An SEN (Special Educational Needs) Teaching Assistant supports pupils who have additional needs in communication, cognition, learning, social interaction, sensory processing or physical/medical areas. The role blends classroom support, targeted interventions and care routines so each pupil can access learning, feel safe and make progress.

Core responsibilities of an SEN TA

• Access & adaptation: differentiate tasks, chunk instructions, use visuals/timers, reduce language load, provide concrete examples and multisensory resources.
• Communication support: model key vocabulary, use visual supports and communication systems (e.g., visual timetables, symbols, Makaton/AAC where trained/approved).
• Regulation & behaviour: implement pupils’ regulation plans, offer movement/sensory breaks, apply de-escalation scripts and record incidents per policy.
• Targeted interventions: deliver short, structured programmes (e.g., phonics, language enrichment, numeracy, social skills), track entry/exit data and share impact.
• 1:1 support: follow an EHCP/IEP, liaise with the class teacher/SENCO, prepare tailored resources and monitor small-steps progress.
• Therapy collaboration: work with specialists (e.g., speech & language therapy, occupational therapy) to embed recommended strategies in class.
• Care routines (where required): assist with personal care, feeding protocols or mobility—with training, PPE and two-adult rules as per policy.
• Safety & safeguarding: uphold supervision plans, risk assessments, intimate care procedures and report safeguarding concerns to the DSL.
• Record-keeping: maintain reading records/intervention logs, brief notes on triggers/strategies that worked, and contribute to reviews.

What a typical SEN day looks like

• Before lessons: prepare adapted worksheets, now/next boards, visual schedules, fidget/transition tools, and a quiet space plan.
• During lessons: pre-teach vocabulary, sit strategically, prompt independence, reinforce success, and capture quick evidence of progress.
• Between sessions: facilitate planned sensory breaks or movement circuits; reset the environment (lighting/noise/seating) to support regulation.
• Interventions: run 10–20 minute targeted sessions with clear start/finish, model–practise–review cycles, and exit data.
• End of day: tidy resources, update logs, share quick wins and flags with the teacher/SENCO; prepare tomorrow’s visuals.

Essential skills & mindsets

• Consistency & calm: predictable routines and a steady tone help pupils feel safe.
• Observation: notice triggers, energy levels and engagement; adjust before escalation.
• Communication: concise language paired with visuals/gestures; active listening with patience.
• Teamwork: align with teacher plans, share data with SENCO, follow therapy guidance, respect professional boundaries & confidentiality (GDPR).
• Reflective practice: what worked, what to tweak, and how to generalise success across contexts.

Qualifications & training

• Best default: Level 3 Certificate/Diploma in Supporting Teaching & Learning (with placement) — fully qualifies you as a TA and is recognised across SEN/mainstream.
• Fallback: Level 3 Award (knowledge-only) if you can’t access a placement yet; upgrade later once in post.
• Helpful CPD: autism & communication, social stories, sensory processing, precision teaching, phonics/reading interventions, positive handling (only with authorised training).

Explore routes: TA Levels Explained · Do I Need a Placement? · TA Qualifications

Evidence schools value in SEN settings

• Adapted resources: before/after examples showing access improvements.
• Impact notes: short pre/post data or observation checklists from interventions.
• Communication tools: visuals, word banks, sentence frames; how they improved participation.
• Regulation strategies: step-by-step routines that reduced recovery time or increased on-task minutes.
• Collaboration: meeting notes with teacher/SENCO/therapists; actions implemented.

Templates: Portfolio & Evidence for TA Qualifications

Where SEN TAs work

• Mainstream with inclusion — support 1:1 or in small groups within the classroom environment.
• Special schools/units — highly individual programmes, small classes, specialist equipment and multi-agency teams.
• Resource bases — targeted support for communication/language, cognition & learning, or social, emotional and mental health (SEMH).

Compare settings: Primary vs Secondary vs SEN

Safety, dignity & policy

• Follow care plans, intimate care policy and two-adult rules where required.
• Only use approved physical interventions if trained and authorised; always record and inform the DSL/SLT.
• Store and handle pupil information securely; use school devices for photos in line with consent lists.

Related guides: Essential School Policies for TAs · DBS Checks for TAs

Frequently Asked Questions

Is an SEN TA the same as a 1:1?

Not always. A 1:1 TA is dedicated to one pupil (often with an EHCP). SEN TAs may support multiple pupils, groups or a whole class with inclusion routines.

Do I need a special qualification to work in SEN?

The Level 3 Certificate/Diploma in Supporting Teaching & Learning is widely accepted. SEN-focused CPD and relevant placement evidence strengthen your application.

Will I have to do personal care?

It depends on the setting and the pupil’s care plan. If required, schools provide training and follow dignity, privacy and two-adult procedures.

Is physical intervention part of the job?

Only if your role requires it and you’ve been trained/authorised under policy. De-escalation and prevention are the priority; any intervention must be recorded.

How do I show impact in SEN?

Use simple measures: entry/exit sheets, on-task minutes, error counts, reading ages, or behaviour frequency charts—paired with short notes on the strategies used.