Teaching Assistant
Job description
Original text imported from Reed
Teaching Assistant
- Scale 3 (Spine points 5-6) £26,858 actual salary
- Term time only - Monday to Friday
- 35 hours per week, 8.30am – 4.20pm
The Governing Body and Headteacher are seeking to appoint a Teaching Assistant to work in this vibrant inner city London school. If you think you have the personal qualities and skills to support the learning of students at this large successful school, we would like to hear from you.
Ideally you will have some TA experience of working with students with SEND and/or EAL, have excellent communication skills, be competent in English, Mathematics and ICT, and be willing to undertake specific training. Successful candidates may be required to run small group work with students with SEND and/or EAL. Excellent attendance and punctuality are essential for this role.
CFGS is committed to safeguarding and promoting the welfare of children and young people, and expects all staff to share this commitment. All successful applicants will be requested to undertake an Enhanced Disclosure and Barring Service Check.
Application Process
Application details are available on our website via the button below.
Please complete our online application form, including a supporting statement of no more than 2 sides A4 in size 11 font addressing the job description and person specification.
Closing date: 9.00am Wednesday 1st July 2026
Interview date: W/C 6th July 2026
Key skills
AI-extracted from the job advert
Application advice
5 AI-generated recommendations to maximise your chances.
⭐ Highlight any SEND and EAL experience prominently in your Personal Statement and CV summary, as the advert explicitly lists these as the key differentiators for shortlisting.
📊 Quantify your classroom support experience: e.g. "Supported 6 students with SEND across KS3 Maths, contributing to a 15% improvement in group assessment scores over one term."
🎯 Address the supporting statement directly to the job description and person specification (max 2 sides A4, size 11 font) — the advert specifies this format and deviating will disadvantage your application.
🤝 Explicitly reference your commitment to safeguarding and child welfare in both your CV and supporting statement, as CFGS states this is a core expectation of all staff.
📋 Confirm your Enhanced DBS status (or willingness to undergo one) clearly on your application, and note any prior experience running small group interventions to align with the role's likely responsibilities.
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 targeted small group literacy interventions for 5 KS3 students with SEND, supporting 3 pupils to meet their termly reading age targets within 10 weeks.
- •Assisted class teacher in differentiating Maths resources for 4 EAL learners, enabling full participation in Year 8 lessons and reducing withdrawal sessions by 30%.
- •Maintained safeguarding records and contributed to 12 EHCP review meetings per academic year, ensuring timely reporting to the SENCO in line with school policy.
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Dear Hiring Manager,
CFGS's commitment to safeguarding and its track record as a large, successful inner-city school in Tower Hamlets is precisely the environment in which I want to develop as a Teaching Assistant. I am applying for the Teaching Assistant (Scale 3) position and bring hands-on experience supporting students with SEND and EAL, alongside strong competencies in English, Mathematics and ICT that align directly with your person specification.
My background in classroom support includes delivering small group interventions for students working below expected levels, adapting resources to meet individual learning needs, and maintaining accurate progress records in close collaboration with class teachers and SENCOs. I hold an Enhanced DBS certificate and fully share CFGS's commitment to the welfare and safeguarding of children and young people.
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Interview questions
10 questions generated from this advert.
Technical
- ›How would you adapt a literacy activity to support a student with EAL who has limited English vocabulary?
- ›Describe a strategy you have used to support a student with SEND during a whole-class lesson.
- ›How do you use ICT tools to assist students who struggle with reading or writing?
- ›What approaches would you take when running a small group intervention session for students working below expected levels in Maths?
- ›How do you record and report on student progress to the class teacher, and what documentation methods have you used?
Behavioural
- ›Tell me about a time you supported a student who was disengaged or struggling to access the curriculum.
- ›Describe a situation where you had to adapt your approach quickly to meet the needs of a student with SEND.
- ›Give an example of when you worked closely with a teacher or SENCO to plan targeted support for a pupil.
- ›Tell me about a time you had to manage a challenging behaviour in a small group setting and how you resolved it.
- ›Describe a situation where you identified a safeguarding concern and explain the steps you took.
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 disengaged or struggling to access the curriculum.
Describe a situation where you identified a safeguarding concern and explain the steps you took.