SEND Classroom Support Assistant

Location: Sunderland
Pay: £90–£110 per day
Contract: Full-Time, Long-Term
Start Date: As soon as possible

We are recruiting a SEND Classroom Support Assistant to support inclusive teaching and learning in a specialist or mainstream setting.

This role supports pupils with additional needs to access learning and develop confidence in the classroom.

You will work alongside the class teacher to provide tailored support throughout the school day.

Key responsibilities:
• Supporting pupils with SEND in lessons
• Adapting learning tasks to meet individual needs
• Supporting emotional wellbeing and engagement
• Encouraging positive behaviour and participation
• Working closely with teaching and SEN staff

This role is ideal for someone who:
• Has experience or interest in SEND education
• Is supportive, proactive and reliable
• Enjoys working as part of a team
• Wants a meaningful, full-time role in education

This is a fantastic opportunity to support inclusive education and make a real difference.

Apply today to be considered for this full-time SEND Classroom Support Assistant position.

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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