Paragraph by paragraph
I am applying for the Higher Level Teaching Assistant post supporting pupils with special educational needs at Hove Junior School. I have worked in Brighton primary schools since 2020, first as a teaching assistant in Reception and since 2022 as an HLTA in Year 4 at Balfour Primary.
The post and her path through primary schools
She names the exact post and school, then sums up six years in schools in one sentence that shows a step up, from teaching assistant to HLTA. A SENCo can see her level before reading any further.
Our Year 4 class has 30 children, five of whom have Education, Health and Care Plans. Every morning I run phonics and reading groups for 12 of them, and all 12 have made clear progress on the school's reading assessments this year.
The class and the intervention groups
The number of children with EHCPs tells the reader about the class without describing anyone. Her reading groups are described with the school's own assessments, the way progress is measured now, instead of the old levels her CV mentions.
I also support one pupil with autism on a one to one basis. From the start, the aim was for them to learn in class with their friends instead of in a separate room, and on most days they now do. Getting there meant a lot of small changes agreed with the class teacher, the SENCo and the family.
One to one support, described with care
She says "they" and gives no year group detail beyond what is already in the letter, so the pupil can't be identified. The reader still learns what she was aiming for, what happened and how, which is what a SENCo needs.
I cover the class during the teacher's PPA time and when she is away, so I am used to picking up a lesson plan and teaching it to all 30 children. Before Balfour I spent two years in a Reception class at St Mary Magdalen Primary, helping with early phonics, numeracy and the social side of starting school, and I ran the gardening club.
Teaching the whole class
Covering PPA time shows she can do more than support, which matters for an HLTA. The Reception years are kept short and add something different: the youngest children and their first year at school.
I hold an enhanced DBS certificate. I would be glad to visit the school before the closing date and spend some time in the classes you have in mind for this post.
Safeguarding and a visit
One line on her DBS, then an offer to visit and spend time in the classes. Visiting is normal before applying for school posts, and it shows she wants to meet the children she would be working with.
Writing about children with SEND without identifying them
Support staff work closely with individual children, and the best evidence in your letter will often be about one of them. Schools are careful about children's information, and your letter should show you are too.
- Never use a name or initials, not even a first name.
- Say "a pupil" or "they", as Emma does, so the child's gender doesn't narrow things down.
- Keep diagnoses general and don't pair them with details like age, class and family circumstances that, together, would point to one child.
- Describe needs across a class, such as "five pupils with EHCPs", rather than individual plans.
- Leave out anything a family has told you in confidence, however much it explains your work.
Fitting it into a school application form
Many schools ask support staff to apply on a form with a short supporting statement. This version keeps the key facts and fits most boxes.
Describing progress now that levels have gone
National curriculum levels and sub-levels were removed from 2014, and the last key stage tests to report levels were taken in summer 2015. Since then schools have set their own ways of tracking progress. A letter that talks about "two sub-levels of progress" can make you sound out of date, even if your old school still uses the term.
Describe progress in ways a SENCo will recognise today:
| What you measured | How to write it |
|---|---|
| Phonics | The phonics phases children moved through, or how many met the expected standard in the phonics check. |
| Reading | Progress on the school's reading assessments, or reading ages before and after your groups. |
| Behaviour or engagement | Time spent in class, fewer incidents, or a child joining in with something they used to avoid. |
| Independence | Tasks a pupil can now do without adult help. |
Other school support roles and their first lines
Your first teaching assistant job
Use volunteering, helping in your own child’s school, youth work or childcare. Show you understand that the job is about helping children learn, not only looking after them.
For the last year I have volunteered two mornings a week in my son’s school, listening to readers in Year 2, and I would like to make it my job.
Special school
Special schools want to know about specific needs you have supported, personal care if the role includes it, and any training such as Makaton or positive handling.
I have supported children with autism and speech and language needs for four years, and I use Makaton and symbols every day with the children I work with.
Secondary school
Secondary support often focuses on a subject or on literacy across subjects. Say which subjects you are confident in and how you work with older pupils.
I would like to apply for the learning support assistant post in your English department, where I can use four years of literacy intervention experience with older pupils.
Moving into teaching
Show the teaching you already do, such as covering classes, and say which training route you are applying for.
After four years as an HLTA, much of it covering whole classes, I am applying for a salaried teacher training place starting in September.
Nursery or early years
Early years settings care about play, care routines and your early years qualification. Mention the age group you know best.
I spent two years supporting a Reception class and I would like to work with younger children again, in your nursery’s pre school room.
TA, HLTA, LSA and other support titles
School support roles go by many names, and the same title can mean different things in different schools. Read the job description rather than the title, and match your letter to the duties.
| Title | Usually means |
|---|---|
| Teaching assistant (TA) | Supporting the teacher and pupils in class, often with small groups. |
| Higher Level Teaching Assistant (HLTA) | A senior support role that includes covering classes. HLTA status is awarded after an assessment against national standards. |
| Learning support assistant (LSA) | Often one to one or small group support for pupils with SEND. |
| Pupil support assistant | A common title for similar roles in Scotland. |
| Special needs assistant (SNA) | The title used in schools in Ireland. |
Five mistakes in TA applications
"I love working with children"
Almost every application says it, so it does nothing to set you apart.
Show it instead, through something you did for a child or a group and what changed.
Identifying a pupil
A name, initials or a detailed description breaks a child’s privacy and worries the reader.
Use "a pupil" and "they", and keep details general.
Out of date assessment terms
Levels and sub-levels haven’t been used in English primary schools for years.
Describe progress with phonics phases, reading assessments or what a child can now do.
Forgetting safeguarding
Schools check safeguarding before almost anything else, and a letter that never mentions it leaves a gap.
Give your DBS level and any safeguarding training in one sentence.
Ignoring what the post is for
A SEND post, a class based post and a cover post need different evidence.
Read the job description and lead with the duties it lists first.
School terms and safeguarding checks
- Length: about 300 words on one page, or whatever the application form allows for the statement.
- Greeting: by name if the advert gives the headteacher or SENCo, with Yours sincerely; Dear Headteacher with Yours faithfully if not.
- School terms: use the school's own words, such as EHCP, PPA and SENCo, but spell out anything unusual once.
- Safeguarding: expect the school to ask for an application form as well as your letter, and to check your references and DBS.
The main points from this page
- 1Describe needs and progress without identifying any child.
- 2Use today’s assessment language, not levels.
- 3Show the different ways you support: class, groups and one to one.
- 4Name the people you work with, such as the SENCo and families.
- 5Give your DBS and offer to visit.
Frequently asked questions
What should a teaching assistant cover letter include?
The post and school, your experience with year groups and needs, examples of the support you give, any class cover, your DBS and safeguarding training, and an offer to visit.
How do I write a teaching assistant cover letter with no experience?
Use volunteering, childcare, youth work or helping at your own child’s school. Show you understand the job and the importance of safeguarding.
Can I talk about a child I supported?
Yes, but never in a way that identifies them. Use "a pupil" and "they", and leave out names, initials and details that would point to one child.
What is the difference between a TA and an HLTA?
An HLTA is a senior support role that usually includes covering whole classes, and HLTA status is awarded after an assessment against national standards.
Should I mention my DBS check?
Yes, in one line near the end, with the level and whether it is on the update service.