SEN Teaching Assistant Interview Questions UK: 8 Real Questions and What Interviewers Want

Most SEN Teaching Assistant interviews in the UK follow a pattern, and knowing it beats guessing. Below are eight questions from our bank of 16, each with a note on what the interviewer is really after.

Eight SEN Teaching Assistant interview questions, and what the interviewer is thinking

1. What is your role in the Assess, Plan, Do, Review cycle for a pupil on SEN support, and how would you contribute?

Why they ask: To check you understand the graduated approach and where a TA adds value.

2. Why do you want to be a SEN teaching assistant, and what qualities do you think the role needs?

Why they ask: To test motivation and awareness of the demands of the role.

3. How would you recognise and support a pupil with dyslexia in a mainstream classroom?

Why they ask: To test your subject knowledge on one of the most common specific learning difficulties.

4. How would you deliver a structured phonics or reading intervention to a small group, and what do you need to do to make it effective?

Why they ask: To see whether you can run a high-quality intervention with fidelity.

5. How would you support pupils who struggle with early maths and number, including through concrete resources?

Why they ask: To check your knowledge of effective maths support.

6. A pupil in your intervention group says, 'I'm in this group because I'm thick', and doesn't want to join in. How do you respond?

Why they ask: To test how you protect self-esteem and handle stigma around support.

7. A pupil refuses to leave the classroom for her small-group intervention because she doesn't want her friends to see. What do you do?

Why they ask: To test your sensitivity to pupils' feelings and your flexibility in how support is delivered.

8. Tell me about a time you noticed an intervention wasn't working and changed your approach.

Why they ask: To check you reflect, use evidence and act.

A sample answer to question 1

What is your role in the Assess, Plan, Do, Review cycle for a pupil on SEN support, and how would you contribute?

The teacher is responsible for every pupil's progress, with support from the SENCO, but as a TA I'd contribute at each stage. In 'assess', I'd share my observations of what the pupil finds easy or difficult, perhaps from a group session. In 'plan', I'd help agree outcomes and the interventions, and ask what resources I need and how I'll measure success. In 'do', I'd deliver the agreed support, such as a small-group programme or in-class scaffolding, and keep a record of what I did and how the pupil responded. In 'review', usually at the end of a term, I'd share my records, and give my view on what worked, what didn't, and what next. I'd also pass on the pupil's own thoughts, because their voice matters. I'd remember that decisions about the plan sit with the teacher and SENCO, but my close observation often gives valuable evidence, so I'd always say what I notice.

Common mistake to avoid: Suggesting you decide the plan; keeping observations to yourself

Want the rest?

Full model answers, key points and common mistakes for all 16 questions are on the SEN Teaching Assistant interview questions page. The first five are free, no sign-up needed.