SEND Support Assistant
Listed on 2026-10-05
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Education / Teaching
Teacher Assistant/ Paraprofessional, Elementary School, Special Needs / Learning Disabilities
SEND Support Assistant – Whitley Bay (Full-Time)
Do you want to help children with additional needs develop confidence, independence and a love of learning?
A welcoming primary school in Whitley Bay is looking for a SEND Support Assistant to support pupils with Autism, ADHD and communication needs across Key Stage 1 and Key Stage 2.
Working alongside experienced teachers and the school's SEND team, you'll help pupils overcome barriers to learning and achieve positive outcomes both academically and socially.
Location: Whitley Bay
Pay: £92.63 - £102 per day
Contract: Full-Time, Long-Term
- Supporting pupils on a 1:1 basis and in small groups
- Delivering targeted SEND interventions
- Encouraging communication and engagement
- Supporting emotional regulation strategies
- Helping pupils access the curriculum
- Working closely with teaching staff and parents
- Teaching Assistants
- Support Workers
- Care Workers
- Psychology Graduates
- Youth Workers
- Aspiring Teachers
All applicants will require the appropriate qualifications and training for this role. Please see the FAQs on the Protocol Education website for further details.
All pay rates quoted will be inclusive of 12.07% statutory holiday pay. This advert is for a temporary position. In some cases, the option to make this role permanent may become available at a later date.
Protocol Education is committed to safeguarding and promoting the welfare of children. We undertake safeguarding checks on all workers in accordance with the DfE statutory guidance ‘Keeping Children Safe in Education’, this may also include an online search as part of our due diligence on shortlisted applicants.
We offer FREE online safeguarding and Prevent Duty training to all our workers. All candidates must undertake or have undertaken a valid enhanced Disclosure and Barring Service (DBS) check and subscribe to the DBS Update Service.
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