Blog Home

Your First Day in a New School or Education Setting: What You Need to Know

Mon, 17 Aug 2026 10:42:39 +0100

Starting work in a new school or education setting can feel daunting, whether this is your first role in education or simply your first day somewhere unfamiliar.

You are not expected to know every learner, routine or system when you arrive. Your priorities are to understand your role, follow the setting’s safeguarding procedures, learn how the day works and ask whenever you are unsure.

This practical first-day guide is for teachers, teaching assistants, HLTAs, cover supervisors, learning support assistants and other education support staff working across SEND and mainstream education.

Your first-day checklist

Before starting, try to confirm:

The full address and correct site
Where you need to go and who you should report to
Your expected arrival and finishing times
The appropriate dress code
Which year group, class or provision you will be supporting
Whether there is anything specific you need to bring
How to report an absence or unexpected delay
Any accessibility arrangements you require

Once you arrive, make sure you know:

Who the designated safeguarding lead is
How to report a safeguarding concern
The fire, emergency and evacuation procedures
How to sign in and out
Your timetable, duties and break arrangements
Which members of staff you will be working with
Where the staff facilities and toilets are
Where to find the information needed to perform your role safely

What should you confirm before your first day?

Your school, education setting or teaching agency should provide the essential details you need before you arrive.

Confirm the full address rather than relying on the school’s name. Some schools operate across several sites, while SEND provisions may be based within or alongside another setting.

Check your start time and plan your journey in advance. Aim to arrive early enough to sign in, complete any required checks and receive an introduction without feeling rushed.

It is also helpful to know who you should report to. This might be someone in reception, a cover manager, the class teacher, a member of the senior leadership team or the setting’s designated contact for temporary staff.

If you have not received these details, ask. Clarifying something before your first day is always better than trying to guess.

What should you wear to work in a school?

Dress codes vary between schools, roles and provisions, so check the setting’s expectations before you arrive.

In most cases, clothing should be professional, comfortable and appropriate for the work you will be doing. Consider whether your day could involve outdoor learning, practical activities, sitting on the floor or moving regularly between classrooms.

Some settings have specific requirements for footwear, jewellery, lanyards or clothing for safety, sensory or practical reasons. Always follow the individual setting’s policy and ask if anything is unclear.

What should you take on your first day?

Unless you have been asked to bring something specific, it is useful to have:

Photo identification
Any compliance documents you have been asked to provide
A notebook and pen
Your lunch or information about nearby options
A refillable water bottle
Suitable clothing for outdoor duties, if relevant
Any medication, accessibility aid or personal equipment you require

Do not assume that you need to carry your original DBS certificate every day. The school or your teaching agency should tell you if this or any other document is required.

Be careful when making notes. Do not record confidential information about learners in a personal notebook unless the setting has confirmed that this is permitted. Always follow its procedures for recording, storing and protecting information.

What should happen when you arrive?

Every setting operates differently, but you should be shown how to sign in and out and given the essential information needed to work safely.

Your initial briefing should help you understand:

Your role and responsibilities
The structure of the day
The class or learners you will be supporting
Relevant communication and support approaches
Expectations for responding to behaviour
Safeguarding and reporting procedures
Fire, emergency and evacuation arrangements
Who to approach when you need help

You may not receive every piece of information at once. However, if something affects safety, safeguarding or your ability to carry out your role, ask about it before the school day becomes busy.

What safeguarding information do you need?

Safeguarding is everyone’s responsibility.

On your first day, you should know:

Who the designated safeguarding lead, or DSL, is
Who to contact if the DSL is unavailable
How the setting records and reports concerns
What to do if a child or young person shares something concerning
How to report a concern about the conduct of an adult
Which safeguarding and staff behaviour policies apply to you

If a child or young person tells you something concerning, listen carefully and take them seriously. Do not investigate the matter yourself, ask leading questions or promise to keep it secret. Explain that you may need to share the information with someone who can help, then follow the setting’s reporting procedure promptly.

Schools and colleges in England must have regard to the Department for Education’s current Keeping Children Safe in Education guidance . Requirements and guidance differ across the UK, so staff should follow the legislation, national guidance and local procedures applying to their setting.

If you have not received a safeguarding briefing or do not understand the reporting process, raise this with your designated contact immediately.

What information might you need about the learners you support?

The information you need will depend on your role and the learners you are supporting.

Relevant information could include:

Preferred names and forms of address
Communication preferences or systems
Sensory preferences and potential barriers
Medical, mobility or accessibility requirements
Established approaches that help the learner feel regulated and secure
Relevant risk assessments
Personal care arrangements
Information from an Education, Health and Care Plan, support plan or individual healthcare plan
Strategies that help the learner participate in activities and learning
Known changes or circumstances that may affect the learner that day

You may not need access to every detail held about a learner. Information should be shared according to your responsibilities and the setting’s confidentiality and data-protection procedures.

If you believe you need more information to support someone safely, speak to the teacher, SENCO, line manager or another appropriate member of staff.

How should you approach learners on your first day?

Begin by observing, listening and following the approaches already established by the setting.

Every learner is an individual. An approach that helps one person may be unhelpful or uncomfortable for another, even when two learners have the same diagnosis or identified need.

Introduce yourself clearly, but do not pressure a learner to speak, make eye contact, shake hands or engage with you immediately. Respect their communication preferences, sensory needs, personal space and individual boundaries.

Building trust can take time. A calm, consistent and respectful presence is often more helpful than trying to establish an instant connection.

Useful questions to ask colleagues include:

How does this learner prefer to communicate?
How do they indicate that they need help or a break?
Are there any sensory considerations I should know about?
What approaches are working well?
Is there anything I should avoid doing?
What should I do if the learner becomes overwhelmed or distressed?
Who should I ask if I need further guidance?

Try not to make assumptions based on diagnostic labels. Listen to the learner where possible and use the knowledge of the people who already work closely with them.

You can find further practical advice in our guide to supporting learners experiencing attachment difficulties .

What if you are asked to do something you have not been trained to do?

Do not undertake a task if you have not received the necessary information, training or authorisation.

This is particularly important when a task involves:

Administering medication
Personal or intimate care
Physical intervention
Moving and handling
Using hoists or specialist equipment
Supporting a specific medical procedure

Explain clearly that you need guidance and confirmation before continuing. This is not being unhelpful. It is part of protecting the learner, yourself and the setting.

If you are unsure whether a task falls within your responsibilities, ask the appropriate member of staff or contact your teaching agency. For medical support, follow the learner’s agreed plan and the setting’s procedures. The Department for Education also provides statutory guidance for England on supporting pupils with medical conditions at school .

What if you do not know what to do?

Ask.

A new member of staff cannot be expected to know every routine, policy or learner from the moment they arrive. Asking a clear question is safer and more professional than guessing.

Depending on the situation, you could speak to:

The class teacher
A teaching assistant or support colleague
The SENCO
Your line manager
The cover manager
The designated safeguarding lead
A member of the senior leadership team
Your teaching agency consultant

If the matter concerns immediate safety or safeguarding, follow the setting’s reporting procedure without delay.

What should you do at the end of your first day?

Before leaving, check whether you need to:

Complete any records or notes
Report an incident, injury or safeguarding concern
Give a handover to the teacher or another staff member
Return keys, equipment or temporary passes
Confirm arrangements for the following day
Sign out

If you are returning, make a note of practical information that will help you the next day while continuing to follow confidentiality and data-protection procedures.

It can also help to reflect on three questions:

What did I learn today?
What do I still need to clarify?
What will help me support the class or learners next time?

You do not have to know everything on day one

A successful first day is not about arriving with every answer. It is about being prepared, staying observant and knowing when to ask for help.

Learn the setting. Listen to the people around you. Respect each learner as an individual. Follow the approaches already in place and seek guidance whenever you are unsure.

Confidence in a new education setting does not mean pretending to know everything. It means being willing to ask, observe, listen and learn.

Frequently asked questions

Am I expected to know all the school’s routines immediately?

No. You should be given the essential information needed to work safely, but learning a setting’s routines takes time. Observe how established staff work and ask whenever something is unclear.

Should I read every learner’s EHCP or support plan?

Not necessarily. You should receive the information relevant to your responsibilities. If you believe important information is missing, ask an appropriate member of staff rather than accessing confidential records without permission.

What should I do if a learner communicates differently from me?

Ask how the learner prefers to communicate and follow the systems already in place. Communication may involve speech, signing, symbols, objects of reference, gestures, assistive technology or a combination of approaches.

What should I do if a learner becomes distressed?

Stay calm and follow the learner’s agreed support plan and the setting’s procedures. Seek help from a member of staff who knows the learner. Avoid introducing an unfamiliar strategy or making physical contact unless this forms part of an agreed approach and you are appropriately trained or instructed.

What should I do if I make a mistake?

Acknowledge it, seek advice and follow the setting’s reporting procedure if necessary. What matters is responding honestly, taking any action needed to keep people safe and learning from the experience.

Should I contact my teaching agency if there is a problem?

Yes. Contact your teaching agency consultant if the role differs substantially from what was agreed, you have concerns about your responsibilities, you have not received essential information or you need additional support.

What is the most important thing to remember on your first day?

You do not have to know everything immediately. Ask questions, observe how the setting works, listen to colleagues and learners, follow established procedures and seek help rather than guessing.

More advice for your education career

Preparing for a new role often begins before your first day. These Axcis guides can help you take the next step:

Looking for your next education role?

Axcis Education is a specialist SEND teaching agency supporting teachers, teaching assistants, HLTAs, cover supervisors, learning support assistants and other education support staff across England and South Wales. We also offer a growing range of opportunities in mainstream schools and education settings.

Whether you already have SEND experience, would like to develop your knowledge or are looking for your next mainstream education role, our consultants can help you explore opportunities suited to your skills, experience and goals.

Search our latest jobs Register with Axcis

This article provides general information. Always follow the policies, procedures and instructions of the school or education setting in which you are working.

What to Do When Your Supply Placement Ends: A Guide for Supply Teachers, Teaching Assistants and Education Support Staff

Thu, 09 Jul 2026 15:33:00 +0100

Whether your placement lasted one day, one week, one term or an entire academic year, its conclusion is an opportunity to reflect on what you achieved and prepare for what comes next.

Supply teachers, teaching assistants and education support staff regularly move between different schools, classrooms and contracts. Every placement can help you develop new skills, gain experience and strengthen your CV.

Taking a few practical steps before and after your placement ends can help you finish professionally, complete important administration and remain ready for your next opportunity.

Quick checklist: Return school property, complete your timesheets, leave an appropriate handover, update your CV and availability, check your compliance documents and tell your teaching agency what you would like to do next.

1. Finish your placement professionally

First impressions matter, but so do final impressions.

Before leaving your placement, make sure you have:

returned your staff identification badge, keys or access fob
returned any laptops, tablets or classroom equipment you borrowed
removed personal information from any equipment, where appropriate
left classrooms, resources and work areas organised
completed any agreed marking or administrative tasks
thanked the staff you worked alongside

Professionalism, reliability and consideration are qualities that schools remember. Finishing well may contribute to positive feedback, repeat bookings or future opportunities.

If the school asks you to return for another booking, let your consultant know. Bookings arranged through Axcis should be communicated through the appropriate Axcis process.

2. Complete your timesheets and outstanding administration

Before or shortly after your placement finishes, check that your timesheets have been completed and submitted correctly.

Make sure:

the dates and working hours are accurate
any half days or additional agreed hours are recorded correctly
your timesheet has been submitted for approval
queries are raised while the relevant school staff are still available
your contact and payment information is current

Schools may need to approve your timesheet before payment can be processed. Completing everything promptly helps reduce the risk of avoidable payment delays.

If you believe information is missing or you are unsure how to complete a timesheet, contact your consultant or the appropriate Axcis team before the submission deadline.

3. Leave an appropriate handover

If you worked in a longer-term role, you may be asked to leave a handover for the class teacher, support team or person taking over the placement.

Depending on your responsibilities, this might include:

the work or curriculum content covered
tasks that remain outstanding
successful classroom routines
resources you used or prepared
agreed communication approaches
strategies already included in pupil support plans
relevant information about forthcoming activities or deadlines

Keep the handover factual, relevant and professional. Do not include personal opinions, informal labels or confidential information that the recipient does not need.

Safeguarding concerns and significant incidents should already have been reported through the setting’s procedures. A handover document must never be used as a substitute for an immediate safeguarding report.

4. Ask for appropriate feedback

Where appropriate, ask the relevant school contact for constructive feedback about your placement.

You might ask:

What went particularly well?
Were there any areas I could develop?
Did the setting feel that my skills suited the role?
Would the school be happy to have me return?

Feedback can help you recognise strengths, identify useful training and understand which roles or settings may suit you in future.

If feedback is provided directly to Axcis, ask your consultant whether there are any points they can appropriately share with you.

5. Update your CV while the experience is fresh

It is much easier to update your CV immediately after a placement than to remember the details several months later.

Consider adding:

the type of school or education setting
the age groups or education phases you supported
relevant SEND experience
your classroom and curriculum responsibilities
communication approaches you used
behaviour support experience
interventions you delivered or supported
new systems, resources or technologies you used
training completed during the placement
specific achievements or additional responsibilities

Keep the information factual and do not include identifiable or confidential details about pupils.

Rather than listing only general duties, explain the support you provided and the skills you developed. Our guide to what schools actually notice on SEND CVs provides further practical advice.

6. Tell your consultant when you are available

Do not wait until you need a new placement before updating your consultant.

As soon as you know your availability, tell them:

which days you can work
when your current placement ends
whether you want daily supply, short-term, long-term or permanent work
whether you are looking for full-time or part-time opportunities
the locations you can realistically reach
the age groups and education settings you prefer
whether your role preferences have changed

Current information helps your consultant understand which opportunities may be suitable for you. It does not guarantee an immediate placement, but it means you can be considered using accurate details.

Already registered with Axcis? Update the Axcis App

Registered Axcis candidates can use the Axcis App to manage important information connected to their education work.

Depending on your candidate and placement status, you can use the app to:

update your availability
view upcoming bookings
manage timesheet information
upload requested documents
search for education jobs
receive messages and notifications from Axcis

Keeping your availability current is one of the simplest ways to help your consultant understand when you can work.

If you have not used the app before, read our practical guide to the Axcis App.

Do not rely only on an app update if your availability changes at short notice or you need to discuss a confirmed booking. Contact your consultant directly in those situations.

7. Check your compliance information

Being ready for another placement depends on your candidate and compliance information remaining current.

Check whether Axcis needs updated information relating to:

your contact details
your address
your Right to Work documentation
your Disclosure and Barring Service information
the DBS Update Service, where applicable
references
qualifications
safeguarding or mandatory training
any other documents requested by the compliance team

Requirements vary according to the individual, role and setting. Contact your consultant or the Axcis compliance team if you are unsure whether anything needs to be renewed or updated.

Only provide documents through an approved Axcis process and never send passwords or unnecessary sensitive information.

8. Continue developing your skills

A gap between placements can provide an opportunity to reflect on your professional development.

Think about whether further learning would help you build confidence in areas such as:

safeguarding and child protection
autism
ADHD
social, emotional and mental health needs
communication and interaction
behaviour support
inclusive classroom practice
trauma-informed practice
mental health and wellbeing
classroom management

Registered Axcis candidates can access professional development through The Axcis Academy, including training provided in partnership with The National College.

Choose training that is relevant to your role and experience. Completing a general course does not replace setting-specific guidance or practical training required for particular responsibilities.

9. Take time to recharge

Working in education can be physically, mentally and emotionally demanding. A break between placements does not have to be filled entirely with administration and professional development.

Where your circumstances allow, make time to rest, reconnect with life outside work and reflect on what you need from your next role.

You might consider:

what you enjoyed about the placement
which parts of the role affected your wellbeing
whether the working pattern was sustainable
which environments helped you feel supported
what boundaries you want to maintain in future

Our guide to looking after your wellbeing while working in education contains additional practical guidance.

10. Reflect on what you want next

Every placement gives you more information about the work, environments and responsibilities that suit you.

Before discussing your next opportunity, consider:

Which parts of the placement did I enjoy most?
Which skills did I use or develop?
Which age groups and education settings suited me?
What level of responsibility am I ready for?
Would I prefer greater flexibility or more continuity?
What travel distance is realistic and sustainable?
Is there additional support or training I need?

Share this information honestly with your consultant. A suitable placement is not only about being available; it is also about matching your experience, preferences and circumstances with the needs of the setting.

Frequently asked questions

When should I tell my teaching agency that I am available?

Tell your teaching agency as soon as you know when your placement will end and when you can work again. Include your preferred working pattern, locations, roles and education settings so your consultant has accurate information.

Should I update my CV after every placement?

Yes. Even a short placement may add useful experience. Updating your CV promptly makes it easier to record your responsibilities and achievements accurately.

What if I only worked at the school for one day?

Short bookings still demonstrate adaptability, reliability and experience of different school environments. You may not need to add every single-day booking as a separate CV entry, but you can summarise relevant supply experience and the settings in which you worked.

Should I ask the school for a reference?

Speak to your consultant before arranging references directly. Axcis can explain what information may be required and the appropriate process for your circumstances.

Can supply work lead to a long-term or permanent role?

It can. Some schools use supply placements to meet an immediate need and may later consider suitable candidates for longer-term opportunities. However, this is not guaranteed, and any proposed change should be discussed through the correct process.

What if my placement ended unexpectedly?

Contact your consultant to discuss what happened and confirm your availability. Keep the conversation factual and provide any relevant information. If the placement affected your wellbeing or raised a safeguarding or safety concern, explain this so that it can be handled appropriately.

Do I need to register again when a placement ends?

If you are already registered with Axcis, you should not complete another registration form unless an Axcis team member asks you to do so. Update your availability and contact your consultant about your next placement.

Resources to help you prepare for your next opportunity

Your placement has ended—what happens next?

Finishing a placement is not only an ending. It is an opportunity to recognise what you learned, update your professional information and decide what you would like from your next role.

If you are already registered with Axcis, update your availability, keep your candidate information current and contact your consultant when you are ready to discuss your next opportunity.

Ready for your next education opportunity?

Axcis is a specialist SEND teaching agency that also supports mainstream education opportunities across England and South Wales.

Already registered? Keep your availability current and speak to your consultant. New to Axcis? Complete our candidate enquiry form and a member of the team will contact you.

Search education jobs Register your interest

Finally, thank you to all the teachers, teaching assistants and education support staff who make a difference in schools and education settings every day. We look forward to supporting you throughout your education career.

Attachment Difficulties in Schools: A Practical Guide for SEND Teachers and Teaching Assistants

Wed, 08 Jul 2026 15:00:00 +0100

Starting a new placement can feel exciting, but it can also bring uncertainty, especially if you're supporting pupils with additional needs for the first time.

Whether you're working as a SEND supply teacher, teaching assistant, learning support assistant or behaviour support professional, understanding attachment difficulties can help you build positive relationships, respond confidently to challenging situations and make a meaningful difference from your very first day.

At Axcis Education, we place SEND professionals into schools across England and South Wales every day. This practical guide explains what attachment difficulties are, how they may present in the classroom, and how you can provide supportive, consistent care while following each school's policies and procedures.

What are attachment difficulties?

Attachment describes the emotional bond a child develops with their primary caregivers during their earliest years.

When children experience consistent, responsive care, they are more likely to develop secure attachments that help them feel safe, build healthy relationships and regulate their emotions.

Some children, however, experience early adversity such as neglect, trauma, abuse, bereavement or disrupted caregiving. These experiences can affect how they trust adults, manage emotions and respond to everyday situations.

You may also hear the term attachment disorder. While attachment difficulties are relatively common, diagnosed attachment disorders such as Reactive Attachment Disorder (RAD) are rare and can only be diagnosed by appropriately qualified healthcare professionals.

As a SEND education professional, your role isn't to diagnose children. Your role is to understand that behaviour often communicates an unmet need and to respond with patience, consistency and professionalism.

Why does this matter for SEND supply staff?

One of the biggest concerns new SEND supply staff have is:

"What if I say or do the wrong thing?"

The good news is that you don't need to be an attachment specialist to make a positive difference.

Children experiencing attachment difficulties often benefit from adults who are:

Calm
Consistent
Patient
Predictable
Reliable

Even if you're only in a classroom for one day, your approach can help a child feel safer and more settled.

What might you notice in the classroom?

Every child is different, but pupils experiencing attachment difficulties may:

Find it difficult to trust unfamiliar adults.
Become anxious during transitions.
Need additional reassurance.
Appear withdrawn or unusually quiet.
React strongly to changes in routine.
Challenge boundaries or classroom expectations.
Become upset more quickly than other pupils.
Struggle to regulate their emotions.
Find friendships difficult.
Prefer to work alone or avoid asking for help.

It's important to remember that these behaviours may also be linked to autism, ADHD, anxiety, trauma or other SEND needs.

Avoid making assumptions. Instead, focus on understanding the individual child and following the guidance provided by the school.

Practical tips for your first day in a new classroom

Every school works differently, but these simple approaches can help you settle into any SEND environment.

Introduce yourself calmly

Children experiencing attachment difficulties may take longer to build trust.

There's no need to force conversation. A friendly smile, calm voice and consistent approach often speak louder than lots of words.

Follow the SENDCo/SENCO or Class Teacher's lead

Every classroom has established routines.

Ask questions such as:

Is there anything I should know about the pupils I'll be supporting today?
Are there any strategies that work particularly well?
Is there anything I should avoid?

Experienced teachers know their pupils well, and their guidance is invaluable.

Be consistent

Children often feel safer when adults are predictable.

Try to:

Follow classroom routines.
Use the same expectations as other staff.
Avoid changing agreed strategies.
Give clear, simple instructions.

Consistency builds confidence.

Stay calm during challenging moments

Some behaviours may feel personal, but they rarely are.

If a pupil becomes upset or dysregulated:

Keep your voice calm.
Give the child time where appropriate.
Follow the school's behaviour policy.
Ask for support if needed.
Avoid arguing or escalating the situation.

Remember that you're there to support, not to win a confrontation.

Build trust gradually

Relationships take time.

Rather than trying to become a child's favourite adult immediately, focus on being:

Friendly
Reliable
Respectful
Consistent

Small positive interactions throughout the day often have the greatest impact.

Things to avoid

If you're new to SEND, it's natural to want to fix every situation quickly.

Instead, try to avoid:

Taking behaviour personally.
Raising your voice unnecessarily.
Making promises you can't keep.
Publicly challenging or embarrassing pupils.
Introducing new behaviour strategies without speaking to school staff.
Assuming you know a child's background.

Your role is to support the school's existing approach rather than creating a new one.

When should you ask for help?

You should never feel that you need to manage everything alone.

If you're unsure about a pupil or situation:

Speak with the class teacher.
Ask the SENCO or another member of staff for guidance.
Follow safeguarding procedures if you have concerns.
Report significant incidents according to school policy.

Asking questions shows professionalism; it doesn't show weakness.

Looking after yourself too

Working in SEND can be incredibly rewarding, but it can also be emotionally demanding.

Remember to:

Reflect on your experiences.
Ask colleagues for advice.
Continue developing your SEND knowledge.
Make use of training opportunities available through Axcis.
Celebrate the small wins - they matter.

No one expects you to know everything on your first placement.

Every classroom experience helps you grow in confidence.

Continue developing your SEND knowledge with The Axcis Academy

Supporting pupils with attachment difficulties is a skill that develops with experience and ongoing learning.

As an Axcis candidate, you can access The Axcis Academy, which offers accredited CPD courses in partnership with The National College, giving you free access to an extensive library of CPD designed specifically for education professionals.

Whether you're new to SEND or looking to build on your existing experience, you'll find training covering topics such as:

Safeguarding and child protection
SEND awareness
Autism
ADHD
SEMH
Behaviour support
Trauma-informed practice
Mental health and wellbeing
Classroom management
Professional development

With more than 1,400 webinars and 180+ online courses available, it's an excellent way to build your confidence, strengthen your knowledge and prepare for future SEND placements.

Frequently Asked Questions

Do I need specialist training to support pupils with attachment difficulties?

No. While additional SEND training is always valuable, being calm, patient, consistent and willing to learn can make a real difference.

What if I don't know a child's background?

That's completely normal.

Many schools won't share detailed personal information unless it's relevant to your role. Focus on following the guidance provided by the class teacher, SENDCo/SENCO and responding professionally.

Should I tell a child how to behave?

Always follow the school's behaviour policy and the guidance of permanent staff. Consistency is important, particularly if you're working in a supply role.

Can supply staff make a difference?

Absolutely.

Although some placements last just a day, every positive interaction matters. Children benefit from adults who are respectful, patient and dependable, regardless of how long they're in the classroom.

Ready for your next SEND opportunity?

Working in SEND is about far more than delivering lessons or providing classroom support. It's about helping children feel safe enough to learn, grow and achieve their potential.

Whether you're taking your first step into SEND education or looking for your next placement, Axcis Education is here to support you every step of the way.

We work with SEND teachers, teaching assistants and education support staff across England and South Wales, helping them find rewarding opportunities in mainstream schools, specialist settings and alternative provisions.

If you're already registered with Axcis, explore our latest SEND vacancies to find your next opportunity.

If you're new to Axcis, complete our Candidate Enquiry Form and one of our consultants will be in touch to discuss your experience, career goals and current opportunities in your area.

Whether you're looking for day-to-day supply, long-term placements or permanent roles, we're here to help you build a rewarding career supporting children and young people with SEND.

Looking After Your Wellbeing While Working in Education

Mon, 06 Jul 2026 12:03:00 +0100

Working in education can be immensely rewarding, but it can also be physically, mentally and emotionally demanding.

Whether you are a teacher, teaching assistant, higher-level teaching assistant, cover supervisor, learning support assistant or another education professional, your working day may involve responding to changing needs, building relationships, managing competing priorities and helping children and young people feel safe and supported.

This is true across both SEND and mainstream education. It can be particularly noticeable for supply staff who regularly move between settings, learn new routines and adapt to different teams and expectations.

Looking after your wellbeing is not a luxury or a sign that you are less committed to your role. It is an important part of building a sustainable career in education and recognising when you may need additional support.

Why wellbeing matters when you work in education

Education professionals are often focused on the wellbeing of the children and young people they support. However, constantly concentrating on the needs of others can make it easy to overlook your own.

Looking after your wellbeing can help you:

recognise stress before it becomes overwhelming
recover after challenging or emotionally demanding days
maintain healthy and realistic boundaries
manage change with greater confidence
ask for help when you need it
continue working in education in a sustainable way

Wellbeing is individual. What helps one person may not be right for another, and your needs may change depending on your role, setting and circumstances.

Notice what affects your wellbeing

Regularly checking in with yourself can help you recognise changes in how you are feeling. This does not mean analysing every difficult day. It means paying attention to patterns that may suggest you need rest, practical adjustments or additional support.

You might notice:

difficulty switching off after work
changes to your sleep, appetite or energy
feeling unusually anxious, irritable or overwhelmed
dreading work for an extended period
regularly missing breaks or working beyond reasonable limits
finding it more difficult to concentrate or make decisions
feeling emotionally affected by particular situations or incidents

These experiences do not necessarily mean that something is seriously wrong, but persistent or worsening changes should not be ignored. Speaking to someone early can make it easier to identify what support may help.

Practical ways to support your wellbeing during the school day

There is no single wellbeing routine that will suit every person or every education setting. Small, realistic actions can nevertheless make a meaningful difference.

Where your role and the school day allow, try to:

take your agreed breaks rather than routinely working through them
drink water and eat regularly throughout the day
ask questions when responsibilities, routines or expectations are unclear
identify who you should speak to if you need practical or emotional support
pause briefly after a demanding interaction before moving to the next task
focus on realistic priorities rather than expecting yourself to complete everything at once
use the support and supervision arrangements available within the setting

If you are involved in a safeguarding concern, serious incident or situation that leaves you feeling unsettled, follow the setting’s reporting procedures and speak to the appropriate member of staff. You should not be expected to carry concerns alone.

Create a transition between work and home

Moving directly from a busy working day into home responsibilities can make it difficult to mentally leave work behind. A simple transition routine can help signal that the working day has ended.

This might include:

taking a short walk after work
listening to music or a podcast during your journey home
changing clothes when you arrive home
turning off work-related notifications at an agreed time
writing down non-confidential reminders for the next day
making time for an activity that helps you relax or reconnect with other parts of your life

Remember that confidential information about pupils, colleagues or settings should never be included in personal notes or discussed outside appropriate professional channels.

Protect your professional boundaries

Healthy boundaries are not about being unhelpful. They allow you to work safely, professionally and within the responsibilities of your role.

This may mean:

asking for clarification if you are unsure what is expected of you
speaking up if you are asked to complete a task for which you have not been trained
taking the breaks to which you are entitled
being realistic about your availability and travel distance
not accepting placements that you know are unsuitable for your experience or circumstances
contacting your teaching agency if a placement differs significantly from the information you were given

Clear communication allows schools, education settings and consultants to understand what support you need and which opportunities are likely to be suitable for you.

Find approaches that work for you

Wellbeing advice can sometimes feel like another list of things to complete. You do not need to adopt every recommendation or create a perfect routine.

Instead, consider one or two manageable approaches that fit your circumstances, such as:

spending time outdoors
building regular movement into your week
maintaining a consistent sleep routine where possible
making time for hobbies and relationships outside work
talking to someone you trust
using breathing, mindfulness or grounding exercises if you find them helpful
reflecting on positive moments as well as difficult ones
seeking professional support when self-help strategies are not enough

The aim is not to remove every source of pressure. It is to understand what helps you recover, maintain perspective and respond when something is affecting you.

What should supply staff do when a placement affects their wellbeing?

Supply work can offer valuable flexibility and experience, but unfamiliar routines, unclear expectations or unsuitable placements can sometimes affect your wellbeing.

If you experience a problem during a placement:

Speak to the appropriate school contact where it is safe and appropriate to do so.
Report safeguarding concerns immediately through the setting’s safeguarding procedures.
Make a factual note of relevant information without retaining confidential pupil information.
Contact your consultant if the role differs from what was agreed, your responsibilities are unclear or you feel that you do not have the support required to work safely.

Your consultant needs accurate information to understand the situation, communicate with the setting where appropriate and help identify suitable next steps.

Wellbeing support for registered Axcis candidates

Axcis is a specialist SEND teaching agency that also supports a growing number of mainstream education roles across England and South Wales. Our candidate support extends beyond helping education professionals find their next placement.

Registered Axcis candidates have access to the Still Human wellbeing app. Designed for people working in education, the app includes:

daily wellbeing check-ins
guided mindfulness exercises
expert articles
podcasts and videos
practical wellbeing resources

These resources can be used throughout the year, whether you are working in one long-term setting, completing short-term supply placements or preparing for your next role.

Already registered with Axcis?

Contact your Axcis consultant to ask for help accessing the Still Human wellbeing app.

If you cannot remember who your consultant is, email info@axcis.co.uk and the team will help put you in touch with the right person.

Registered candidates can also access professional development through The Axcis Academy, including training provided in partnership with The National College.

When should you seek additional help?

Wellbeing resources and everyday habits can be useful, but they are not a replacement for professional mental health care.

Consider speaking to your GP or another qualified health professional if stress, anxiety, low mood or other changes are persistent, worsening or affecting your sleep, relationships, work or daily life.

You can also find confidential support through Education Support’s helpline for education staff.

If you or someone else needs urgent mental health help, use the NHS guidance on getting urgent mental health support. Call 999 or go to A&E if there is an immediate danger to life.

Frequently asked questions

Is it normal to feel tired after working in a school?

Education work can be physically and emotionally demanding, so some tiredness after a busy day is understandable. If exhaustion is persistent, worsening or affecting your daily life, consider speaking to your GP or another qualified health professional.

How can I switch off after a difficult school day?

A consistent end-of-day routine may help. This could include a short walk, changing clothes, limiting work notifications or talking through a concern using the appropriate professional support channels. Avoid taking confidential information home or discussing identifiable pupils outside work.

Should I tell my teaching agency if a placement is affecting my wellbeing?

Yes. Contact your consultant if the placement differs from what was agreed, you do not feel adequately supported, your responsibilities are unclear or you have concerns about your ability to work safely. Safeguarding concerns must also be reported immediately through the setting’s procedures.

Who can access the Still Human wellbeing app?

The Still Human wellbeing app is available as a benefit for registered Axcis candidates. Contact your consultant or email info@axcis.co.uk for help accessing it.

Can a wellbeing app replace professional mental health support?

No. A wellbeing app may provide useful resources and everyday support, but it is not a substitute for advice, diagnosis or treatment from a qualified health professional.

Looking after yourself supports a sustainable education career

Caring about your wellbeing does not make you less dedicated to the children and young people you support. Recognising your limits, using available resources and asking for help are important parts of working safely and sustainably in education.

Your wellbeing needs will not always remain the same. Continue checking in with yourself, communicate when something is not working and seek appropriate support when you need it.

Looking for your next role in education?

Axcis supports teachers, teaching assistants and education support professionals seeking SEND and mainstream opportunities across England and South Wales.

When you register with Axcis, you can access support from a dedicated consultant, free CPD opportunities through The Axcis Academy and the Still Human wellbeing app.

This article provides general wellbeing information and is not medical advice. If you are concerned about your mental health or wellbeing, speak to a qualified health professional.

Thinking About Leaving Teaching? Why Some Teachers Choose SEND Instead

Tue, 02 Jun 2026 11:15:46 +0100

It's 10pm.

You've finished teaching for the day.

You've answered emails, dealt with behaviour incidents, attended meetings, updated records, planned lessons, and marked work.

Tomorrow's to-do list is already longer than today's.

And perhaps, for the first time or maybe the hundredth, you've found yourself wondering:

Can I really do this for another ten years

🤝 If that thought has crossed your mind recently, you're not alone.

Across England, thousands of teachers are asking themselves similar questions.

Not because they've stopped caring.

Not because they've lost their passion for education.

But because the job they love sometimes feels very different from the one they signed up for.

Most teachers didn't enter the profession because they loved paperwork, data tracking, meetings, or administrative tasks.

They became teachers because they wanted to help children learn, build confidence, discover their strengths, and achieve things they never thought possible.

And for many teachers, that purpose still matters just as much as it always did.

The question is whether their current role still allows them to focus on it.

When teachers start thinking about leaving, they often assume there are only two choices:

Stay where they are and keep pushing through
Leave teaching altogether

🤝 But what if there was a third option?

🤔 What if the problem isn't teaching itself?

🤝 What if it's the environment you're teaching in?

Many teachers who move into SEND education aren't trying to leave education behind.

They're looking for a different way to use the skills they already have.

A setting that feels more aligned with the reasons they became teachers in the first place.

For some, SEND becomes exactly that.

Let's take a look ...

What Teachers Are Actually Looking For

When teachers start exploring alternatives, they're rarely searching for SEND schools specifically.

They're usually searching for answers to questions like:

Why am I so exhausted?
Is teaching supposed to feel like this?
What else can I do with my teaching qualification?
Are there other types of schools I could work in?
Do I need a complete career change?

What they're often looking for is:

More meaningful relationships with pupils
More time to focus on individual needs
Less time spent firefighting
A stronger sense of purpose
Greater job satisfaction
A way to enjoy teaching again

And for some teachers, SEND becomes one possible answer.

Why Some Teachers Choose SEND Instead

One of the most common things we hear from teachers who move into SEND is:

⭐ I remember why I became a teacher.

That doesn't mean SEND is easier.

It isn't.

SEND comes with its own challenges, responsibilities, and demands.

But many teachers describe it as feeling different.

In mainstream settings, it's common to feel pulled in multiple directions at once.

Data.
Attendance.
Interventions.
Behaviour.
Reporting.
Meetings.
Administrative tasks.
Accountability measures.

In SEND settings, the focus often feels clearer.

🤝 Relationships become central.

👂 Understanding the pupil becomes just as important as delivering the curriculum.

📈 Progress may look different, but it still matters deeply.

For some teachers, that shift changes everything.

You've Probably Been Using SEND Skills for Years

One of the biggest misconceptions teachers have is:

I don't have SEND experience.

But if you've worked in a classroom, there's a good chance you've already developed many of the skills SEND schools value.

Have you ever:

Adapted lessons for different learning needs?
Supported a child with anxiety?
Worked with pupils who struggle to regulate emotions?
Differentiated learning?
Collaborated with teaching assistants?
Supported pupils with EHCPs?
Helped children build confidence and independence?

If so, you've already been developing SEND-related skills.

The difference is that in specialist settings, those skills become a much bigger part of your role.

Many teachers discover they're far more prepared than they initially thought.

What SEND Teaching Actually Looks Like

Many teachers have assumptions about SEND education that simply aren't true.

SEND is not one thing.

It includes a wide range of settings supporting pupils with:

Autism
ADHD
Speech and language needs
Learning difficulties
Physical disabilities
SEMH needs
Complex needs

Some settings follow an adapted national curriculum.

Some focus heavily on communication, independence, and life skills.

Some support pupils who have struggled to thrive in mainstream environments.

Every setting is different.

Which is why many teachers are often surprised by the variety of opportunities available.

What Happens to Your Subject Specialism?

This is one of the biggest questions secondary teachers ask.

The answer?

⭐ You don't leave your expertise behind.

SEND schools still need:

English teachers
Maths teachers
Science teachers
Humanities teachers
PE teachers
Arts specialists
Technology teachers

⭐ Your subject knowledge remains valuable.

What often changes is the way you deliver learning.

Many teachers find they become more creative, more flexible, and more individualised in their approach.

For some, it's one of the most rewarding professional developments of their career.

It's Not About Smaller Classes

People often assume teachers move into SEND because of class sizes.

While some specialist settings may have smaller groups and additional support staff, that's rarely the reason teachers stay.

The teachers who thrive in SEND often talk about something else entirely.

They talk about relationships.
They talk about seeing progress that feels meaningful.
They talk about being able to focus on the individual learner.
They talk about feeling connected to the purpose behind their work.

That's much harder to measure than class size.

But it's often the thing that matters most.

Let's Be Honest About the Challenges

SEND isn't the right fit for everyone.

The role can be emotionally demanding.

You may work with pupils who have experienced trauma.

You may support learners with complex communication needs.

You may face challenging situations and difficult days.

But many teachers also find that specialist settings are highly collaborative.

Teaching assistants, therapists, SENCOs, pastoral teams, and school leaders often work closely together to support pupils and staff.

That sense of teamwork is something many teachers value enormously.

What If You're Curious But Not Ready?

That's perfectly normal.

You don't have to make a career-changing decision overnight.

Many teachers begin by exploring:

SEND schools
Specialist provisions
Alternative Provision settings
Resource bases
Supply teaching opportunities

Experiencing different environments can help you understand whether SEND feels like the right fit before committing to a permanent move.

The Question Worth Asking

If you've found yourself thinking about leaving teaching, perhaps the most important question isn't:

❓ Do I want to leave education?

Maybe it's:

🌱 Do I need a different environment to do my best work?

For some teachers, the answer is no.

For others, exploring SEND opens a door they didn't realise existed.

A door that allows them to continue doing what they love.

⭐ Teaching.

⭐ Supporting.

⭐ Helping children overcome barriers and achieve success.

Not because they left teaching behind.

But because they found a version of it that felt right for them.

Thinking About Your Next Step?

Whether you're simply curious about SEND or actively considering a move, speaking to a specialist education recruitment consultant can help you understand what opportunities are available and which settings might suit your experience.

At Axcis, we support teachers at every stage of their SEND journey and can help you explore the options available without any pressure or obligation.

If you'd like to discuss SEND teaching opportunities, Alternative Provision roles, or simply find out whether a different educational setting might be right for you, complete our candidate enquiry form and a member of our team will be in touch:

Candidate Enquiry Form:
https://forms.axcis.co.uk/team/candidates/enquiry-form-candidate

Sometimes the next step isn't leaving teaching.

Sometimes it's finding the place where you can enjoy it again.

What Do Schools Mean by "Behaviour Specialist" in Job Descriptions?

Tue, 19 May 2026 12:26:40 +0100

If you have been searching for school support roles, you may have come across a vacancy for a Behaviour Specialist and felt a little unsure what to make of it. Is it clinical? Do you need a specific qualification? Are they expecting someone who already has years of specialist training?

The short answer is: probably not. The title sounds more formal than the role often is, and many of the most effective people in these positions have come from care work, youth work, sports coaching, or residential support, rather than from a traditional classroom route.

This guide breaks down what schools actually mean when they use this title, what you would be doing day-to-day, and what they are really looking for in a candidate.

Why the title varies so much

Unlike teaching roles, there is no single definition of 'Behaviour Specialist' in education. Different schools use different language for the same job. You might see it advertised as:

Behaviour Support Worker
SEMH Teaching Assistant
Behaviour Mentor
Pastoral Support Assistant
Learning Mentor
Behaviour Teaching Assistant

The titles differ, but the purpose is usually the same: helping pupils who find the school environment genuinely difficult to get through the day, and to stay engaged with learning.

A LinkedIn comment we saw recently put it well: someone noted that job descriptions for these roles can sometimes sound more polished than the day-to-day reality. That is a fair point worth acknowledging. The role can be unpredictable, and working with young people who have complex needs is not always straightforward. But for the right person, it is also one of the most meaningful roles in a school.

What 'behaviour' actually means in this context

In modern education, behaviour is understood as a form of communication. When a pupil is disrupting a lesson, refusing to engage, or becoming distressed, schools are increasingly trained to ask 'what is this young person trying to tell us?' rather than simply responding to the incident.

The reasons behind challenging behaviour might include:

Anxiety or fear about failure
Unmet SEND or learning needs
Trauma or difficult home experiences
Social difficulties or isolation
Emotional dysregulation
Sensory overwhelm
Low confidence or self-esteem

Your job as a Behaviour Specialist is not to act as a disciplinarian. It is to understand what is driving the behaviour and to help the young person manage it calmly, consistently, and with enough trust built over time that they feel safe with you.

What does the role look like day-to-day?

Picture a Year 9 pupil who has been excluded from two previous schools. They arrive each morning already on edge. Your morning might involve meeting them at the gate, checking in before the day starts, helping them settle into lessons, and being present when transitions or the moments between classes begin to feel overwhelming.

You might support 1:1, work with a small group, or float across a year group depending on need. You will likely be involved in:

Supporting pupils with SEMH (social, emotional and mental health) needs
Using de-escalation or positive behaviour strategies during difficult moments
Building consistent, trusting relationships with individual pupils
Helping pupils re-engage after a difficult moment or exclusion
Working closely with teachers, SENCOs, and pastoral teams
Recording incidents and observations professionally
Participating in reviews, EHCPs, and support plan meetings

No two days are identical. The role requires patience, resilience, and the ability to remain calm when those around you are not.

What is SEMH, and why does it keep appearing in job descriptions?

SEMH stands for Social, Emotional and Mental Health needs. It is a category of special educational needs and disabilities that covers a wide range of challenges, including anxiety, low mood, attachment difficulties, trauma responses, ADHD, and behavioural needs.

Schools and education settings supporting pupils with SEMH needs can include Alternative Provision (AP) settings, Short Stay Schools, specialist SEMH schools, Inclusion Bases, and Pupil Referral Units (PRUs). While the term PRU is still commonly used across education, many schools and local authorities now use broader terminology such as Alternative Provision or Short Stay School.

These settings often look for staff who can build positive relationships, remain calm under pressure, and support pupils who may have experienced significant barriers to learning or difficult life experiences.

What about Team Teach? Do you need it?

Team Teach is a widely used training framework in education that focuses on positive behaviour support, de-escalation, and safe physical intervention where necessary.

Many Alternative Provision settings, SEMH schools, Inclusion Bases, and PRUs prefer candidates who have completed Team Teach training, although it is not always essential before starting a role. Schools and recruitment agencies will often provide access to training as part of the onboarding process.

Axcis has certified in-house Team Teach facilitators who run regular training sessions exclusively for registered Axcis candidates. If you are registered with us and want to know when the next session is taking place, speak to your consultant and they will give you the details.

Alongside Team Teach, registered candidates also have access to The Axcis Academy, our dedicated CPD and career development programme, delivered in partnership with The National College. This includes a wide range of courses relevant to behaviour support work, including Prevent Training and a variety of SEMH-focused modules.

What backgrounds do schools value?

Alongside classroom experience, schools consistently value people coming from:

Domiciliary or residential care
Youth work or youth offending teams
Mental health support roles
Sports coaching or mentoring
Community outreach
Psychology or social science graduates looking for applied experience

The common thread is not a qualification. It is the ability to build trust with a young person who may not easily trust adults and to stay steady when things get difficult.

Is this role right for you?

Ask yourself:

Can you stay calm when a child or young person is not?
Can you show up consistently, day after day, for someone who may not find it easy to show up for themselves?
Are you patient, empathetic or resilient enough to build trust slowly, without forcing it?

If the answer is yes, you may be closer to ready than the job title suggests.

Looking for behaviour support roles?

Axcis works with schools across England and South Wales to place experienced and aspiring support staff in roles that match their background and strengths.

Whether you have classroom experience, Team Teach training, or transferable skills from care or youth work, we would love to talk.

Browse live behaviour support jobs or register with Axcis today.

axcis.co.uk/jobs

The nasen Awards: Celebrating Excellence in Inclusive Education

Fri, 17 Apr 2026 15:53:50 +0100

The nasen Awards: Celebrating Excellence in Inclusive Education

Across the UK, thousands of education professionals work tirelessly to create inclusive learning environments where every child and young person has the opportunity to thrive.

The nasen Awards recognise these achievements by celebrating the schools, educators, teams and organisations making an outstanding contribution to inclusive education and SEND.

As a long-standing corporate partner of nasen, Axcis is proud to support these awards and help shine a light on the incredible work taking place across the education sector.

Why the nasen Awards matter

Creating genuinely inclusive education takes commitment, collaboration and innovation.

The nasen Awards recognise those who consistently go above and beyond to improve outcomes for children and young people with SEND while inspiring others across the sector.

The awards celebrate:

Outstanding inclusive practice
Innovative approaches to supporting learners
Collaboration between schools, families and professionals
Positive outcomes for children and young people
Excellence across a wide range of SEND categories

For many nominees, recognition isn't simply about winning an award; it's about celebrating the dedication of entire school communities.

Proud sponsors of Primary Provision of the Year

Axcis is proud to sponsor the Primary Provision of the Year category.

This award recognises primary settings that embed inclusion into everyday practice, creating supportive learning environments where every pupil feels valued and has the opportunity to succeed.

Schools considered for this award demonstrate:

A whole-school commitment to inclusive practice
High-quality support for pupils with additional needs
Positive outcomes for children and young people
Strong partnerships with families and professionals

These are values that closely reflect our own commitment to supporting inclusive education throughout the UK.

2025 Primary Provision of the Year winners with Louise Linehan, Axcis.

Our partnership with nasen

Our relationship with nasen extends far beyond the awards themselves.

As a long-standing corporate partner, Axcis works alongside nasen to support initiatives that promote inclusive education, professional development and better outcomes for children and young people with SEND.

Together, we share a commitment to recognising excellent practice and supporting the education professionals who make inclusion happen every day.

Celebrating excellence every year

Each year, the nasen Awards provide an opportunity to celebrate inspiring schools, educators and teams from across the UK.

Whether it's recognising innovative teaching, exceptional leadership or outstanding inclusive provision, the awards remind us of the positive impact education professionals make every single day.

We'll continue to celebrate each year's finalists and winners while supporting the ongoing work of nasen to champion inclusion across education.

Passionate about inclusive education?

If you're looking for your next role in SEND or mainstream education, or your school is looking to strengthen its inclusive workforce, Axcis is here to help.

As a specialist teaching agency, we work with schools, colleges and alternative provisions across England and South Wales, connecting education professionals with rewarding opportunities that make a real difference.

Whether you're searching for your next role or looking to recruit exceptional staff, we'd love to hear from you.

Enquire Here

What Does Emotional Support Look Like in a SEND Classroom?

Mon, 09 Feb 2026 11:15:34 Z

What Does Emotional Support Look Like in a SEND Classroom Day to Day?

Emotional support is often described as a core part of SEND education, but it isn’t always obvious what that looks like in practice.

In SEND classrooms, emotional support doesn’t usually come from planned interventions or formal moments set aside in the timetable. More often, it is built into the rhythm of the day through routines, relationships, communication, and the way adults respond to pupils moment by moment.

For SEND teaching and education support staff, emotional support shows up in everyday decisions: how transitions are handled, how expectations are communicated, how pupils are supported when learning feels difficult, and how adults remain calm and consistent when emotions run high.

This blog explores what emotional support looks like in a SEND classroom on a day-to-day basis, focusing on the small, practical actions that help pupils feel safe, supported, and ready to engage with learning.

Emotional Support Is Built Into the Everyday

In SEND classrooms, emotional support isn’t something that only appears when a pupil is visibly distressed. It is part of the everyday structure of the classroom.

This may include:

predictable routines that help pupils feel secure
calm, consistent adult responses
clear communication around expectations and transitions
classroom environments that reduce unnecessary stress

For experienced staff, these practices are often second nature. For those newer to SEND roles, recognising that emotional support is already happening, even through simple, routine actions, can be reassuring.

Relationships Are Central to Emotional Support

One of the most important foundations of emotional support in SEND classrooms is relationships.

Pupils are more likely to regulate, communicate, and engage when they trust the adults supporting them. That trust is built gradually through:

consistency and reliability
following through on what is said
responding calmly during challenging moments
taking time to listen, even when there isn’t an immediate solution

Emotional support does not depend on having the “perfect” response. Often, it is about being predictable, present, and attuned to individual pupils.

Supporting Emotional Regulation Throughout the Day

Emotional regulation support in SEND settings often happens quietly and continuously, rather than during isolated incidents.

Day-to-day examples may include:

noticing early signs of dysregulation
adjusting demands when pupils feel overwhelmed
offering movement breaks or quiet spaces
using familiar language or cues to support transitions

For newer staff, this can feel like a lot to hold in mind. Over time, patterns become easier to recognise, and responses feel more natural. For experienced staff, regulation support often becomes embedded in practice, but it still relies on observation and reflection.

Where SEMH Fits Into Emotional Support

In many SEND classrooms, emotional support is closely connected to social, emotional and mental health (SEMH) needs, whether or not pupils are formally identified as SEMH.

In practice, this often involves supporting pupils to:

recognise and communicate emotions
build trust and secure relationships
develop regulation strategies over time
feel safe enough to access learning

SEMH support in SEND classrooms is rarely separate from the rest of the school day. It is shaped through relationships, routines, language, and consistent adult responses rather than standalone interventions.

For experienced staff, this understanding often develops through practice. For those newer to SEND roles, recognising that SEMH support is embedded within everyday classroom life rather than something additional or specialist can help reduce pressure and unrealistic expectations.

Emotional Support Is Not the Same as Therapy

A common concern, particularly for teaching assistants and staff new to SEND roles, is the fear of overstepping professional boundaries.

Providing emotional support in a SEND classroom does not mean acting as a therapist or counsellor. It means:

creating conditions where pupils feel safe
responding with empathy and professionalism
observing and sharing concerns appropriately
working within the wider school team

Clear boundaries protect both pupils and staff. Emotional support works best when it is part of a collaborative approach led by teachers, SENDCos, inclusion leads, and pastoral systems.

When Emotional Support Looks Different From One Day to the Next

SEND classrooms are dynamic environments. What supports a pupil well one day may need adjusting the next, and that is normal.

Changes in routine, staffing, environment, or pupils’ personal circumstances can all influence emotional wellbeing. Experienced staff often notice this quickly, while newer staff may take time to identify patterns.

What matters most is not getting it “right” every time, but remaining:

observant
flexible
open to adapting approaches

Emotional support in SEND education is responsive, not rigid.

Learning From Colleagues and SEND Teams

No one delivers emotional support in SEND classrooms alone.

Support and perspective often come from:

colleagues and fellow support staff
class teachers and wider teams
SENDCos and inclusion leads
established school systems for reflection and communication

Open conversations, peer networking, shared problem-solving, and learning from others’ experiences play an important role in navigating SEND roles and strengthening practice over time.

The Role of CPD in Supporting Emotional and SEMH Practice

Ongoing continuing professional development (CPD) plays an important role in supporting emotional wellbeing and SEMH practice in SEND settings.

Engaging with training and reflective learning can help staff:

deepen understanding of emotional regulation and behaviour
feel more confident in their responses
adapt practice as pupils’ needs change
stay informed about SEND-appropriate approaches

For SEND professionals working with Axcis, access to the Axcis Academy provides CPD opportunities designed to support learning across a range of SEND and SEMH contexts, complementing the guidance and systems already in place within schools.

Emotional support in SEND classrooms is rarely about grand interventions. More often, it is found in the small, consistent actions that help pupils feel safe, supported, and ready to learn.

For experienced staff, this becomes part of everyday practice. For those newer to SEND roles, it develops over time through observation, collaboration, reflection, and continued learning.

In SEND education, emotional support may not always be visible or easily measured, but it plays a vital role in creating environments where pupils and the staff supporting them can thrive.

If you are reflecting on your practice or looking to develop your skills further, continued learning and SEND-focused CPD can support your development alongside the guidance provided within your school or setting.

Considering Your Next Step in SEND Education?

If you’re still exploring your next SEND role or thinking about a change, having the right support around you can make the process feel more manageable.

Axcis works exclusively within SEND education, supporting teaching and education support staff across a wide range of settings. Whether you’re actively looking for a role or simply want to understand what opportunities are available in your area, our teams can help provide clarity around different SEND environments and expectations.

You’re welcome to contact your local Axcis team or submit an enquiry to start a conversation with no pressure or obligation to move roles before you’re ready.

👉 Get in touch with Axcis here

SEND Practice Spotlight - Classrooms Designed to Meet Mainstream Autistic Students Needs

Fri, 16 Jan 2026 10:02:52 Z

Specialist Classroom Provision Supporting Autistic Pupils in Mainstream Schools | SEND Practice Spotlight

At Axcis, we aim to share practical, real-world examples of SEND provision that schools, SEND professionals, and the wider education community may find useful to explore, adapt, or take inspiration from.

This SEND Practice Spotlight highlights an initiative focused on strengthening support for autistic pupils within mainstream settings. It is shared as an example of inclusive practice to inform discussion and reflection, rather than as a prescriptive or comparative model.

Specialist Classroom Provision for Autistic Pupils: An Overview

Phoenix School in Tower Hamlets is an all-through specialist school supporting autistic children and young people aged 3–19.

Through its Specialist Classroom Provision (SCP) project, the school has partnered with 22 mainstream schools to support the development of structured, calm classroom environments designed to better meet the needs of autistic pupils within their local school communities.

These specialist classrooms typically support smaller groups of pupils (up to 10) and aim to provide tailored teaching and support that may not always be consistently achievable within a full mainstream classroom environment. Where appropriate, pupils may also access wider school life flexibly, depending on individual needs, preferences, and readiness.

Phoenix School reports that the project currently supports over 200 pupils, including pupils with a formal autism diagnosis and those on the diagnostic pathway.

How Specialist Classroom Provision Supports Autistic Pupils in Mainstream Schools

From Phoenix School's published project summaries, the SCP approach places a strong emphasis on workforce development, consistency, and ongoing specialist input, rather than focusing solely on physical classroom design.

Key elements described within the model include:

Buddy system: SCP teachers are paired with experienced Phoenix “buddy” teachers for modelling, advice, and follow-up support, including reciprocal visits.

Outreach support: Dedicated outreach input supports planning, teaching, and behaviour, with regular visits embedded into the model.

Training and shared practice: Ongoing training and structured collaboration help build staff confidence and promote consistent approaches across participating schools.

Assessment approach: Use of Phoenix Steps, a bespoke assessment framework designed to recognise progress below National Curriculum levels, supporting more meaningful target-setting and planning.

Together, these elements are intended to support schools in developing specialist provision while maintaining strong links with mainstream settings.

What School Leaders Are Exploring in Support for Autistic Pupils

Many school leaders and SEND teams are currently exploring ways to strengthen support for autistic pupils, build staff confidence, and create environments that reduce stress and improve engagement.

This initiative offers one example of how specialist expertise can be shared across a network of schools, supported by structured systems designed to promote consistency and professional development. It is shared to contribute to wider conversations around inclusive practice and local collaboration.

Would You Like to Share a SEND Model, Practice or Approach from Your Setting?

This is a practice spotlight, not a “best of” feature. Every school context is different, and there are many SEND initiatives taking place across the UK.

If your setting is running an initiative that is helping to strengthen support for autistic pupils or wider SEND provision, for example, autism-inclusive classroom models, sensory regulation approaches, communication-first practice, reintegration pathways, or workforce development, then we would welcome hearing about it for consideration in a future spotlight.

Submit an initiative or suggest a future feature:
Email: info@axcis.co.uk

Considering SEND Staffing to Support Autistic Pupils

If your school is exploring ways to strengthen SEND provision and would like to discuss specialist staffing to support autistic pupils, additional needs, SEND classroom support, or longer-term placements, you can contact your Axcis consultant or email info@axcis.co.uk

Further Information and Source Material

This spotlight is based on information shared directly by Phoenix School, including published project and evaluation materials.

For readers who would like to explore the initiative in more detail, Phoenix has published an interim evaluation and report for the Specialist Classroom Provision, which outlines the project context, implementation approach, and early findings.

This material is shared for transparency and contextual reference only.

Disclaimer

This spotlight is shared for general interest purposes and does not constitute formal guidance or endorsement. Approaches and outcomes vary by setting, and schools should consider their own context, resources, and statutory responsibilities when reviewing or developing SEND provision.

Meet the Axcis Team - HR

Fri, 16 Jan 2026 09:03:05 Z

Behind the Scenes at Axcis: Meet Our HR and Training Director

At Axcis, we know that delivering high-quality SEND staffing support to schools starts behind the scenes. That’s why we’re pulling back the curtain with a new series that introduces some of the senior leaders shaping how we support our staff, consultants, and most importantly, your school.

Our clients often ask us how we maintain such a high level of consultancy quality and consistency. The answer? It starts with leadership, training, and HR processes that underpin every school placement we make, ensuring that the right people are supported to deliver the right outcomes for your setting.

In this Q&A, we speak with Sara Wills, our HR and Training Director, about her Axcis journey, the values driving her leadership, and the internal strategies that help us deliver on our promise to schools.

1. Tell us a little about your journey at Axcis – how did you get started, and what brought you into the world of SEND recruitment?

I had been in recruitment for 14 years before joining Axcis, so I was already familiar with the company through my work with schools. I joined in 2010 as a Senior Recruitment Consultant and immediately liked the way the consultants supported each other. It felt very different from what I was used to.

I quickly found myself learning new terminology and stepping into a world where what we do genuinely matters. The idea that a child could benefit from the right candidate placement really resonated with me. Visiting schools gave me a much better understanding of their needs and introduced me to tools like Makaton and PECS; things I’d never encountered before in recruitment.

On a personal note, I have friends who are parents of children with SEND, and I’ve seen their struggles. It’s so important that children with SEND are given the same opportunities as anyone else to succeed in life.

2. What does your role as HR and Training Director involve, and how does it help ensure schools receive high-quality service from Axcis?

My role covers two main areas: HR and training. On the HR side, I oversee internal staff processes, policies, and procedures. On the training side, I support both new and existing team members to help them thrive within those processes.

I’m deeply passionate about customer service, and I believe that if our consultants are well-trained and confident in their roles, they’re more capable of supporting the needs of our schools. Our training ensures that consultants really listen to their clients and work collaboratively with them to find effective, long-term solutions.

3. What do you believe makes Axcis different from other SEND recruitment agencies?

I’ve asked clients this question many times, and the feedback is almost always the same: Axcis stands out because of the quality of our candidates and the commitment of our internal staff to get it right.

Our consultants have a deep understanding of SEND and know exactly what to look for in potential staff. Every Axcis branch has ex-educational professionals on hand to provide insight, which strengthens our service even more. Many of our school partners have worked with us for years because they trust our values, our experience, and our commitment to delivering high-quality, specialist support.

4. How does Axcis support its consultants to ensure they give their best to schools, pupils, and candidates?

Axcis provides a robust training programme for both new and existing staff. This includes everything from understanding systems and policies to in-depth training on compliance and SEND.

We bring in internal and external trainers depending on the content, and we actively encourage the sharing of best practices across the company. In addition, our candidates have access to a wide range of CPD training opportunities to help support their own professional development.

5. Where do you see the biggest opportunities or challenges for SEND recruitment in 2026 and beyond?

The growing awareness of SEND both in schools and in wider society is hugely positive. I’ve seen a lot of changes since I started in recruitment, and while we’ve come a long way, there’s still more to do.

We need to stay focused on continuous improvement so that we can keep driving better outcomes for children and young people with SEND.

6. Tell us something that people might not know about you?

I love singing out loud even though I’m completely out of tune! But don’t worry, I only do it at home!

What to Expect From Axcis

We’ll be continuing this series in future newsletters and blogs, featuring more members of the Axcis senior leadership team. It’s all part of our commitment to transparency, integrity, and continuous improvement because we know that the right people behind the scenes make all the difference in the classroom.

Interested in working with Axcis?

Whether you’re a school or alternative provision in need of specialist staffing or an education professional looking for a new opportunity, we’d love to hear from you.

👉 Fill in this form or reach out to your Axcis consultant

Disclaimer:

The information contained in this blog is intended for general interest and background only. Any opinions expressed reflect the views of the contributor at the time of publishing and may not represent the views of Axcis Education Recruitment or its partner organisations. Please note that staff roles, locations and responsibilities may evolve over time.

How to Stay Ready for Your Next Education Placement: A Checklist for Supply Staff

Mon, 08 Dec 2025 14:35:00 Z

Supply work can change quickly. A placement may finish, your availability may change or a suitable opportunity may become available at short notice.

Keeping your details accurate helps your teaching agency understand when, where and how you would like to work. It can also reduce delays when a suitable SEND or mainstream education role becomes available.

This evergreen checklist is for supply teachers, teaching assistants, HLTAs, cover supervisors, learning support assistants and other education support staff registered with Axcis Education.

Your placement-readiness checklist

To help Axcis match you with suitable opportunities, regularly check that the following information is current:

Your available working days
The locations you can realistically reach
Your preferred roles, age groups and education settings
Your contact details
Your CV and recent experience
Your compliance documents
Your training and qualifications
Your availability calendar in the Axcis App

You do not need to wait until the beginning of a new term to update these details. Let your consultant know whenever something changes.

Is your availability up to date?

Availability is one of the most important details to keep current.

Your circumstances may change during the academic year. You might become available for additional days, need to reduce your working week or have specific dates when you cannot accept work.

Make sure your consultant knows:

Which days of the week you can work
Whether you are looking for full-time or part-time work
Whether you are available for daily supply
Whether you would consider short-term or long-term placements
When you can start
About any upcoming dates when you will be unavailable

Registered Axcis candidates can also use the Axcis App to keep their availability calendar current.

Accurate availability means your consultant is less likely to contact you about work you cannot accept and better placed to speak to you when a suitable opportunity arises.

How far can you realistically travel?

Travel preferences are just as important as availability.

Consider how far you can comfortably travel each day and whether that changes depending on the length or type of placement. A journey that is manageable for a long-term opportunity may not be practical for a single day of supply work.

Tell your consultant:

Which areas you can reach
How you usually travel
How long you are willing to spend travelling
Whether you rely on public transport
Whether your travel range changes for longer-term roles
About any locations that are not practical for you

Be realistic rather than giving the widest possible area. Clear travel preferences help your consultant identify opportunities that are genuinely workable for you.

Have your role and setting preferences changed?

Experience can change what you are interested in.

A teaching assistant may discover an interest in a particular age group. A mainstream teacher may want to develop their SEND experience. Someone who has worked in an alternative provision may decide they would like more opportunities in similar settings.

Review whether your consultant knows:

The roles you would like to consider
The age groups you prefer
Whether you are interested in SEND, mainstream or both
The types of settings in which you feel most confident
Any areas in which you would like to gain experience
Whether you would consider temporary, long-term or permanent work
Any responsibilities you are not trained or authorised to undertake

Preferences help guide the search, but they can evolve. Let your consultant know when your interests, experience or career goals change.

Are your contact details correct?

Your teaching agency needs to be able to reach you when a relevant opportunity arises.

Check that Axcis has your current:

Mobile number
Email address
Home address
Emergency contact details, where required
Preferred method of contact

If you change your telephone number, email address or home address, tell your consultant promptly.

It is also worth checking your voicemail and email regularly when you are actively looking for work. If you miss a call, respond when you can rather than assuming the opportunity is no longer available.

Is your CV current?

Your CV should develop as your experience grows.

Update it after completing a significant placement, taking on new responsibilities or completing relevant training. Making small updates regularly is easier than trying to remember everything several months later.

Consider adding:

The type of education setting
The age groups you supported
Your main responsibilities
Relevant SEND experience
Communication approaches you used
Classroom or behaviour-support experience
Interventions or programmes you supported
Training and qualifications
Achievements or examples of positive impact

Do not include confidential information or details that could identify individual children or young people.

For further guidance, read our article on What Schools Actually Notice on SEND CVs .

Are your compliance documents current?

Compliance is an essential part of working safely in education.

The documents or checks required will depend on your circumstances, role and placement. Your Axcis consultant or compliance team will tell you if anything needs to be supplied, renewed or reviewed.

This may include:

Right to Work documentation
Proof of address
References
DBS information
Safeguarding training
Relevant qualifications or certificates
Additional documentation required for a particular role

A DBS certificate does not have an official expiry date, but a teaching agency or education setting may require a new check or updated information depending on its safeguarding procedures and the circumstances of the placement.

Do not wait until you are due to begin work to respond to a compliance request. Providing requested information promptly can help prevent unnecessary delays.

If you are unsure whether anything is outstanding, contact the Axcis compliance team or speak to your consultant.

Have you completed any new training?

Professional development can strengthen your knowledge, build confidence and help you prepare for a wider range of education settings.

Tell your consultant when you complete relevant training or gain a new qualification. This could include learning related to:

Safeguarding
Autism
ADHD
Social, emotional and mental health needs
Communication
Positive approaches to behaviour support
Trauma-informed practice
Moving and handling
Personal care
Medical needs
Specific teaching subjects or age groups

Training does not automatically authorise you to carry out every associated task. Always follow the individual setting’s procedures and do not undertake medical, personal care, physical intervention or moving and handling duties without the necessary training, information and authorisation.

Registered Axcis candidates can access continuing professional development through the Axcis Academy .

Are you using the Axcis App?

The Axcis App helps registered candidates manage important parts of their work with Axcis.

Depending on the features available to you, the app can help you:

Update your availability
View upcoming bookings
Manage timesheets
Search for education jobs
Upload requested documents
Access important placement information

Check that you can sign in and that the information shown is accurate. If you experience a problem with the app or something does not match what you have agreed with your consultant, contact Axcis for support.

The app is useful, but it does not replace direct communication. Speak to your consultant when your circumstances, preferences or career goals change.

What should you check before accepting a placement?

Before agreeing to a placement, make sure you understand the essential details.

Ask about:

The school or education setting
The location and correct site
The role and expected responsibilities
The age group or class
The start and anticipated end date
The working hours
Whether the role is daily, short-term or long-term
Any essential experience or training requirements
Who you should report to
Any other practical information available at that stage

Not every detail about individual learners can or should be shared before a booking is confirmed. However, you should receive enough information to decide whether the role is appropriate for your experience and whether you can reach the setting reliably.

If the role is substantially different when you arrive, or you are asked to undertake responsibilities that were not agreed, contact your consultant.

How should you prepare once a placement is confirmed?

Once you have accepted a booking:

Confirm the address and correct site.
Plan your journey.
Check your arrival time.
Review the agreed role information.
Make sure you know who to report to.
Take any identification or documents you have specifically been asked to bring.
Save your consultant’s contact details.
Ask if there is anything else you need to know before arriving.

Every school and education setting works differently. You are not expected to know every routine on your first day, but you should ask questions, observe established approaches and follow the setting’s safeguarding procedures.

Read our universal guide: Your First Day in a New School or Education Setting: What You Need to Know .

What if you have not worked for a while?

If you have had a break from education work, contact your consultant before marking yourself as fully available.

You may need to:

Update your CV
Provide more recent information or documents
Review your references
Complete current safeguarding training
Discuss any changes to your preferred roles
Confirm when you are ready to return
Refresh your knowledge through CPD

A break does not necessarily prevent you from returning to education work. Giving Axcis accurate information helps the team explain the next steps and identify anything that needs to be completed before you can accept another placement.

How often should you update your teaching agency?

You do not need to contact your consultant every day. You should, however, provide an update whenever important information changes.

Contact Axcis if:

Your available days change
You become available for work
You accept work elsewhere
Your travel range changes
You want to explore different roles or settings
Your contact details change
You complete relevant training
You gain new experience
You need to pause your availability
You are ready to return after a break
You have questions about your compliance status

Even when nothing major has changed, an occasional check-in can confirm that your recorded preferences remain accurate.

Frequently asked questions

Should I update my availability even if it has not changed?

If your availability calendar is already accurate, you do not need to make unnecessary changes. However, it is worth checking it regularly and confirming that your consultant has the correct information.

Can I change the types of roles I want?

Yes. Your role and setting preferences may change as you gain experience. Tell your consultant what you would now like to consider and discuss whether you need any additional experience or training.

Should I say that I can travel anywhere to increase my chances of finding work?

No. Give a realistic travel range. Being contacted about placements you cannot reliably reach is frustrating for you, the school and your consultant.

Do I need to update my CV after every day of supply work?

Not necessarily. Update it when a placement has added meaningful experience, responsibilities, skills or training. You can keep private notes of shorter assignments to help you remember the range of settings in which you have worked, but do not record confidential learner information.

Does my DBS certificate expire?

DBS certificates do not have an official expiry date. However, employers and teaching agencies can determine when a new check or updated information is required. Follow the instructions given by Axcis or the relevant education setting.

Can updating my availability guarantee me work?

No. Updating your details cannot guarantee a placement. It does, however, help your consultant understand which opportunities are appropriate and when you are able to work.

Should I contact Axcis if I accept work elsewhere?

Yes. Let your consultant know that you are no longer available, or update the relevant dates in the Axcis App. This helps prevent unnecessary calls and ensures that your record remains accurate.

Keep your details accurate and your options open

Staying ready for your next education placement does not mean accepting every role or making yourself available at all times.

It means giving your teaching agency clear, current information about when you can work, where you can travel and which opportunities are suitable for you.

Keep your availability, preferences, CV and compliance information up to date. Use the Axcis App where appropriate, stay in contact with your consultant and ask whenever you are unsure about what is required.

Small updates can make the process clearer for everyone and help Axcis approach you about SEND and mainstream education opportunities that better reflect your experience, availability and goals.

Already registered with Axcis?

Check your availability in the Axcis App and contact your consultant if your working days, travel range, role preferences or contact details have changed.

View the latest education jobs Contact your local Axcis team

New to Axcis Education?

If you are looking for flexible supply work, a longer-term placement or a permanent education role, register your interest and tell us about your experience, preferences and availability.

This article provides general information for education professionals. Registered candidates should follow the instructions provided by their Axcis consultant and the requirements of the individual education setting.

Ace Your SEND Education Job Interview

Thu, 06 Nov 2025 06:01:54 Z

The 20-Word Introduction That Gets You the Job: How to Answer “Tell Me About Yourself” in SEND Interviews

Why First Impressions Matter

Your interview begins long before you finish your first answer. The question “Tell me about yourself” is asked in almost every SEND interview, and many educators lose the interview panel’s attention within 30 seconds.

Why? Because they talk about themselves instead of what matters most: the pupils.

The Mistake Most Education Professionals Make

Interview panels often hear the same introduction again and again:

Qualifications and training dates
Years of experience in order
Job titles and school names
Generic statements like “I enjoy working with children”

The issue? Your CV already tells that story. What interviewers are really asking is: “Why should we choose you for our pupils?”

A Story: TA Sarah’s Turning Point

Sarah, a Teaching Assistant, once began her answer with training dates and school names. She noticed the panel switch off.

At her next interview, she tried a new approach:
“I help non-verbal pupils find their voice and join in with their classmates.”

Twelve words. The panel leaned forward. “That’s exactly what we need, tell me more.”

This time, she got the job.

The 20-Word Interview Rule

Your introduction should be:

Under 20 words
Focused on pupil outcomes
Specific enough to be memorable

Template: “I help [type of pupils] to [key outcome] and [key outcome].”

SEND Interview Examples That May Work Instead

❌ “I’ve worked with SEMH pupils in primary and secondary schools.”

✅ “I help pupils with anxiety and trauma to trust adults, manage emotions and succeed.”

❌ “I’m trained in Makaton and PECS.”

✅ “I give non-verbal pupils tools to communicate, make choices and build friendships.”

❌ “I support pupils with sensory processing difficulties.”

✅ “I help pupils with sensory needs feel regulated, focused and ready to learn.”

Why It Works

A concise, pupil-focused introduction sparks curiosity. It makes the panel picture their own pupils benefiting from your support and invites deeper questions about your approach.

Make Your First Interview Impression Count

Your introduction is more than a formality; it’s your chance to show how you’ll make a difference for children and young people with SEND. Master those first 20 words, and you’ll set yourself apart from the very start.

Download the Free Cheat Sheet

Want to keep these examples handy?

👉 Download our one-page Interview Cheat Sheet for a quick reference to the 20-word rule, sample answers, and a simple action plan.

More Resources for Your SEND Journey

📝 Mastering Your CV: The Ultimate Guide to Landing Your Dream Job

❓ Top 5 Interview Questions for Teachers

🎒 How to Prepare for Your First Day in a SEND Setting

Looking for Your Next SEND Role?

At Axcis, we specialise in SEND recruitment across England and South Wales. By registering with us, you’ll get:

Free CPD training with access to 1,400+ webinars and 180+ online courses through the Axcis Academy
Exclusive SEND opportunities in schools nationwide
The Axcis App to manage your work and admin quickly and easily
Ongoing support from consultants who understand SEND

Register with Axcis today and let us help you find your ideal role.

Supporting Family Fund | How Axcis Supports Children, Families and SEND Communities

Mon, 29 Sep 2025 11:35:55 +0100

At Axcis, supporting children and young people is at the heart of everything we do.

As a specialist SEND teaching agency, we work with schools, alternative provisions and colleges across England and South Wales, helping children and young people with additional needs access the support they deserve through exceptional education professionals.

Our commitment to making a positive difference doesn't stop when the school day ends.

Throughout our partnership with Family Fund, colleagues across Axcis came together to raise money, increase awareness and support families raising disabled or seriously ill children across the UK.

From office fundraising events to personal challenges, every activity reflected the teamwork, compassion and community spirit that are such an important part of Axcis.

Why Family Fund?

As a specialist SEND teaching agency, Axcis works closely with children, young people and families affected by SEND and additional needs. We see first-hand the positive difference that the right support, resources and opportunities can make to families.

Family Fund is the UK's largest charity providing grants to families raising disabled or seriously ill children and young people.

Their grants help provide practical items such as specialist equipment, sensory toys, clothing, technology, kitchen appliances and family breaks, helping ease some of the financial pressures many families experience while caring for children with additional needs.

Supporting Family Fund was a natural fit with Axcis' commitment to helping children, young people and families thrive.

A Team Effort Across Axcis

Colleagues across Axcis organised and participated in a wide range of fundraising activities throughout our partnership, including:

Charity bake sales
Sponsored sporting events
Office fundraising activities
Team challenges
Donations and awareness campaigns

Every event, no matter how big or small, contributed towards helping Family Fund continue its important work supporting families across the UK.

More importantly, these activities brought colleagues together around a shared purpose that reflects the values we see every day through our work in SEND education.

Axcis South West team bake sale.

Joshua's London Marathon Challenge

One particularly inspiring fundraising achievement came from Joshua Halliday in our Liverpool team.

After months of training, Josh completed the 2026 London Marathon in support of Family Fund.

His determination and commitment helped raise an incredible amount for the charity.

Recognising this fantastic achievement, Axcis matched Josh's fundraising as part of our wider support for Family Fund.

Josh's marathon perfectly demonstrated how one person's commitment can inspire colleagues across the business while helping improve the lives of families raising disabled or seriously ill children.

Joshua Halliday, London Marathon 2026.

Photo source credit: sportograf.com

Support Family Fund

Our fundraising campaign may be drawing to a close, but every contribution makes a difference.

If you'd like to support our fundraising efforts for Family Fund, you can still donate using the links below. Every contribution, no matter the size, helps support families raising disabled or seriously ill children across the UK.

🩷 Donate to Axcis' Family Fund campaign

🩷 Support Joshua's London Marathon fundraiser

Every Contribution Made a Difference

Josh's marathon was just one example of the many fundraising activities that took place across Axcis.

Throughout our partnership, colleagues supported Family Fund in many different ways.

Some organised fundraising events. Some baked cakes. Some made donations. Others volunteered their time or encouraged family, friends and colleagues to get involved.

Together, these efforts helped raise valuable funds while increasing awareness of the challenges many families raising children with SEND and additional needs face every day.

Looking Back with Pride

Supporting Family Fund was an important chapter in Axcis' commitment to supporting children, young people and families beyond education recruitment.

While charitable partnerships naturally evolve over time, the generosity, enthusiasm and teamwork shown by colleagues throughout this fundraising journey remain something we're incredibly proud of.

Every challenge completed, every cake baked and every donation made helped contribute towards improving the lives of families across the UK.

Our Family Fund Journey

During our partnership with Family Fund, colleagues across Axcis supported the charity through a variety of fundraising activities, including:

Charity bake sales across our branches
Sponsored fundraising events
Joshua Halliday completing the 2026 London Marathon
Axcis matching Josh's fundraising as part of our wider support for Family Fund
Ongoing fundraising and awareness activities throughout the partnership

Together, these efforts helped support Family Fund's mission to improve the lives of families raising disabled or seriously ill children.

Thank You

Thank you to everyone who supported our Family Fund fundraising efforts.

Whether you donated, organised an event, took on a fundraising challenge or simply helped spread the word, every contribution made a difference.

Together, we helped support an incredible charity making a positive impact on families across the UK.

Partner with Axcis - Specialist SEND Teaching Agency

Whether you're an education professional looking for your next opportunity or a school seeking exceptional SEND teaching and education support staff, Axcis is here to help.

As a specialist SEND teaching agency, we support schools, alternative provisions and colleges across England and South Wales while helping education professionals build rewarding careers supporting children and young people with SEND and additional needs.

Alongside our recruitment expertise, we're proud to invest in the people and communities we support through professional development, wellbeing initiatives and charitable partnerships.

Explore Axcis

Looking for your next role?
Register your interest with Axcis to discover flexible supply, long-term and permanent opportunities.

Looking to recruit?
Submit an enquiry to Axcis to find out how we can help your school recruit high-quality SEND teaching and education support staff.

Using BSL in Schools: Insights, Careers & Resources for Inclusive Education

Mon, 22 Sep 2025 16:27:24 +0100

Why Your BSL Skills Are Invaluable in SEND Education

British Sign Language (BSL) is more than just a communication tool; it’s a gateway to inclusion, belonging, and access for thousands of deaf and hearing-impaired students across the UK.

If you're qualified in BSL or working towards it, your skills are in high demand in mainstream and specialist school settings. Your ability to sign can help bridge communication gaps, support learning, and transform outcomes for pupils with additional needs.

Whether you’re a teaching assistant, communication support worker, or an educator with a passion for inclusion, this blog offers a roundup of useful insights, guidance, and resources to help you make the most of your BSL journey in education.

Why Your BSL Skills Matter

BSL is the first or preferred language of around 87,000 deaf people in the UK, and it's used by thousands more with additional communication needs.

In education, your ability to sign empowers students by giving them direct access to lessons, instructions, and social interactions. It’s not just about translating speech, it’s about connection, confidence, and helping every pupil feel understood.

Your qualification is a powerful tool for fostering inclusive classrooms and creating learning environments where all children can thrive.

Recognition That Reflects Your Value

In 2022, BSL was officially recognised as a language in UK law, a pivotal moment for the deaf community and for inclusive education.

Now, with a BSL GCSE in development and increasing awareness around communication needs, your skills are more important than ever. Schools are actively seeking staff who can help deaf students access the curriculum and feel part of the wider school community.

How BSL Is Used in the Classroom

As a BSL-qualified professional, you might find yourself supporting pupils in a wide range of ways, such as:

One-to-one or small group support for deaf or hearing-impaired pupils
Signing key instructions or routines to support understanding
Helping to deliver lessons using visual cues and signs
Encouraging peer-to-peer communication and inclusion

BSL can also benefit pupils with autism or other communication differences who respond well to structured visual language.

Career Opportunities for BSL-Qualified Educators

There is a steady demand for BSL-trained staff in education, especially in SEND provisions and specialist settings. Roles might include:

SEND Teaching Assistant (TA)
Communication Support Worker (CSW)
Inclusion or Behaviour Mentor
Support staff in hearing impairment units or resource bases

Whether you're fully qualified or currently studying BSL, there are many ways your skills can be applied in school environments, and every sign you make can make a difference.

Recommended Resources for BSL Educators

Whether you're looking to refresh your knowledge or deepen your expertise, these free and paid tools can help:

British-Sign.co.uk – Courses, quizzes, and fingerspelling charts
Sign BSL – Online BSL dictionary with video demos
Lingvano – Interactive BSL learning platform
National Deaf Children's Society – Guidance, posters, and teaching resources

These platforms are ideal for classroom support staff, trainee teachers, or anyone preparing to work with deaf students.

Because Inclusion Starts With Communication

Every sign you make in the classroom helps remove barriers, fosters confidence, and makes sure no child feels left behind. When you sign, you’re not just supporting learning, you’re supporting dignity, visibility, and access.

If you’re ready to take the next step in your BSL career, register with Axcis today. We work with mainstream and specialist schools across the UK who are actively seeking BSL-qualified staff to support their students.

Know someone who’s BSL-qualified? Please share this blog with them because your share might help place the perfect candidate in a school that needs them.

Together, we can make classrooms more inclusive, one sign at a time.

Axcis Candidate of the Term Awards

Tue, 09 Sep 2025 14:59:18 +0100

Celebrating the Best in SEND Teaching and Support Staff

Did You Know Axcis Celebrates a Candidate of the Term?

At Axcis, we believe that outstanding work deserves to be recognised, and that’s why, every term, we shine a spotlight on the exceptional teaching and support staff working in schools and alternative provisions across the country through our Candidate of the Term programme.

Whether it's a teaching assistant who goes above and beyond to support a child with complex needs or a teacher who consistently brings positivity, patience, and professionalism into the classroom, these individuals are the heartbeat of what we do, and we want to celebrate them.

How Does It Work?

Every academic term, Axcis encourages schools, alternative provisions like PRUs (Pupil Referral Units), and other specialist educational settings to submit nominations for any Axcis candidate who has made a meaningful impact in their setting.

We ask consultants to reach out to their school partners to gather feedback and encourage them to submit nominations. This could be:

A note of thanks from a school leader
A story about a candidate going above and beyond
A general acknowledgement of outstanding service

These nominations are collected and reviewed by the Axcis team, and from there, winners are selected for each region.

🎉 Winners receive a gift voucher and a certificate as a small token of our appreciation.

✨ Nominees receive a certificate to acknowledge their contribution and commitment for going the extra mile.

Why We Do It

The Candidate of the Term programme is more than just a gesture; it's a celebration of dedication, passion, and perseverance. Our candidates work in some of the most challenging yet rewarding environments in education, including with pupils who have special educational needs and disabilities (SEND), social, emotional and mental health (SEMH) needs, or those excluded from mainstream education.

Recognising their impact helps build confidence, boosts morale, and reinforces what we already know - that our candidates are truly making a difference.

Recognition at Every Level

Celebrating excellence isn’t new to Axcis. In fact, we’ve been supporting recognition across the SEND sector for many years. We’re proud to have sponsored the nasen Awards since the event’s inception, an annual ceremony that honours individuals and organisations doing exceptional work to support children and young people with SEND.

Whether it’s celebrating nationwide achievements at the nasen Awards or recognising the day-to-day heroes through our Candidate of the Term awards, Axcis is committed to shining a light on the people making a real difference.

Help Us Celebrate More Axcis Stars 🌟

If you work with an Axcis candidate who deserves recognition, don’t keep it to yourself! Speak to your Axcis consultant about submitting a nomination or reach out directly to your local branch. You never know how much a simple “thank you” can mean to someone who gives their all, every single day.

Want to see some of our past winners?

Together, let’s continue to champion the incredible work being done in SEND education.

Your Next Education Role Starts with Axcis

Wed, 16 Jul 2025 11:04:00 +0100

Are you ready to find a role that truly matters?

Whether you're an experienced SEND professional, a teacher, an Early Career Teacher (ECT) beginning your journey in the classroom, a graduate exploring your first position in a school, or someone considering a rewarding career change, Axcis Education Recruitment has exciting opportunities available right now.

We partner with schools, specialist SEND provisions, and alternative education provisions across England and South Wales who are all actively seeking passionate, caring, and dedicated staff to support vulnerable children and young people.

Axcis is a long-standing corporate partner of nasen (The National Association for Special Educational Needs) and is proud to be part of Edwin, one of the UK's leading education services groups. When you register with us, you're backed by real sector expertise and a network built around education.

1. Why Register with Axcis?

At Axcis, we specialise in SEND recruitment and place candidates into a broad range of school environments, including:

Nursery schools
Primary schools
Secondary schools
FE or Post 16 Colleges
Pupil Referral Units (PRUs)
Alternative provisions
Specialist SEND schools

We recruit for a variety of roles to suit different skills, experience levels, and career goals, including:

Teaching Assistants (TAs) or Higher Level Teaching Assistants (HLTAs)
SEND Support Staff
Behaviour Mentors or TAs with SEMH experience
Learning Support Assistants
Autism or Non-verbal Communication Support Workers
Nursery Assistants
Lunchtime Supervisors
Exam Invigilators
Teachers
Cover Teachers
Early Career Teachers (ECTs)
SENCOs (Special Educational Needs Coordinators)

Whether you're looking for full-time, part-time, temporary, or long-term work, we'll help you find the right fit.

2. No Experience? No Problem.

You don't need years of classroom experience to begin a fulfilling career in SEND education. Axcis welcomes candidates from all backgrounds, including:

Graduates (including psychology, mental health, and social science)
Early Career Teachers (ECTs) completing or recently finishing their induction
Career changers
Youth workers
Sports coaches
Support workers
Parents and carers with transferable skills
Job seekers looking to gain school-based experience

If you're an ECT, Axcis can help you find placements that support your induction, build your confidence, and set the foundation for a long and rewarding teaching career. We understand the ECT journey and work hard to match you with schools that will genuinely invest in your development.

If you're passionate about supporting children and young people more broadly, many schools value attitude, empathy, and a willingness to learn just as highly as formal qualifications. We'll help you take that first step with confidence.

Please note: to register with Axcis you must already be living in the UK with the right to work in the UK, and be based within our service areas across England and South Wales.

3. Local Opportunities, Expert Support, and Trusted Sector Credentials

Our specialist recruitment teams work across England and South Wales, helping candidates find opportunities close to home. We take the time to understand your skills, interests, and ambitions so we can match you with schools and provisions where you'll truly thrive, not just fill a vacancy.

Axcis is a long-standing corporate partner of nasen, the leading professional organisation supporting those who work with children and young people with SEND. This partnership reflects our deep commitment to the SEND sector and keeps us connected to the latest thinking, policy, and best practice in special educational needs and disabilities.

We are also proud to be part of Edwin, one of the UK's leading education services groups. Being part of Edwin means our candidates benefit from the backing of a wider network of education expertise, resources, and support.

Where We Work

We currently place candidates across the following areas:

Axcis London: All London boroughs, Surrey, Kent, Essex, Buckinghamshire, Berkshire, Hertfordshire

Axcis South West: Bristol, South Gloucestershire, Gloucestershire, Swindon, Wiltshire, Bath and North East Somerset, North Somerset, Somerset

Axcis Devon, Dorset and Cornwall: Exeter, East Devon, Torbay, South Hams, North Devon, Plymouth, Bude, Bodmin, St Austell, Newquay, Truro, Falmouth, Penzance, Dorset

Axcis Liverpool: Cheshire West, Chester, Chorley, Halton, Knowsley, Lancashire, Liverpool, Ormskirk, Preston, Sefton, St Helens, Warrington, Widnes, Wigan, Wirral, Wrexham

Axcis Manchester: Manchester, Stockport, Tameside, Oldham, Rochdale, Bury, Bolton, Salford, Trafford, Cheshire East, Derbyshire

Axcis Midlands: West Midlands (Birmingham, Solihull, Wolverhampton, Dudley, Walsall), Telford & Wrekin, Staffordshire (including Stoke-on-Trent & Rugeley), Worcestershire, Warwickshire (including Warwick, Rugby, Leamington Spa, Stratford-upon-Avon, Nuneaton & Bedworth), Cambridgeshire, Coventry, Leicestershire, Oxfordshire, Northamptonshire, Peterborough, Shropshire (including Shrewsbury)

Axcis South Wales: Blaenau Gwent, Bridgend, Caerphilly, Cardiff, Merthyr Tydfil, Monmouthshire, Neath Port Talbot, Newport, Rhondda Cynon Taff, Swansea, Torfaen, Vale of Glamorgan

Don't see your area listed? Register anyway and speak to your nearest consultant - we're always expanding.

4. Free CPD and Ongoing Career Development

As a registered Axcis candidate, you'll gain access to a range of free, certified Continuing Professional Development (CPD) resources designed to help you through the Axcis Academy in partnership with the National College:

Build confidence working in SEND settings
Develop classroom and behaviour management skills
Strengthen your safeguarding knowledge
Advance your professional development at every stage

For ECTs in particular, ongoing CPD is a vital part of your induction period, and we're here to support that from day one.

We're committed to supporting your growth, from your first placement to your long-term career.

5. New Roles Added Every Day

Education vacancies move quickly, especially in the SEND sector. New teaching assistant jobs, SEND support roles, Teaching or ECT positions, and school opportunities become available daily across England and South Wales. Even if you don't see your ideal role listed today, registering with Axcis means you can:

Create your candidate profile
Use the Axcis App to quickly and easily update your availability, and more
Speak directly with a local consultant
Receive alerts for suitable new roles
Be considered for vacancies before they're advertised publicly

Your next role could already be waiting.

6. Refer a Friend and Earn Rewards

Know someone who'd be great in education? Refer them to Axcis, and you could earn a £50 Amazon voucher through our referral scheme while helping someone you know start a rewarding new career, and there's even a bonus for them, depending on the T&Cs, of course, but it's a win for everyone.

Make a Difference - Starting This September

The new academic year is the perfect time to find your next role in education. Every day in a school is an opportunity to make a real difference in a child's life.

Whether you're an experienced SEND specialist, a teacher, an ECT ready to begin your induction, or someone taking their very first steps into education, Axcis Education Recruitment is the teaching agency that is here to help you find meaningful work across England and South Wales where your skills and compassion truly matter.

How to Prepare for Your First Day in a SEND Setting

Tue, 08 Jul 2025 12:00:00 +0100

Starting a new role in a special educational needs and disabilities (SEND) setting is an exciting opportunity, but it’s completely normal to have a few first-day butterflies! Whether you're a seasoned educator stepping into a new environment or supporting children for the very first time, a bit of preparation goes a long way.

Here’s how to set yourself up for success on day one:

1. Confirm the Details

Save your Axcis consultant’s contact details in your phone and keep a hard copy as well in case you misplace your phone and need to contact them for support on the day.
Check the Axcis App beforehand for booking details, including the school’s name, contact person, address, and map link.

Don’t have the Axcis App yet? Download it now on Google Play or the Apple Store.

Plan your journey in advance: Check bus/train timetables or parking options and give yourself extra time for delays.
Understand school-specific policies: Every school is different, so make a note to gather all relevant information from the contact person on arrival.

Examples include:

· The school’s Safeguarding and Behavioural Policies
· EHCP plans for each student that you’ll be supporting
· Ask if there is any information you need to know about the setting or students.

Dress code: All Axcis candidates complete our safeguarding training, which includes key guidance on the appropriate dress code. When in doubt, opt for smart-casual and always avoid jeans, open-toed or high-heeled shoes, or shorts (unless you’re in a PE or outdoor role).

2. Pack the Essentials

Here’s a quick checklist of what to bring:

Notepad, pens, and any stationery you may need for the day
Your photo ID and your DBS certificate
A packed lunch, snacks, and a refillable water bottle

3. Observe, Listen, and Adapt

No two SEND settings are alike. Take time to:

Observe how staff interact with students
Learn the school’s routines and expectations
Identify communication strategies in use (e.g. visuals, Makaton, BSL)

🙋 Don’t be afraid to ask questions! Showing a willingness to learn is always appreciated.

4. Stay Calm and Be Flexible

Working in SEND often means embracing the unexpected. Students may need extra time, or activities may shift midday. Your ability to remain calm, patient, and adaptable is key.

5. Reflect and Check In

At the end of the day, take a moment to reflect:

What went well?
What did you learn?
Is there anything you’d like more support with?

Your Axcis consultant is always happy to hear how it went and guide you if needed.

Bonus Tip: Keep Growing

Want to boost your confidence even further? Registered Axcis candidates get free access to Axcis Academy, our CPD platform powered by The National College, with over 1,400 webinars and 180+ courses tailored to SEND professionals.

👉 Click here to explore Axcis Academy

Still Looking for Your Next Role?

Axcis is always on the lookout for passionate teaching and support staff to join our growing community. Whether you're new to SEND or an experienced professional, we’d love to help you find a rewarding position that fits your skills and interests.

👉 Register with Axcis today

Remember, your presence makes a difference. You’re not just filling a role, you’re helping to shape a better future for the young people you support. Good luck, and enjoy the journey!

What Schools Actually Notice on SEND CVs

Tue, 27 May 2025 14:00:00 +0100

When schools review applications for SEND teaching and education support roles, they are often looking beyond qualifications alone.

In busy education settings, CVs may be reviewed quickly at first. SENCOs, school leaders and hiring teams are often trying to answer one important question:

Can this candidate realistically support the children and young people in our setting?

That is why the strongest SEND CVs are not necessarily the longest. The CVs that stand out clearly explain the candidate’s experience, approach, communication skills and ability to provide consistent support.

Whether you are applying for a SEND teaching role, teaching assistant position, learning support role, one-to-one support position or another education support opportunity, understanding what schools notice can help you present your experience more effectively.

What do schools look for on a SEND CV?

Every school and role is different, but hiring teams commonly look for:

Relevant SEND experience
Clear descriptions of previous responsibilities
A calm, consistent and individualised approach
Communication and relationship-building skills
Transferable experience from other sectors
Evidence of impact where appropriate
Accurate practical information
A clear and easy-to-read structure

Your CV should help a school understand where you have worked, whom you have supported and how you approached your responsibilities.

Make your SEND experience specific

One of the first things schools may notice is whether you clearly explain the settings, age groups and individual needs you have experience of supporting.

Instead of writing:

“Worked with SEND pupils.”

Give enough context to help the reader understand your experience. Depending on your background, this could include supporting:

Autistic children and young people
Pupils with ADHD
Social, emotional and mental health needs
Speech, language and communication needs
Moderate, severe or profound and multiple learning difficulties
Sensory processing differences
Physical disabilities or mobility requirements
Learners who benefit from individualised behaviour support
Children and young people in alternative provisions

Do not simply add a long list of diagnoses or abbreviations. Where possible, briefly explain the type of support you provided and the environment in which you gained that experience.

For example:

“Provided one-to-one and small-group classroom support for autistic pupils and pupils with speech, language and communication needs in a mainstream primary school.”

This gives the school a much clearer picture of your experience than a broad statement about having worked in SEND.

Communication and consistency matter

Many SEND teaching and support roles involve much more than supervising pupils or assisting with classroom tasks.

Schools may look for candidates who can:

Remain calm when situations change
Communicate clearly with pupils and colleagues
Follow established routines and support plans
Respect different communication preferences
Support emotional regulation
Build professional, positive relationships
Work consistently as part of a wider team
Create a safe and supportive learning environment

These qualities can be as important as qualifications or the number of years you have worked in education. Include clear examples rather than relying only on words such as “patient”, “caring” or “reliable”.

Transferable experience can strengthen your CV

You may already have valuable skills even if you have not worked in a school before.

Relevant experience may come from:

Care or support work
Youth work
Sports coaching
Childcare
Mentoring
Community work
Mental health support
Residential support
Creative, drama or activity-based work with children and young people

Do more than name the sector. Explain the relevant skills you developed, such as adapting your communication, maintaining professional boundaries, following support plans or helping someone participate in an activity.

Be honest about the experience you have. Transferable skills can be valuable, but they should not be presented as direct school or SEND experience when they are not.

Avoid a generic CV profile

One of the most common weaknesses on education CVs is a profile that sounds positive but does not tell the reader anything specific.

For example:

“Hardworking team player with a passion for education.”

Although this is positive, it does not explain your experience, strengths or preferred area of work.

A stronger profile could briefly cover:

Your current or most relevant role
The education settings in which you have worked
The age groups or learners you have supported
Your strongest relevant skills
The type of role you are seeking

Keep your profile concise. Its purpose is to give the reader a useful introduction, not to repeat your entire employment history.

Show your impact and approach

Schools are not necessarily expecting a corporate-style CV filled with statistics. They usually want to understand what you did and how you supported pupils.

Instead of writing:

“Supported pupils during lessons.”

You could write:

“Supported autistic pupils and pupils with social, emotional and mental health needs to engage in classroom activities and move between lessons using the setting’s established routines and communication approaches.”

This gives the school more information about the learners, the environment and your approach.

Where appropriate, you can include examples of progress or positive impact. Keep these accurate and do not claim sole responsibility for an outcome that resulted from the work of a wider team.

Include useful practical information

Schools and teaching agencies also need practical information to understand whether a role is suitable.

Make sure your CV or candidate profile accurately reflects:

Your general location
Your recent education experience
The age groups you have supported
Your relevant SEND experience
Your qualifications and completed training
Your driving status, if relevant to the roles you are seeking
Any employment gaps that require a brief explanation

Your current availability, travel range and setting preferences can change more frequently than your CV. Keep those details updated directly with your teaching agency rather than relying on an older CV to communicate them.

Make your CV easy to read

A clear structure helps a busy reader find the information they need.

Use:

Clear section headings
A straightforward font
Consistent formatting
Short paragraphs and concise bullet points
Employment dates that are easy to follow
Your most relevant experience near the beginning
Careful spelling and proofreading

Avoid decorative layouts, excessive colours or complicated columns that make the information harder to scan. A simple, well-organised document is usually more useful than an elaborate design.

Protect confidential information

Your CV should demonstrate your experience without identifying individual children, families or confidential situations.

Do not include:

A child or young person’s name
Information that could make a learner identifiable
Private medical or safeguarding details
Confidential information about a family
Sensitive details about a former school or colleague

You can explain the type of support you provided without sharing personal details.

Help schools picture you in their setting

A strong SEND CV helps a school understand how your experience and approach could translate into its environment.

Be clear, relevant and honest. Explain what you have done, the settings in which you gained your experience and the individualised support approaches you have used.

Once your CV helps you secure an interview, the next step is explaining that experience confidently. Read Ace Your SEND Education Job Interview for practical interview guidance.

Frequently asked questions

How long should a SEND CV be?

There is no single required length. Your CV should be long enough to explain your relevant experience clearly without including unnecessary repetition. For many candidates, two or three well-structured pages may be sufficient, although more experienced professionals may require additional space.

Should I list every type of SEND I have encountered?

No. Focus on relevant experience that you can explain honestly. Briefly describe the learners you supported, the setting and the support you provided instead of adding a long list of diagnoses without context.

Can I apply for SEND roles without school experience?

Some entry-level roles may be open to candidates with relevant transferable experience from care, youth work, coaching, childcare, mentoring or support work. Requirements vary, so explain your transferable skills accurately and check the essential criteria for each position.

Should I tailor my CV for each SEND role?

Yes. You do not need to rewrite the entire document, but you should make your most relevant experience easy to find and reflect the essential requirements of the role.

Should I include a photograph on my CV?

A photograph is not normally necessary when applying for education roles in the UK. Use the available space to explain your relevant experience, skills and qualifications.

Should I explain gaps in my employment history?

Yes. Because employment history is relevant to safer recruitment in education, make sure your dates are clear and provide a brief, honest explanation for gaps where appropriate. Your teaching agency may ask for further information during registration and compliance checks.

Looking for your next SEND education role?

Axcis Education is a specialist SEND teaching agency supporting teachers, teaching assistants, learning support assistants and other education support staff across England and South Wales.

Keep your CV current, explain your experience clearly and tell us about the roles, locations and education settings you would like to consider.

Search our latest education jobs Register with Axcis Education

This article provides general CV guidance. Requirements vary between roles, schools and education settings, so always review the individual job description and application instructions.

Why SEND Education Could Be the Career Move You Didn’t Know You Needed

Wed, 21 May 2025 15:00:00 +0100

Are you feeling stuck, uninspired, or burnt out in your current teaching or classroom support role? Maybe you’ve been in mainstream education for a while and crave more meaningful, one-to-one connections. Or perhaps you're exploring a new career path that allows you to genuinely make a difference every single day.

If this sounds familiar, it might be time to consider a rewarding move into SEND (Special Educational Needs and Disabilities) education, and Axcis is here to help.

1. Make a Tangible, Daily Impact

In SEND education, progress looks different, and that’s what makes it powerful. Whether you're helping a non-verbal child communicate using visual communication or supporting an autistic student through their school day, the impact you make is real, measurable, and felt immediately.

👣 Every small step forward is a giant leap for a SEND learner, and you'd become part of that empowering journey.

2. Experience More Meaningful Connections

Working closely with a smaller number of pupils often means you’ll develop strong, trusting relationships. Many SEND professionals say the emotional connection they build with students is what keeps them motivated and fulfilled.

💬 You’re not just delivering lessons; you’re changing lives.

3. Break Free From Burnout

SEND settings tend to offer a slower pace, smaller class sizes, and more support from specialist staff. For many, the move into SEND has reignited their passion for teaching, offering a better balance and deeper sense of purpose.

🌱 Feel re-energised in a role that truly values your presence and input.

4. Gain Specialist Skills and Confidence

With Axcis, you don’t need SEND experience to get started. All you need is a passionate desire, empathy and compassion to commit to empowering and making a positive difference in the lives of children or young people with additional needs like SEND, SEMH (Social, Emotional, Mental Health). We provide free, high-quality CPD through The Axcis Academy in partnership with The National College. With over 180 online courses and 1,400+ on-demand webinars, you can develop your skills at your own pace.

🎓 Learn everything from Autism Awareness to Challenging Behaviour and Mental Health support for students, Safeguarding, and more, with full support from our team.

5. Join a Supportive Network That Puts You First

At Axcis, we specialise in SEND recruitment. That means our consultants understand the schools, the students, and the needs of the people we place. We work with thousands of schools across England and Wales and pride ourselves on matching you with the right role, not just any role.

🤝 Whether you're looking for part-time, full-time, short-term or permanent work, we’ve got you covered.

Ready to Make the Move?

You don’t need to wait for a sign, this is it. If you’re ready to turn your passion for education into purpose-driven work, SEND could be the career move you didn’t know you needed.

👉 Register with Axcis today and start your journey into SEND education:
🔗 https://www.axcis.co.uk/register/

Not for you, but you know someone who might be interested

Axcis offers a generous Refer a Friend program that benefits both you and your friend(s) - everyone wins! Go ahead and click here to learn more.

What Makes a Great SEND Teaching Assistant?

Fri, 09 May 2025 12:00:00 +0100

Working as a SEND (Special Educational Needs and Disabilities) Teaching Assistant is one of the most rewarding roles in education, but also one of the most challenging. At Axcis, we believe that behind every successful SEND placement is a Teaching Assistant with a unique blend of compassion, resilience, and adaptability.

So what exactly makes a great SEND TA? Whether you're new to the profession or thinking of registering with Axcis, here are some key qualities schools look for and why they matter so much in the SEND classroom.

1. Patience is Everything

Students with additional needs may require more time to complete tasks, express themselves, or regulate their emotions. A great SEND TA remains calm, supportive, and encouraging, no matter how challenging the day becomes.

🧘 Patience helps build trust and keeps the learning environment safe and consistent.

2. Emotional Resilience

Some days can be tough, emotionally and mentally. A great TA doesn’t take things personally and can bounce back with positivity. They are calm in a crisis and can provide steady support during difficult moments.

💪 Your resilience creates stability for the students who need it most.

3. Strong Communication Skills

Whether it’s verbal, visual, or non-verbal communication (such as Makaton or BSL), being able to understand and be understood is essential. Great TAs also communicate well with teachers, parents, and therapists.

🗣️ Every successful team starts with good communication.

4. Teamwork & Initiative

SEND TAs are often part of a larger team that includes teachers, support staff, and external specialists. Being a team player who can also take initiative makes a huge difference in how seamlessly the classroom runs.

🤝 You’re never working alone, but your contribution matters every single day.

5. Flexibility & Adaptability

Plans often change, especially in SEND environments. A great TA adapts their approach to meet the needs of each student and is ready to shift roles, techniques, or expectations at a moment’s notice.

🔄 Being flexible means you’re always putting the student’s needs first.

6. Desire to Learn and Grow

SEND education is constantly evolving. Great TAs actively seek out opportunities to learn new strategies and interventions. At Axcis, we support this with free access to 180+ online CPD courses through The Axcis Academy.

🎓 Professional development empowers you and your students.

Could You Be a Great SEND TA?

If you're passionate about making a difference, love working with children or young people with special educational needs and disabilities, and have the right mindset, this could be the perfect job role for you. At Axcis, we work with schools across England and Wales to place amazing people like you in meaningful SEND roles.

👉 Ready to take the next step?

Win a Free Ticket to nasen LIVE 2025

Mon, 28 Apr 2025 12:00:00 +0100

Win a Free Ticket to nasen LIVE 2025 – Worth £109!

We’re thrilled to be once again sponsoring nasen LIVE – the must-attend annual event for professionals working in special educational needs and disabilities (SEND).

Taking place on Friday 4th July 2025 at the Vox Conference Centre, Birmingham, nasen LIVE 2025 will focus on the theme: “Preparation for Life.”

This year’s agenda shines a spotlight on:

- How technology is empowering learners
- The positive impact of alternative provision

Real-life success stories from educators and young people alike.

Expect an inspiring day packed with practical insights, expert speakers, and the opportunity to connect with like-minded professionals committed to inclusive education.

Axcis and nasen: A Proud Partnership

At Axcis, we’ve proudly supported nasen for over a decade, and our partnership has continued to go from strength to strength.

Through our sponsorship, we help nasen offer high-quality CPD, resources, and support to teachers, leaders, SENCOs and support staff working across the UK through platforms like Whole School SEND. This plays a vital role in improving outcomes for children and young people with SEND by helping schools to embed inclusive practices at every level.

Whether it’s sponsoring key events like nasen LIVE, contributing to nasen Connect magazine, or championing inclusive recruitment through our own services, Axcis is committed to supporting the SEND community.

Enter to Win a Free Ticket – Worth £109!

To celebrate our ongoing partnership, we’re giving away a FREE ticket to nasen LIVE 2025 (normally priced at £109).

Click here to enter and be in with a chance to join us at this inspirational event.

Let’s keep working together to empower educators, uplift learners, and make SEND support stronger across every setting.

How Axcis Can Support You

Whether you're a school in need of dedicated SEND staff, or a teacher or SEND education support professional seeking your next role in a setting where you can truly make a difference – Axcis is here to help.

With over 20 years’ experience and a specialist focus on SEND, we take the time to understand your unique needs and match the right people with the right roles. From day-to-day supply to long-term and permanent placements, we’ve got you covered.

Scan the QR to get in touch with your local Axcis team today to find out how we can support your recruitment or career journey, or go to our Contacts page to find your closet Axcis team for direct support.

Together, we can create brighter futures for every learner.

This giveaway is exclusively for Axcis clients.

Entries close at 6pm on Friday, 30th May 2025.

For full details, view our giveaway terms and conditions here.

5 Practical Strategies to Support Inclusive Learning

Wed, 22 Jan 2025 12:20:00 Z

5 Practical Strategies to Support Inclusive Learning

At Axcis Education Recruitment, we are dedicated to connecting exceptional SEND professionals with schools that truly value their expertise. We understand the challenges educators face in meeting diverse needs in the classroom. That’s why we’re sharing five practical strategies to help you create an inclusive, effective learning environment for every student.

Supporting students with special educational needs and disabilities (SEND) requires a tailored approach that meets diverse learning needs. Here are five proven strategies to create an inclusive and effective learning environment for all students:

1. Supporting Autistic Students

Strategy: Use clear, literal language and avoid idioms.

Classroom Tip: Create a visual schedule and provide advance notice of any changes.

Why it works: Predictability and clear communication reduce anxiety and support understanding.

2. Supporting students with ADHD

Strategy: Break tasks into smaller, manageable steps.

Classroom Tip: Allow movement by incorporating activities like standing desks or task-based movement.

Why it works: Providing structure and physical outlets helps students stay focused.

3. Supporting students with Dyslexia

Strategy: Provide multi-sensory learning opportunities, such as using touch, sight, and sound.

Classroom Tip: Use audiobooks and coloured overlays for reading materials.

Why it works: Multi-sensory approaches engage different areas of the brain, improving comprehension.

4. Supporting Students with Speech and Language Disorders

Strategy: Use visual aids and gestures to reinforce verbal instructions.

Classroom Tip: Provide extra time for responses and encourage peer interaction during discussions.

Why it works: Visual support and patience foster confidence and understanding.

5. Supporting Students with Social, Emotional, Mental Health (SEMH) needs

Strategy: Develop a behaviour management plan tailored to individual needs.

Classroom Tip: Use positive reinforcement and provide a safe space for self-regulation.

Why it works: A structured, supportive approach builds trust and encourages self-control.

The key to supporting SEND students lies in understanding their individual needs and implementing strategies that enable them to thrive. By continuously reflecting on and adapting your approach, you can create a nurturing environment where every student has the opportunity to succeed.

Axcis Academy

Did you know that Axcis has a CPD Academy to help registered candidates boost their careers? Click here to learn more about the Axcis Academy.

Refer and Earn with Axcis

Axcis offers a unique Refer a Friend bonus that allows you and the person you refer the opportunity to earn. Everyone wins! Click here to find out how to refer your SEND educator friends.

Ready to make a difference in education?

Whether you’re a passionate candidate seeking new opportunities or a school looking for dedicated staff, Axcis is here to support you every step of the way. Choose Axcis as your preferred agency and let’s work together to create an inclusive and enriching learning environment for all. Contact us today to get started! Email info@axcis.co.uk or call us at 0207 580 2956

Don’t forget about the Axcis app and be in with a chance to win a £25 Amazon voucher!!

Thu, 07 Nov 2024 12:00:00 Z

Download the Axcis app today and be entered in to a prize draw to win a £25 Amazon voucher

These days, we all love an app - there are apps for literally everything, from managing your finances to swapping your face with a friend! But did you know that Axcis has an app that can help streamline your working life, too?

Top 5 reasons to download the Axcis app

Frustrated with filling out your timesheet on a web page? You can now do it on our specially adapted app interface!
Last minute ‘appointment’ tomorrow? Hop onto the app, update your calendar and make sure we know not to call you at 7am.
Not sure what work you have booked in for next week? Just open the app and have a look.
Need to upload supporting documents for your application? You can take pictures via our app and upload them straight to your secure profile – meaning that you get into work more quickly.
And if that wasn’t enough – you can also apply for all our fantastic SEND roles, all at the touch of a button!

What are you waiting for?

Head to the Apple App Store or Google Play Store today to download, or just search “Axcis Education”.

If you log in before the end of Nov 2024, your name will automatically be entered into a prize draw for a chance to win a £25 Amazon voucher. Terms and conditions apply.

Transforming Lives in SEND Recruitment

Thu, 24 Oct 2024 12:20:38 +0100

Transforming Lives in SEND Recruitment: A Conversation with Martin Keddie, Associate Director at Axcis Education

At Axcis Education, we believe that every placement we make has the power to transform lives, particularly when it comes to special educational needs (SEND). In a recent podcast interview, Martin Keddie, our Associate Director of HR & Candidate Management, sat down with Susanna Gray-Jones - an esteemed Rec2Rec Recruitment Leader and friend of Axcis to share insights into his journey and the values that drive Axcis as a leader in SEND recruitment.

In this candid discussion, Martin reveals how his background in teaching and performing arts has shaped his approach to recruitment and how Axcis’s unique focus on consultative, relationship-based recruitment is key to our success.

From the Classroom to Leadership: Martin’s Journey at Axcis

Martin’s journey into recruitment began as a teaching assistant, working directly with children with special educational needs. This hands-on experience provided him with a deep understanding of the challenges that schools and SEND professionals face. His story demonstrates that at Axcis, career growth isn’t just possible—it’s expected. Starting as a candidate, Martin quickly rose through the ranks to become a top-billing consultant and now holds a leadership position, helping shape the future of recruitment at Axcis.

“Axcis allowed me to grow my career, giving me the tools to succeed while ensuring I never lost sight of our core mission—to support children with special educational needs.” – Martin Keddie

Why Axcis? Passion Over Profit

One key theme from Martin’s interview is the genuine passion that drives Axcis recruiters. Unlike some agencies that may focus solely on profits, Axcis is committed to making a real difference in the lives of vulnerable children. By placing the right people in the right roles, we help schools create inclusive learning environments where every child has the chance to thrive.

“SEND recruitment isn’t just about filling vacancies—it’s about making a lasting impact. Every school is unique, and every candidate we place needs to fit the specific needs of that environment.” – Martin Keddie

A Tailored Approach for Schools and Candidates

For schools looking for dedicated SEND professionals, Axcis offers more than just a transactional service. Our consultative approach ensures that we work closely with schools to understand their unique needs and find the perfect match for their environment. Martin shared how his experience on both sides of recruitment - as a candidate and now as a leader - gives him a unique perspective on the importance of tailored recruitment solutions.

“We don’t just place people; we build long-term relationships. We make sure every placement benefits both the school and the professional, creating a positive impact on the students we serve.” – Martin Keddie

Building Strong Relationships in SEND Recruitment

One of the key takeaways from the podcast is the importance of relationships in recruitment. Martin explains that trust and communication are vital—both with candidates and schools. By fostering open lines of communication and supporting candidates throughout their journey, Axcis builds lasting partnerships that set us apart from competitors.

“Recruitment is about relationships. At Axcis, we don’t just focus on the short-term; we’re here for the long haul, ensuring both schools and candidates succeed.” – Martin Keddie

Ready to Transform SEND Recruitment?

Whether you're a school looking for dedicated SEND staff or a professional seeking a career that makes a difference, Axcis Education is here to help. Our consultative, personalized approach ensures that we find the right fit for your needs, creating lasting impact for children with special educational needs.

We invite you to listen to the full podcast episode below, where Martin shares even more insights into what makes Axcis the leader in SEND recruitment.

Click Here to listen on Spotify

Ready to make a difference in education? Whether you’re a passionate candidate seeking new opportunities or a school looking for dedicated staff, Axcis is here to support you every step of the way. Choose Axcis as your preferred agency and let’s work together to create an inclusive and enriching learning environment for all. Contact us today to get started! Email info@axcis.co.uk or call us at 0207 580 2956

Spooky Sensory Fun for SEND Classrooms this Halloween!

Fri, 18 Oct 2024 13:54:42 +0100

Halloween can be a fun and engaging time for students, but it’s important to consider how different activities might affect students with special educational needs and disabilities (SEND). At Axcis, we understand the importance of making these celebrations inclusive and supportive. Here are some sensory-friendly ideas to help make Halloween fun for everyone!

1. Spooky Sensory Bins

Create themed sensory bins using safe and tactile items like dried pasta "brains," rubber spiders, or kinetic sand. These bins allow students to explore textures in a controlled, low-stress environment.

2. Calming Halloween Corners

Set up a “calming corner” with Halloween-themed stress balls, fidget toys, and noise-cancelling headphones. It gives students a safe space to step away if the excitement becomes overwhelming.

3. Pumpkin Decorating (Without the Carving!)

Instead of traditional pumpkin carving, let students decorate pumpkins with paint, stickers, or soft materials. This reduces mess and allows for more sensory-friendly creativity.

4. Sensory-Friendly Costumes

For schools allowing costumes, suggest sensory-friendly options like soft fabric costumes without scratchy tags or props. This makes dressing up more comfortable for students who may be sensitive to textures.

5. Halloween Stories with Visuals

Use Halloween-themed stories with plenty of visuals and interactive elements. Adapt the story for different learning styles by incorporating sound effects or using visual aids like puppets or illustrations.

6. Glow Stick Dance Party!

Organize a low-light, glow stick dance party. The soft lighting and colourful glow sticks can create a visually stimulating yet calming environment. Plus, it’s a great way to burn off some energy!

Keeping it Safe and Fun!

While Halloween is a time for fun and excitement, it's essential to ensure the safety and comfort of all students, especially those with SEND. Always be mindful of sensory triggers and individual needs, and create a safe space for students who may feel overwhelmed. With a little extra planning, you can make this spooky season enjoyable and inclusive for everyone.

At Axcis, we’re committed to supporting SEND educators with fun, practical resources like these. Keep an eye on our social media channels for more seasonal ideas and tips to help you in the classroom!

Not signed up with Axcis yet? We’re always looking for talented SEND teaching and support staff. Register with us today or refer a friend to explore the rewarding opportunities we offer.

Blog Home

Your First Day in a New School or Education Setting: What You Need to Know

Your first-day checklist

What should you confirm before your first day?

What should you wear to work in a school?

What should you take on your first day?

What should happen when you arrive?

What safeguarding information do you need?

What information might you need about the learners you support?

How should you approach learners on your first day?

What if you are asked to do something you have not been trained to do?

What if you do not know what to do?

What should you do at the end of your first day?

You do not have to know everything on day one

Frequently asked questions

Am I expected to know all the school’s routines immediately?

Should I read every learner’s EHCP or support plan?

What should I do if a learner communicates differently from me?

What should I do if a learner becomes distressed?

What should I do if I make a mistake?

Should I contact my teaching agency if there is a problem?

What is the most important thing to remember on your first day?

More advice for your education career

Looking for your next education role?

What to Do When Your Supply Placement Ends: A Guide for Supply Teachers, Teaching Assistants and Education Support Staff

1. Finish your placement professionally

2. Complete your timesheets and outstanding administration

3. Leave an appropriate handover

4. Ask for appropriate feedback

5. Update your CV while the experience is fresh

6. Tell your consultant when you are available

Already registered with Axcis? Update the Axcis App

7. Check your compliance information

8. Continue developing your skills

9. Take time to recharge

10. Reflect on what you want next

Frequently asked questions

When should I tell my teaching agency that I am available?

Should I update my CV after every placement?

What if I only worked at the school for one day?

Should I ask the school for a reference?

Can supply work lead to a long-term or permanent role?

What if my placement ended unexpectedly?

Do I need to register again when a placement ends?

Resources to help you prepare for your next opportunity

Your placement has ended—what happens next?

Ready for your next education opportunity?

Attachment Difficulties in Schools: A Practical Guide for SEND Teachers and Teaching Assistants

What are attachment difficulties?

Why does this matter for SEND supply staff?

What might you notice in the classroom?

Practical tips for your first day in a new classroom

Introduce yourself calmly

Follow the SENDCo/SENCO or Class Teacher's lead

Be consistent

Stay calm during challenging moments

Build trust gradually

Things to avoid

When should you ask for help?

Looking after yourself too

Further reading

Continue developing your SEND knowledge with The Axcis Academy

Frequently Asked Questions

Do I need specialist training to support pupils with attachment difficulties?

What if I don't know a child's background?

Should I tell a child how to behave?

Can supply staff make a difference?

Ready for your next SEND opportunity?

Looking After Your Wellbeing While Working in Education

Why wellbeing matters when you work in education

Notice what affects your wellbeing

Practical ways to support your wellbeing during the school day

Create a transition between work and home

Protect your professional boundaries

Find approaches that work for you

What should supply staff do when a placement affects their wellbeing?

Wellbeing support for registered Axcis candidates

Already registered with Axcis?

When should you seek additional help?

Frequently asked questions