SEND Teaching Assistant
Job description
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SEND Teaching Assistant – 1:1 Support | Full Time (Supply)
Start Date: September 2026
Hours: 8:30 AM – 3:30 PM
Location: Stockton-on-Tees
Agency: Teaching Personnel
We are looking for a caring and dedicated SEND Teaching Assistant to provide 1:1 support for a Year 3 pupil within a mainstream primary school in Stockton-on-Tees.
The pupil is non-verbal and working at an Early Years level, requiring tailored support throughout the school day.
The role includes:
- Providing consistent 1:1 support
- Supporting communication using visuals and structured routines
- Delivering learning activities at an Early Years level
- Supporting emotional regulation and engagement
- Working closely with school staff and parents
- Providing personal care where required
Requirements:
- Experience supporting children with SEND desirable
- Calm, patient, and nurturing approach
- Enhanced DBS (or willingness to obtain one)
- Comfortable supporting personal care needs
This is a rewarding opportunity to make a real difference within a supportive primary school setting.
All applicants will require the appropriate qualifications and training for this role. Please see the FAQ’s on the Teaching Personnel website for 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.
Teaching Personnel is committed to safeguarding and promoting the welfare of children. We undertake safeguarding checks on all workers in accordance with 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 all our registered candidates FREE child protection and prevent duty training. All candidates must undertake or have undertaken a valid enhanced Disclosure and Barring Service (DBS) check. Full assistance provided.
For details of our privacy policy, please visit the Teaching Personnel website.
Key skills
AI-extracted from the job advert
Application advice
5 AI-generated recommendations to maximise your chances.
⭐ Lead your Personal Statement with direct SEND 1:1 experience, as the advert specifies supporting a non-verbal Year 3 pupil — name any specific conditions (e.g. autism, cerebral palsy) you have supported.
📊 Quantify your impact: e.g. 'Delivered daily 1:1 SEND support for 3 pupils across 12 months, contributing to measurable progress in communication targets set by the SENCO.'
🎯 Explicitly mention experience with visual communication tools (PECS, Makaton, or symbol boards) as the advert highlights 'visuals and structured routines' as a core responsibility.
🤝 Highlight collaboration with parents and school staff — the advert specifically lists this as a duty, so reference any experience attending EHCP reviews or liaising with SENCOs.
📋 Confirm your Enhanced DBS status (or willingness to obtain one) and any child protection or safeguarding training clearly in your CV, as Teaching Personnel require this for all candidates.
Suggested CV bullets
3 bullets our AI drafted for this specific advert, mirroring its ATS keywords.
Add these 3 bullets under your most recent experience:
- •Delivered full-time 1:1 SEND support for a non-verbal Year 1 pupil with autism, implementing PECS-based communication boards that contributed to a 40% increase in unprompted communication attempts over one academic term.
- •Supported emotional regulation for 3 pupils with complex SEND needs across a mainstream primary setting, reducing classroom disruption incidents by 30% through consistent use of structured visual timetables and calm-down toolkits.
- •Collaborated with the SENCO and 2 class teachers to adapt Early Years-level learning activities for KS2 pupils with significant learning delays, ensuring all 4 pupils met at least 2 of their EHCP targets by the end of the spring term.
Free to copy — tailoring requires a 30-sec CV upload.
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Letter preview — tailored to Teaching Personnel
Dear Hiring Manager,
Teaching Personnel's SEND Teaching Assistant vacancy in Stockton-on-Tees is precisely the role I have been seeking. Supporting a non-verbal Year 3 pupil through visual communication strategies and structured routines sits at the heart of what I do, and I hold a valid Enhanced DBS certificate alongside completed child protection training.
My background in SEND 1:1 support includes working with pupils operating at Early Years levels within mainstream primary settings, delivering tailored learning activities and providing personal care with dignity and consistency. I have collaborated closely with SENCOs, class teachers, and parents to implement communication targets, and I am experienced in using visual supports such as symbol boards and PECS to promote engagement and emotional regulation throughout the school day.
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Interview questions
10 questions generated from this advert.
Technical
- ›How would you use visual supports and structured routines to help a non-verbal Year 3 pupil access their learning throughout the school day?
- ›What strategies have you used to support emotional regulation in a child with SEND who becomes dysregulated in a mainstream classroom?
- ›How do you adapt Early Years-level learning activities to keep them age-appropriate and engaging for an older pupil?
- ›What experience do you have with Augmentative and Alternative Communication (AAC) tools such as PECS or Makaton?
- ›How do you approach personal care duties sensitively and in line with a school's safeguarding and dignity policies?
Behavioural
- ›Tell me about a time you supported a child who was having a particularly difficult day — what did you do and what was the outcome?
- ›Describe a situation where you had to adapt your approach mid-session because a pupil was not engaging with a planned activity.
- ›Give an example of how you have worked collaboratively with a class teacher or SENCO to support a pupil's individual targets.
- ›Tell me about a time you communicated a concern about a child's welfare — how did you handle it and what happened next?
- ›Describe a situation where you had to remain calm and patient under challenging circumstances when supporting a child with complex needs.
STAR answer examples
Model answers using the Situation-Task-Action-Result framework. Adapt to your own experience.
Tell me about a time you supported a child who was having a particularly difficult day — what did you do and what was the outcome?
Describe a situation where you had to adapt your approach mid-session because a pupil was not engaging with a planned activity.
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