Teaching Assistant CV Example in 2026 [Free Checklist]

Your profile should help the reader decide where you would fit in school. A vague opening such as “hard-working and passionate about education” does not say enough. Schools need to know whether you support early years routines, primary reading, secondary subject access, one-to-one SEND, behaviour, pastoral care, or general classroom organisation.

Keep the profile to three or four lines. Mention your current level, the setting you know, and the support you can provide. A newer candidate can lead with placements, voluntary school experience, childcare work, youth work, mentoring, or relevant study. An experienced TA can lead with year groups, interventions, SENCO collaboration, behaviour routines, and measurable pupil support.

A practical structure is:

• your current or target role
• the age range or key stage you know
• the type of support you give
• one or two strengths the advert asks for
• a short evidence point, such as reading confidence, routine consistency, or progress recording

For example:

“Teaching assistant with experience supporting Key Stage 2 pupils across whole-class activities, small-group reading, and one-to-one SEND support. Confident preparing resources, recording observations, encouraging positive behaviour, and helping pupils stay engaged during literacy and numeracy tasks. Trusted by teachers for calm communication, safeguarding awareness, and dependable classroom routines.”

That profile works because it gives the reader a setting, practical duties, and working style. It does not claim to transform outcomes alone. It presents support as part of a teacher-led classroom, which is more credible for the role.

Many teaching assistant CVs describe the job as “helped children with work” or “supported the teacher”. Those lines are true, but they do not show the quality of the support. Your experience section should explain what you helped with, who you supported, and how your work fitted into the lesson or intervention plan.

Use a short context line under each job title. Include the school type, key stage, class size, support pattern, or main pupil needs where appropriate. For example:

“Supported a Year 4 class of 29 pupils, including small-group reading interventions and one-to-one support for pupils with additional needs, under the direction of the class teacher and SENCO.”

Then use bullet points that show specific tasks and outcomes. Strong bullets often mention:

• preparing resources before lessons
• supporting pupils during independent work
• adapting explanations using teacher guidance
• running phonics, reading, spelling, handwriting, or numeracy activities
• supporting pupils with SEND or English as an additional language
• maintaining behaviour routines
• recording observations or progress notes
• helping with transitions, break times, lunch, trips, or clubs
• communicating concerns through the correct school channels

A useful bullet sounds like this:

“Supported daily guided-reading groups of six pupils, using teacher-planned prompts and observation notes to build decoding confidence and help the class teacher target follow-up practice.”

That is stronger than “helped with reading” because it shows group size, method, and purpose. It also makes clear that the teacher planned the work, which keeps the TA remit accurate.

Schools take safeguarding seriously, but your CV should not turn safeguarding into a slogan. You do not need a long paragraph about policy. You need to show that you understand boundaries, confidentiality, escalation, and safe practice.

Include safeguarding training in your education or professional development section if you have it. In experience bullets, use practical wording such as:

• followed school safeguarding and behaviour procedures
• reported concerns to the designated safeguarding lead through agreed channels
• maintained confidentiality when recording observations
• supported pupils calmly during moments of distress
• helped supervise transitions, trips, playground routines, or wraparound provision

Avoid wording that sounds too senior unless it matches your role. For example, do not claim that you “managed safeguarding cases” if your job was to notice concerns and report them. Schools value honest, accurate boundaries. A Teaching Assistant CV should show dependable awareness, not inflated responsibility.

SEND support is a common reason schools hire teaching assistants, learning support assistants, and one-to-one support staff. If you have experience with pupils who have special educational needs and disabilities, describe the support pattern without revealing private information.

You can mention broad areas such as autism, ADHD, speech and language needs, social, emotional and mental health needs, dyslexia, physical needs, or communication needs when it is relevant and appropriate. Do not include names, diagnoses that are not necessary, medical details, family circumstances, or anything that could identify a pupil.

Better wording focuses on strategies:

“Provided one-to-one classroom support for a pupil with additional communication needs, using visual prompts, short instructions, and agreed regulation breaks to improve task readiness.”

“Worked with the SENCO and class teacher to record progress against individual support targets, noting engagement, independence, and areas needing further reinforcement.”

“Used now-and-next boards, calm transitions, and consistent language to help pupils settle between carpet time, group work, and independent tasks.”

These examples show that you understand support strategies, observation, and teamwork. They also avoid presenting the pupil as a problem. Keep the language respectful and focused on access to learning.

Teaching assistants often struggle to quantify their impact because pupil progress is shared across the teacher, pupil, family, support staff, and wider school. You can still write achievement-led bullets without pretending you alone raised grades.

Use measured, observed, or process-based outcomes. For example:

• improved reading confidence
• steadier transition routines
• stronger completion of independent tasks
• better engagement in small-group work
• improved punctuality to intervention sessions
• clearer progress notes for teacher planning
• reduced disruption during a specific routine
• more consistent use of visual prompts or reward systems

A bullet might say:

“Helped introduce a visual transition routine for a Year 3 table group, reducing repeated reminders during movement between carpet work, group tasks, and independent writing.”

Or:

“Maintained weekly reading intervention notes for eight pupils, giving the class teacher clearer evidence on fluency, decoding patterns, and confidence during follow-up planning.”

The evidence is modest, but useful. Schools do not expect a TA to claim full responsibility for attainment. They do expect you to show careful, consistent support.

Some teaching assistant adverts mention leading activities, covering short sessions, or supporting lessons. That does not mean your CV should sound like a qualified teacher application. Unless you are applying for a higher level teaching assistant post with genuine cover responsibilities, avoid language such as “designed curriculum”, “delivered full lessons independently”, or “owned pupil outcomes”.

Use accurate phrasing instead:

• supported teacher-planned lessons
• led a small-group activity using prepared resources
• reinforced learning objectives during independent work
• supervised a class activity under teacher direction
• supported short cover activities in line with school policy
• prepared intervention materials from teacher guidance

This distinction matters because credibility is part of school hiring. A headteacher or SENCO will trust a CV that understands the role boundaries.

Your skills section should help the reader scan your fit before reading every job bullet. Split it into role-specific skills and working strengths.

Role-specific teaching assistant skills might include classroom support, phonics, literacy interventions, numeracy practice, SEND support, behaviour routines, safeguarding awareness, observation notes, resource preparation, displays, school systems, playground supervision, and communication with families.

Working strengths might include patience, calm communication, reliability, discretion, teamwork, adaptability, active listening, empathy, organisation, and confidence with children. Avoid leaving these as empty adjectives. Support them through your experience bullets.

For example, if you list “behaviour routines”, your work history should show how you used consistent language, reward systems, visual prompts, de-escalation, or transition support. If you list “communication”, show how you reported observations to teachers, worked with a SENCO, or gave routine updates through agreed channels.

Most UK teaching assistant roles expect good literacy and numeracy. Many adverts ask for GCSE English and maths, or equivalent. Put these clearly in your education section if you have them. You can also include:

• Level 2 or Level 3 Certificate in Supporting Teaching and Learning
• Teaching Assistant Level 3 apprenticeship
• T Level in Education and Early Years
• childcare or early years qualifications
• youth work, mentoring, or playwork qualifications
• safeguarding training
• paediatric first aid, where relevant
• Team Teach or behaviour training, where genuinely completed
• SEND, autism, speech and language, phonics, or literacy intervention training

You do not need to include DBS details in depth. Many schools will complete their own safer recruitment checks. If an advert asks for it, you can mention “enhanced DBS on the update service” only if that is true. Do not include certificate numbers or sensitive personal details on a public-facing CV.

A Teaching Assistant CV is usually one or two pages. If you are new to the role, one page may be enough. If you have several school roles, intervention experience, SEND support, qualifications, and training, two pages is normal.

Use clear headings:

• Contact details
• Profile
• Key skills
• Experience
• Education and qualifications
• Training
• Volunteering, placements, or additional school experience

Keep bullet points short. Use dates consistently. Avoid large paragraphs. Put your most relevant school experience before unrelated older work, even if you need a small “Earlier experience” section for retail, hospitality, care, childcare, or administration roles.

If you are changing careers, do not hide transferable experience. Work with children, families, customers, vulnerable people, records, safeguarding, team routines, training, or calm communication can all support your application when linked to school needs.

Primary schools often look for classroom organisation, phonics, early reading, numeracy support, behaviour routines, and the ability to build warm but professional relationships. Mention the key stage, year groups, and classroom routines you know.

Useful evidence includes guided reading, phonics practice, handwriting, number bonds, practical maths resources, displays, carpet time, transitions, assemblies, lunch supervision, trips, and parent communication through agreed routes.

If you have experience in Key Stage 1, talk about early literacy, routines, play-based or practical learning, fine motor activities, and helping pupils develop independence. If you support Key Stage 2, show reading comprehension, writing support, numeracy practice, intervention groups, and preparation for more independent learning.

Secondary teaching assistant roles may be called learning support assistant, classroom assistant, cover support, or SEND support. The evidence changes slightly. Schools may want confidence moving between subjects, supporting pupils with access to learning, reinforcing behaviour expectations, and communicating with subject teachers.

Mention subject strengths if useful. For example, English, maths, science, humanities, or modern languages support can help if the advert asks for it. Do not pretend to be a subject specialist unless you are. Instead, show how you help pupils understand tasks, organise work, use scaffolds, maintain focus, and ask for help at the right time.

Secondary schools also value mature communication. Your CV can show that you understand boundaries with older pupils, follow behaviour systems, record concerns accurately, and support inclusion without drawing unnecessary attention to pupils.

For SEND-focused roles, the CV needs more detail on support strategies. Mention broad need areas and approaches, but keep pupil information confidential.

Useful evidence includes visual timetables, now-and-next boards, sensory breaks, communication aids, social stories, regulation plans, fine motor activities, speech and language exercises, reading support, adapted resources, and collaboration with the SENCO or external professionals.

Show patience, consistency, and observation. A strong SEND bullet often explains the strategy and the purpose:

“Used visual prompts and chunked instructions to help a pupil complete morning starter tasks with less adult prompting over the term.”

That line is specific, respectful, and realistic.

Early years roles may overlap with nursery assistant or early years practitioner work. If you support Reception or nursery classes, highlight play-based learning, personal care where appropriate, communication and language, fine motor development, phonics readiness, observations, safeguarding, and parent communication.

Mention EYFS only where relevant. Schools want to see that you can support learning through play, keep routines safe, encourage independence, and notice small changes in development. Practical examples carry more weight than broad statements about loving children.

If you are applying for your first TA role, lead with your strongest relevant evidence. That might be school volunteering, a placement, childcare, tutoring, sports coaching, youth work, mentoring, Brownies or Scouts, nursery experience, care work, or family support work.

Your CV should answer three questions:

• Have you worked safely and responsibly with children or young people?
• Can you follow instructions, routines, and safeguarding boundaries?
• Can you communicate calmly with pupils and adults?

Put placements and volunteering above unrelated paid work if they are more relevant. Use paid work to show reliability, punctuality, teamwork, communication, record keeping, and patience.

If you are experienced, your CV should show scope. Include key stages, interventions, SEND support, cover responsibilities, training, staff collaboration, and any higher level teaching assistant work. If you are applying for HLTA roles, be clear about activities you have led, classes you have covered, and planning or assessment support you have provided.

Do not bury progression evidence. A senior or higher level Teaching Assistant CV should show independence, judgement, and teacher collaboration while staying accurate about role boundaries.

Use bullets like these as models. Change the year group, need, method, and outcome so the wording matches your own experience.

• Supported a Year 4 class of 29 pupils during English, maths, science, and topic lessons, reinforcing teacher instructions and helping pupils settle quickly into independent tasks.
• Ran daily reading practice for a group of six pupils, recording fluency, decoding patterns, and confidence notes for the class teacher’s follow-up planning.
• Provided one-to-one support for a pupil with additional communication needs, using visual prompts, short instructions, and agreed regulation breaks to improve task readiness.
• Prepared practical maths resources, writing frames, word banks, and display materials before lessons so pupils could access activities without avoidable delays.
• Helped introduce a calmer transition routine between carpet time and table work, reducing repeated reminders and supporting a more settled start to independent writing.
• Worked with the SENCO and class teacher to track progress against individual support targets, noting engagement, independence, and areas needing reinforcement.
• Supervised playground, lunch, and school-trip routines while following safeguarding, behaviour, and first-aid reporting procedures.
• Supported phonics practice using teacher-planned activities, helping pupils revisit sounds, blend words, and build confidence in short daily sessions.
• Communicated routine observations to teachers at the end of lessons, including pupils who needed extra clarification, encouragement, or follow-up support.
• Maintained confidentiality when handling pupil information, behaviour notes, and safeguarding concerns, escalating issues through agreed school channels.

Use your name, phone number, email address, town or city, and optionally LinkedIn if it is professional and relevant. You do not need your full address, date of birth, marital status, photo, or National Insurance number.

Make sure your email address is suitable for school applications. Use a simple format based on your name.

Place your profile under the contact details. Keep it short and specific. It should point to your strongest classroom evidence rather than repeating your personality traits.

Mention the role you are targeting. For example, “Teaching assistant”, “SEND teaching assistant”, “learning support assistant”, or “higher level teaching assistant”. That helps the CV match the advert and helps the reader understand your focus.

Use eight to twelve skills. Do not list every positive trait you can think of. Choose the skills most relevant to the advert and the age group.

For example:

• Classroom support
• Phonics and reading practice
• Small-group interventions
• One-to-one SEND support
• Behaviour routines
• Safeguarding awareness
• Observation notes
• Resource preparation
• Teacher and SENCO communication
• Playground and trip supervision

Use reverse-chronological order. For each role, include job title, organisation, location, and dates. Add a one-line context sentence if the setting is not obvious.

Then use four to seven bullets for recent relevant roles. Older or unrelated roles can have fewer bullets. Prioritise evidence that helps schools judge your classroom readiness.

If your paid work is not in education, create a “Relevant experience” section for placements, volunteering, mentoring, childcare, or tutoring. Then include “Additional experience” for other jobs, with only the transferable skills that matter.

Put the qualifications schools ask for near the top of this section. GCSE English and maths are often important. Include the subject, grade or equivalent, provider, and date if useful.

If you have a teaching assistant qualification, childcare qualification, T Level, apprenticeship, first aid, safeguarding, or SEND training, include it clearly. If you are currently studying, say “in progress” rather than hiding it.

Voluntary school work can be valuable, especially for new TAs. Treat it like experience. Include the setting, dates, year group, and what you supported.

For example:

“Primary school volunteer, Year 2, March 2026 to present — listened to readers, prepared art resources, supported phonics games, and helped pupils follow classroom routines under teacher guidance.”

That gives the reader more than a generic “volunteered at a school” line.

Care, patience, and empathy matter, but schools also need education-specific evidence. Add classroom routines, interventions, key stages, teacher collaboration, and safeguarding awareness.

A TA who supports Reception has different evidence from a TA supporting Year 9, a special school, or a one-to-one SEND role. Name the key stage, year group, or setting where it helps.

Do not overstate planning, teaching, or assessment ownership. Use accurate language such as “supported”, “reinforced”, “prepared”, “recorded”, “led teacher-planned activities”, or “worked under SENCO guidance”.

If the skills section says “behaviour management”, the experience section should show routines, de-escalation, positive reinforcement, or transition support. A skill list without evidence feels thin.

Do not simply write “safeguarding”. Show that you follow procedures, maintain confidentiality, supervise safely, and escalate concerns through the right channels.

Newer candidates do not need two pages of repeated transferable skills. Experienced candidates do not need every older unrelated role in detail. Use space according to relevance.

Make GCSE English and maths, relevant certificates, safeguarding training, first aid, and current study easy to find. Only include DBS status if it is accurate and useful.

“Helped pupils succeed” is too broad. “Supported six pupils during weekly reading practice and recorded decoding notes for teacher review” is clearer and more believable.

The National Careers Service describes teaching assistants as classroom staff who support teachers and help children with reading, writing, and learning activities. It also lists common routes into the role, including college courses, apprenticeships, volunteering, and direct applications. Use that context when deciding which qualifications and experience to show.

For UK school roles, the safest CV wording is school-specific, not dramatic. Mention safeguarding, SEND, key stages, GCSE English and maths, supporting teaching and learning qualifications, and term-time school routines where relevant.

Schools, local authorities, and academy trusts often set their own entry requirements. Many expect GCSE English and maths, and roles involving children usually require enhanced background checks through safer recruitment processes. Your CV can say that you understand safeguarding and safer working practices, but the employer will still run its own checks.

SEND language also matters. Use respectful, pupil-centred wording. The SEND code of practice and school support systems are about helping children and young people access learning, not labelling pupils. Your CV should reflect that same approach.

Useful non-competitor sources for context include the National Careers Service teaching assistant profile, Keeping Children Safe in Education, the SEND code of practice, Teaching Vacancies, and the Education Endowment Foundation guidance on making best use of teaching assistants.