Start with the pupil, not the job title
A request for a SEN Teaching Assistant tells only part of the story. Understanding communication, sensory needs, routines, learning priorities and the support already in place helps define what the role actually requires.
Look for the right approach
Patience, consistency, adaptability and the ability to build trust can be as important as direct experience in an identical school role. Previous work in youth support, mentoring or care may offer relevant transferable skills, provided the candidate is suitable and appropriately supported.
Agree the practical requirements
Is the role one-to-one or class-based? What are the safeguarding and behaviour procedures? Who will direct the work? What training is essential before starting? How will the school know the support is working?
CANDL perspective
We look beyond job titles while remaining clear about the experience and checks a setting needs. The aim is a professional who can contribute to the pupil’s learning, safety and confidence.
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