
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 built a positive relationship with a young person who was initially resistant to support.

Situation: I was assigned to support a Year 9 student who had refused to engage with three previous teaching assistants and was at risk of permanent exclusion. Task: My goal was to establish enough trust for him to accept in-class support without disrupting the wider group. Action: I spent the first two weeks simply being present without applying pressure — chatting briefly at the start of lessons about his interests in football, and only offering academic help when he initiated it. I also liaised weekly with his form tutor to align our approaches. Result: Within six weeks he was voluntarily asking for support during lessons, his attendance improved from 55% to 82%, and his end-of-term behaviour report showed no recorded incidents.
2Question

Describe a situation where you had to remain calm under significant pressure whilst working with a student in crisis.

Situation: During a Year 8 maths lesson, a student with a history of emotional dysregulation became highly distressed after receiving a low test score and began overturning furniture. Task: I needed to de-escalate the situation quickly to protect the student and the rest of the class. Action: I calmly asked the teacher to continue the lesson and guided the student to our agreed safe space outside the classroom, using a low, steady tone and open body language. I followed the school's MAPA protocol throughout, avoiding physical intervention. Result: The student calmed within 12 minutes, was able to return to a support room for the remainder of the lesson, and we completed a brief debrief together that he later said helped him understand his own triggers.

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