Getting ready for a Teaching Assistant interview? Below you’ll find the most common questions schools ask, model answers using the STAR method, plus a quick prep checklist and smart questions to ask at the end. Everything is tailored for UK school roles (EYFS/Primary/Secondary/SEND).

What interviewers look for (quick checklist)

• Safeguarding first: knows the DSL role, how to record concerns (e.g., CPOMS), never promises confidentiality.
• Behaviour consistency: can follow school routines, de‑escalate calmly, use restorative language.
• Inclusive practice: understands SEND, reasonable adjustments, and following EHCP/IEP targets.
• Learning support: small‑group/1:1 interventions, phonics/reading or subject support, simple progress measures.
• Teamwork & communication: with class teacher, SENCO, parents/carers.
• Reflective mindset: gives specific examples and what they learned/changed next time.

Common questions with model answers (STAR)

Use Situation → Task → Action → Result. Keep each answer to ~60–90 seconds.

• “Tell us about yourself.”
  STAR tip: Brief background → relevant setting/age → 2–3 strengths → why this school.
  Example: “I recently completed the Level 3 STL Award and volunteered in Year 1, supporting phonics and early maths. I’m calm, consistent with routines and enjoy working with pupils who need a confidence boost. I admire your focus on reading for pleasure and would love to contribute to that.”
• “How would you handle a safeguarding disclosure?”
  Answer: Listen, stay calm, don’t promise confidentiality; record facts in the pupil’s words; report to the DSL the same day; follow the school policy/flowchart.
• “Describe a time you supported challenging behaviour.”
  Example (STAR): Situation: pupil upset after lunch → Task: keep class settled and support pupil → Action: used agreed script, offered quiet corner/now‑next, praised specific behaviour → Result: pupil re‑engaged within 5 minutes; logged incident; reviewed triggers with teacher.
• “How do you support pupils with SEND?”
  Example: Read EHCP/IEP targets, use visuals/now‑next, chunk tasks, offer sensory breaks if appropriate, collaborate with SENCO; track short notes to evidence progress.
• “What does good learning support look like?”
  Example: Pre‑teach key words, model one example, give scaffolded steps, check for understanding, fade support; measure impact (e.g., quick exit ticket, reading record gains).
• “How would you support phonics/reading?”
  Example: Follow scheme (e.g., RWI), use precise sounds, short daily practice, segment/blend; record decoding accuracy; celebrate small wins to build confidence.
• “How do you communicate with parents?”
  Professional, brief, factual; significant issues go via teacher/office; follow GDPR and school policy.
• “Why this school?”
  Link your strengths to the school’s priorities (website/Ofsted report), e.g., reading outcomes, inclusion, or community ethos.

Scenario questions you may get

• Safeguarding: A child hints something worrying. → Listen, reassure appropriately, record facts, inform DSL immediately.
• 1:1 focus: Your pupil refuses group work. → Offer choice of two tasks, use now‑next, agree a short, achievable first step; praise effort.
• Low‑level disruption: Chatter during input. → Proximity, non‑verbal cues, reset expectations, brief seating tweak; follow agreed ladder.
• Breaktime incident: Minor injury. → Follow first‑aid routine, log, notify teacher/office as per policy.

What to ask at the end (smart, concise)

• “What are the priorities for this class/phase this term, and how could a TA add the most value?”
• “How do you measure impact for interventions?”
• “What CPD is available for TAs and SEND practice?”

Day-before prep checklist

• Read key policies: safeguarding, behaviour, SEND/inclusion, first aid.
• Prepare three STAR examples: behaviour, learning support, teamwork or SEND.
• Bring simple evidence: sample reading record or intervention note (no personal data).
• Plan the journey; arrive 10–15 minutes early; bring photo ID; dress smart‑casual.

Frequently Asked Questions

How long are TA interviews and what do they include?

Typically 20–45 minutes plus a short task (e.g., reading with a pupil or a 10‑minute group activity). Expect safeguarding and behaviour questions in every interview.

What if I have little or no classroom experience?

Use examples from placements/volunteering and show your impact (e.g., phonics gains, increased on‑task time). If you’re studying, mention Level 3 STL (Award/Certificate/Diploma) and your placement plans.

What should I wear?

Smart‑casual suitable for working with children; comfortable footwear if a classroom task is included.

Do I need to bring documents?

Bring photo ID and copies of certificates if requested. You can carry a simple example of a reading record/intervention note (with no personal data) to discuss your approach.

How do I show impact quickly?

Use short data points (e.g., “+1 reading age in 12 weeks” or “on‑task time 40%→70%”) and explain what you did next to sustain progress.