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.

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.

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

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.

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!

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?

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?

The nasen Awards: Celebrating Excellence in Inclusive Education

What Does Emotional Support Look Like in a SEND Classroom?

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

Emotional Support Is Built Into the Everyday

Relationships Are Central to Emotional Support

Supporting Emotional Regulation Throughout the Day

Where SEMH Fits Into Emotional Support

Emotional Support Is Not the Same as Therapy

When Emotional Support Looks Different From One Day to the Next

Learning From Colleagues and SEND Teams

The Role of CPD in Supporting Emotional and SEMH Practice

Considering Your Next Step in SEND Education?

Meet the Axcis Team - HR

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

Your placement-readiness checklist

Is your availability up to date?

How far can you realistically travel?

Have your role and setting preferences changed?

Are your contact details correct?

Is your CV current?

Are your compliance documents current?

Have you completed any new training?

Are you using the Axcis App?

What should you check before accepting a placement?

How should you prepare once a placement is confirmed?

What if you have not worked for a while?

How often should you update your teaching agency?

Frequently asked questions

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

Can I change the types of roles I want?

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

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

Does my DBS certificate expire?

Can updating my availability guarantee me work?

Should I contact Axcis if I accept work elsewhere?