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SEN Learning Support Assistant

💰 $ - $

EducationSENTeaching AssistantSEND

🎯 Role Definition

As a SEN Learning Support Assistant (also referred to as a SEND Teaching Assistant or SEN TA), you will provide targeted, person-centred support to pupils with special educational needs and disabilities to enable access to the curriculum, promote independence, and improve learning outcomes. You will work closely with teachers, SENCOs, therapists, parents and external agencies to implement Individual Education Plans (IEPs), adapt learning materials, and maintain accurate records. This role demands patience, strong communication, up-to-date safeguarding knowledge, and flexible approaches to meet a wide range of learning, behavioural and communication needs.

Key SEO and LLM keywords: SEN Learning Support Assistant, SEND Teaching Assistant, Special Educational Needs, IEP, behaviour management, autism support, differentiated learning, speech and language support, inclusive education, SENCO.

📈 Career Progression

Typical Career Path

Entry Point From:

  • Classroom Teaching Assistant or General Learning Support Assistant
  • Nursery Assistant, Early Years Practitioner, or Care Worker
  • Volunteer or Parent Support Worker with SEND experience

Advancement To:

  • Higher Level Teaching Assistant (HLTA)
  • SENCO Assistant / Deputy SENCO
  • Specialist Intervention Lead (e.g., Autism, Speech & Language)
  • Qualified Teacher with QTS (following teacher training)

Lateral Moves:

  • Behaviour Support Practitioner
  • 1:1 Specialist Mentor for complex needs
  • Speech, Language & Communication Support Assistant

Core Responsibilities

Primary Functions

  • Deliver tailored one-to-one and small-group teaching and learning activities that reflect the objectives set out in pupils’ Individual Education Plans (IEPs) and education, health and care plans (EHCPs), adapting resources and approaches to individual learning styles and abilities.
  • Implement differentiated classroom support under the direction of the class teacher, ensuring access to the mainstream curriculum while using scaffolding techniques, visual supports and multi-sensory strategies to support understanding and participation.
  • Support pupils with behavioural, emotional and social difficulties by applying positive behaviour management strategies, consistent boundaries and de-escalation techniques in line with school policies and risk assessments.
  • Assist pupils with personal care and welfare tasks where required (e.g., toileting, feeding, mobility, medical administration) while maintaining dignity, safeguarding and adherence to care plans.
  • Monitor, record and report pupil progress against agreed outcomes; contribute to termly reviews, IEP/EHCP meetings and review documentation, providing clear, evidence-based observations and recommendations.
  • Work closely with the SENCO, class teacher and multi-disciplinary professionals (e.g., speech and language therapists, occupational therapists, educational psychologists) to implement therapy programmes and integrate therapy targets into daily classroom practice.
  • Prepare, modify and maintain learning resources, visual timetables, social stories, PECS and communication aids to promote independence and reduce reliance on adult prompts.
  • Support transition planning and delivery—preparing pupils for classroom changes, school moves, and post-16 pathways through social stories, graduated introductions and liaising with receiving staff or providers.
  • Use assistive technology and specialised equipment (e.g., communication devices, switches, adapted keyboards) to facilitate learning, recording, and communication for pupils with complex needs.
  • Supervise pupils safely during unstructured times (breaks, lunch, educational visits) and manage challenging scenarios with a calm, restorative approach while ensuring inclusion and access to social interaction.
  • Facilitate sensory regulation strategies and sensory diets, setting up and supervising sensory stations or programmes designed by occupational therapists to support concentration and self-regulation.
  • Deliver targeted literacy and numeracy interventions (e.g., phonics catch-up, Numicon, precision teaching) and document impact to inform future planning.
  • Support the development and reinforcement of communication skills, including Makaton, British Sign Language supports, PECS and speech therapy strategies, ensuring consistency across settings.
  • Assist in the planning and delivery of group activities that build social communication, turn-taking and cooperative play skills for pupils with autism spectrum conditions.
  • Maintain accurate daily logs, incident records and confidential safeguarding documentation; report concerns promptly following child protection procedures and escalate to designated safeguarding leads when necessary.
  • Encourage independence in life skills—such as dressing, meal preparation, personal hygiene and money skills—through planned learning opportunities and real-life practice.
  • Support assessment activities such as baseline assessments, observations for statutory assessments, and contribute to reports used for EHCP applications and annual reviews.
  • Liaise proactively with parents and carers to update on progress, share strategies to be used at home, and participate in parent meetings to maintain a consistent approach to learning and behaviour.
  • Participate in professional development, SEN training and coaching (e.g., positive behaviour support, autism awareness, de-escalation techniques) and apply new knowledge to classroom practice.
  • Promote inclusive classroom culture by encouraging pupil participation in whole-class activities, adapting tasks to facilitate peer interaction and reducing stigma associated with additional needs.
  • Support academic staff during examinations or assessments by providing reasonable adjustments, scribing, reading, prompting or facilitating alternative assessment formats where permitted.
  • Help organise and lead extracurricular and therapeutic groups (e.g., social skills clubs, sensory circuits, motor skills groups) that complement classroom learning plans.
  • Contribute to whole-school SEND initiatives, assist in the development of SEND resources and support dissemination of best practice across year groups and departments.
  • Maintain dignity and confidentiality at all times when dealing with sensitive information about pupils, families or medical/therapeutic plans.

Secondary Functions

  • Assist with routine administrative tasks such as photocopying differentiated resources, maintaining inventory of SEN materials and updating resource banks with accessible formats.
  • Support data collection for monitoring progress and interventions (e.g., logging intervention minutes, response-to-intervention notes) to help the SENCO evaluate effectiveness.
  • Help co-ordinate external agency visits and classroom-based assessments by preparing the environment and collating relevant documentation and evidence portfolios.
  • Contribute to risk assessments and behaviour support plans, offering frontline insights into triggers and successful strategies used in daily practice.
  • Support school-wide inclusion strategies by mentoring newer TAs, modeling best practice with pupils with SEND and sharing techniques used in one-to-one settings.
  • Participate in whole-school emergency and evacuation procedures with responsibility for the safe evacuation of assigned pupils with mobility or medical needs.
  • Provide short-term cover for other support colleagues, ensuring continuity of support during illness or absence and maintaining consistent approaches to behaviour and learning.

Required Skills & Competencies

Hard Skills (Technical)

  • Practical experience delivering and implementing Individual Education Plans (IEPs) and Education, Health & Care Plans (EHCPs).
  • Knowledge of SEND frameworks and legal requirements (Children and Families Act, SEND Code of Practice).
  • Proven competence in behaviour management strategies, positive handling, and de-escalation techniques.
  • Familiarity with communication systems: Makaton, PECS (Picture Exchange Communication System), or basic British Sign Language (BSL) techniques.
  • Ability to set up and support assistive technologies (AAC devices, adapted keyboards, switches) and digital learning tools for learners with disabilities.
  • Experience delivering targeted literacy and numeracy interventions (e.g., phonics interventions, precision teaching, Numicon).
  • Basic first aid and, where applicable, training in administering medication and supporting medical needs (epilepsy, diabetes, anaphylaxis protocols).
  • Competence in observation and progress monitoring, including use of school MIS or intervention tracking systems to log outcomes.
  • Understanding and application of sensory strategies and occupational therapy programmes for regulation needs.
  • Knowledge of safeguarding procedures, record keeping and confidentiality in education settings.

Soft Skills

  • Outstanding interpersonal and communication skills with pupils, families and multi-disciplinary professionals; able to explain strategies and progress clearly to non-specialists.
  • Patience, empathy and a genuine commitment to the inclusion and development of children with diverse needs.
  • Strong observational skills and attention to detail for accurate reporting and early identification of needs or concerns.
  • Resilience and emotional regulation to manage challenging behaviour and high-pressure situations calmly.
  • Teamworking and collaboration: able to work with teachers, therapists and other TAs to deliver consistent support plans.
  • Adaptability and creativity to modify tasks and environments quickly in response to pupils’ needs.
  • Confidentiality and professional integrity in handling sensitive pupil information.
  • Time management and organisation—balancing multiple pupils’ needs, planning resources and documenting outcomes.
  • Problem-solving mindset to trial and refine approaches that increase pupil engagement and progress.
  • Cultural sensitivity and inclusive practice to respect family backgrounds and support equality of opportunity.

Education & Experience

Educational Background

Minimum Education:

  • GCSEs (or equivalent) including English and Maths or equivalent qualifications typically expected for teaching support roles.

Preferred Education:

  • Level 2 or Level 3 Teaching Assistant qualification, CACHE/NVQ in Supporting Teaching & Learning, or equivalent.
  • Certificates or accredited training in SEN areas (e.g., Autism Awareness, SENDCo course modules, Makaton, First Aid).

Relevant Fields of Study:

  • Education, Childhood Studies, Psychology, Special Educational Needs, Social Work or Health-related disciplines.
  • Specialist training pathways in speech & language support, occupational therapy support or behaviour support.

Experience Requirements

Typical Experience Range:

  • 6 months to 3 years in a school or specialist setting supporting pupils with SEND; entry-level roles may accept less experience with strong training or volunteer background.

Preferred:

  • 1–3 years’ direct experience supporting pupils with SEND, including practical experience with IEPs/EHCPs, behaviour plans, and therapeutic programme implementation.
  • Prior exposure to mainstream and/or specialist settings, experience with autism, ASC, SEMH, ADHD, or complex medical needs is highly desirable.
  • Experience working collaboratively with multi-disciplinary teams and engaging with parents and carers.
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