Preparing for your first day in a SEND school
Working with children who have specialist educational needs is incredibly rewarding because no two students are the same—each child brings their own unique strengths and challenges. This diversity ensures that every day is different and filled with new experiences. Your first day should be an exciting opportunity to meet not only your students but also your colleagues, who come from a variety of professional backgrounds, all working together to provide the best possible support for the pupils.
Get to know your students
Working with children who have specialist educational needs is incredibly rewarding because every student is unique, bringing their own strengths, challenges, and individuality to the classroom. This diversity ensures that no two days are ever the same.
On your first day, you may have access to important documents such as each student’s EHCP (Education, Health, and Care Plan) or their personal profile/passport. These resources provide essential insights into their specific needs, enabling you to tailor your support and teaching strategies to everyone.
Class sizes in specialist settings are typically smaller than in mainstream schools, and staffing ratios are often higher. This allows teachers and support staff to focus on meeting the more complex needs of individual pupils, providing them with the dedicated attention and support they require. Having an overview of your students’ interests and triggers, as well as, in some cases, their medical needs, can be incredibly helpful.
Your colleagues, who bring a wealth of experience from various professional backgrounds, can also offer valuable guidance. They may help identify activities that your students will enjoy and respond to positively, as well as highlight potential stressors or challenges to be mindful of. This collaborative and well-supported environment ensures that both students and staff have the tools they need to thrive.
Factor your students needs into your timetable
In an SEND setting, timetables are often more flexible, with shorter activities designed to maintain student engagement and cater to their specific needs. Lessons are typically differentiated, and many students follow personalized curriculums that take a flexible approach to learning. This means being prepared to adapt and change direction in your teaching based on how students are responding in the moment. Your students may also need additional support, such as extra breaks or more time to complete tasks. Taking these aspects into consideration when planning your timetable ensures you’re equipped to meet their individual needs and provide a supportive learning environment.
Consider sensory and hands-on learning
Sensory learning can be important when working with SEND pupils. Considering ways to make your lessons more interactive and researching sensory needs beforehand can be helpful. Sensory learning helps to make your lessons more engaging and accessible. Ask your school about the resources they have available to help promote hands-on-learning and consider how you can incorporate this into your lesson plans.
Ask for feedback
SEND students may face challenges in expressing their difficulties or communicating what they find challenging. Creating accessible and supportive ways for them to provide feedback can help you better understand their needs and adapt your teaching approach. This feedback might highlight specific areas of difficulty in their work or offer insights on how to foster a more inclusive and supportive learning environment.
Recognizing and celebrating small wins is also essential in working with SEND pupils, as these achievements can be significant milestones for them. For instance, helping a non-verbal student communicate through touch or visual aids is a profound step forward in their development. Similarly, encouraging a pupil with Social, Emotional, and Mental Health (SEMH) attending a full lesson and actively engaging in learning is a meaningful accomplishment. By valuing these moments, you not only build confidence in your students but also create a positive, supportive environment that nurtures further progress.