How to Write a Great CV for a SEN Teaching Assistant Job

Applying for Special Educational Needs (SEN) Teaching Assistant roles in the UK is competitive, and a clear, targeted CV helps you stand out to schools and multi-academy trusts. This guide shows you how to craft a SEN Teaching Assistant CV that highlights the skills, training and impact headteachers and SENDCos want to see, while passing applicant tracking systems (ATS) with the right keywords.

What hiring managers look for in a SEN Teaching Assistant CV

Schools and SEND leaders scan CVs quickly. Make it easy to see that you meet safeguarding standards and can add value in the classroom and beyond. They’ll look for:

• Current or recent experience supporting pupils with SEND (e.g., ASC/Autism, ADHD, SEMH, SLD/MLD, PMLD), including 1:1 and small-group work. 
• Evidence of impact: progress against EHCP outcomes, improved behaviour, communication gains, attendance, or engagement. 
• Safeguarding credibility: an up-to-date enhanced DBS, safeguarding training, and understanding of the SEND Code of Practice. 
• Relevant training and strategies: Team Teach or equivalent positive handling, PECS, Makaton, TEACCH, Thrive Approach, Zones of Regulation, sensory integration. 
• Collaboration: working with teachers, parents/carers and external professionals (SALT, OT, EP), plus accurate record-keeping. 
• Adaptability and communication: differentiating resources, de-escalation, and supporting pupils across EYFS, primary (KS1/KS2), secondary (KS3/KS4), or post-16. 

How to structure your SEN Teaching Assistant CV

Keep your CV to 1–2 pages, with a logical layout and clear headings. Use concise bullet points and active verbs. A typical structure:

1. Header: Full name, town/city, phone, professional email, LinkedIn (optional). State “Enhanced DBS on the Update Service” if applicable. 
2. Personal profile (3–4 lines): Who you are, SEN strengths, age phases supported, standout achievement, and what you’re seeking. 
3. Key skills: A tight list tailored to the job description (see examples below). 
4. Professional experience: Roles in reverse chronological order with impact-led bullet points. 
5. Education & training: GCSEs/A-Levels (or equivalent), relevant CPD (e.g., Safeguarding Level 2, Team Teach, First Aid, Autism Education Trust). 
6. Additional information: Languages, availability, right to work, driving licence if relevant for outreach. 
7. References: “Available on request” is fine unless asked otherwise. 

Example personal profile:

Compassionate SEN Teaching Assistant with 3+ years’ experience supporting pupils with ASC and SEMH across KS2 and KS3. Proven record of improving engagement and reducing behaviour incidents through consistent routines, visual supports and de-escalation. Trained in Team Teach, PECS and Zones of Regulation, with strong safeguarding practice and partnership working with SALT and families. Seeking a full-time role in a mainstream primary with a strong inclusive ethos.

Showcase SEN-specific experience and measurable impact

Replace duties with outcomes. Use numbers where possible, and connect your strategies to pupil progress or wellbeing. Mention curricula (EYFS framework, Read Write Inc, phonics interventions), tools (Widgit symbols, Clicker), and plans (EHCPs, IBPs, risk assessments). Examples:

• Supported a Year 4 pupil with ASC using TEACCH and visual schedules; on-task time increased from 40% to 80% within one term. 
• Delivered daily phonics (RWI) interventions to three pupils; two moved up one set within 8 weeks and reading ages improved by 6–9 months. 
• Co-ran morning sensory circuits; punctuality and readiness to learn improved for five SEMH pupils, evidenced by teacher tracking. 
• Implemented Zones of Regulation and calm corners; lunchtime behaviour incidents reduced by 50% over half a term. 
• Collaborated with SALT to embed PECS Stage 3; pupil initiated 20+ exchanges daily and expanded core vocabulary. 
• Adapted resources for a pupil with visual impairment; ensured access to the KS3 curriculum via enlarged print and high-contrast materials. 

If you lack school-based experience, draw on relevant roles: youth work, tutoring, mentoring, residential care, childcare, volunteering, summer schools, or supporting a family member with SEND. Focus on safeguarding, communication, and transferable strategies.

Essential skills and keywords to include

Use the language from UK job descriptions so your CV passes ATS filters and resonates with hiring managers. Include a dedicated “Key skills” section and weave terms into your experience bullets:

• Safeguarding and child protection; enhanced DBS; knowledge of the SEND Code of Practice and reasonable adjustments. 
• Autism/ASC, ADHD, SEMH, SLD/MLD, PMLD; social communication; sensory processing; anxiety support. 
• Communication systems: PECS, Makaton, visual timetables, Widgit symbols, social stories, first–then boards. 
• Interventions: Read Write Inc (RWI), phonics, precision teaching, numeracy catch-up, speech and language programmes. 
• Approaches: TEACCH, Thrive Approach, Zones of Regulation, positive behaviour support, restorative conversations, de-escalation. 
• Collaboration: working with teachers, SENDCo, SALT, OT, EP; home–school communication; multi-agency meetings. 
• Record-keeping: observation notes, progress trackers, risk assessments, IBPs, contributions to EHCP reviews. 
• Training: Team Teach (or equivalent), Autism Education Trust, First Aid/Paediatric First Aid, Moving and Handling. 
• Curriculum support: EYFS, KS1/KS2, KS3/KS4, functional skills; differentiation and scaffolding; assistive technology. 

Tailor your CV to the setting and phase

Different schools require different emphases. Mirror the job advert and school website values in your profile and bullets:

• Mainstream primary: highlight phonics, early literacy/numeracy, routines, EYFS knowledge, and partnership with parents. 
• Mainstream secondary: emphasise subject support, exam access arrangements, study skills, and assisting with behaviour for learning. 
• SEN schools/units: foreground complex needs, personal care, moving and handling, sensory regulation, communication systems, and multidisciplinary teamwork. 
• PRUs/alternative provision: show strong SEMH practice, de-escalation, trauma-informed approaches, and attendance/engagement outcomes. 
• Post-16/FE: mention independence skills, vocational learning, travel training, and preparation for adulthood. 

Writing strong, impact-focused bullet points

Use a verb + strategy + outcome format. Keep bullets short and specific:

• Differentiated science practicals with visual scaffolds; pupil with ASC completed 90% of tasks independently by half-term. 
• Introduced emotion check-ins and calm kit; weekly behaviour incidents reduced from 6 to 2 in six weeks. 
• Maintained accurate SALT logs; contributed to EHCP annual review with data that informed new communication targets. 

Education, training and safeguarding credentials

List your highest qualifications and any SEN-specific CPD. Be explicit about safeguarding status to build trust:

• GCSEs (including English and maths) and A-Levels or equivalent. 
• CACHE/NCFE qualifications in Supporting Teaching and Learning (if held). 
• Safeguarding Level 1/2, Prevent Duty, Team Teach (or equivalent), First Aid/Paediatric First Aid, Autism Education Trust modules, Manual Handling. 
• Enhanced DBS (preferably on the Update Service) and right to work in the UK. 

If you need to apply for a DBS or join the Update Service, see the official guidance: GOV.UK: DBS checks.

Common mistakes to avoid

• Generic profiles that could fit any role. Tailor to SEN and the specific age phase. 
• Listing duties without impact. Always show how pupils benefited. 
• Long paragraphs. Use clear headings and bullet points for readability. 
• Jargon without explanation. Name the strategy and the outcome. 
• Missing dates, locations, or job titles. Keep timelines clear and consistent. 
• Spelling and grammar errors. Proofread and use British English. 
• Unprofessional email addresses or unnecessary personal data (e.g., full address, photo, date of birth). 

Quick SEN TA CV checklist

• Is your personal profile specific to SEN and the advertised role? 
• Have you listed key SEN strategies and training relevant to the job? 
• Do your experience bullets show measurable outcomes? 
• Is safeguarding status (enhanced DBS) clearly stated? 
• Have you used UK terms and phases (EYFS, KS1–KS4, EHCP)? 
• Have you mirrored keywords from the job description for ATS? 

For further UK careers guidance on education support roles and CVs, visit the National Careers Service.

Ready to put it into practice? Update your SEN Teaching Assistant CV today, tailor it to the school’s needs, and highlight the impact you have on pupils’ progress and wellbeing. Then send your application with confidence. If you’d like a free CV review or a SEN TA CV template, get in touch via email and start your next chapter in SEND support.