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Exciting New SEND Jobs Available Now for September

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

Are you ready to take your career in education to the next level? Look no further! Axcis offers a wealth of opportunities for the upcoming academic year. Whether you’re an experienced SEND professional or someone eager to break into this rewarding sector, we’ve got something special just for you.

Why choose Axcis?

1. Diverse Roles: From teaching assistants to school leadership positions, we offer a wide range of vacancies. Whether you’re interested in being a lunchtime supervisor, an exam invigilator, or a specialised teacher, we’ve got options that suit your personal situation.

2. Local Connections: Our dedicated teams operate across various regions, ensuring that you find local opportunities. We understand the importance of community connections and will guide you toward the perfect teaching or teaching assistant position right in your neighbourhood.

3. Passion Over Qualifications: At Axcis, we value passion, dedication, and compassion. Our schools are more interested in individuals who genuinely want to make a positive difference in students’ lives. Don’t let qualifications hold you back—your commitment matters most.

4. Free CPD Opportunities: As an added bonus, we offer loads of free Continuing Professional Development (CPD) options. These resources provide valuable insights, tools, and techniques to help you stay ahead in your career.

5. Your Perfect Match Awaits: Even if you haven’t found your dream role on our website today, don’t worry! New positions arrive daily, some filling up so quickly that they don’t even make it to our listings. Register online, create your profile, and we’ll notify you when the perfect match comes along.

6. Refer and Earn: Did you spot a job that would be ideal for a friend or family member? Recommend them to Axcis, and you could earn a £50 Amazon shopping voucher! Learn more about our referral program here and spread the word.

Let’s make a positive impact together as we support not just vulnerable children and young people, but our future generation overall!

Remember, taking action today is the key to unlocking the full potential of your career! So, don't wait! Click here to find your local Axcis team to get hired now.

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.

The Importance of Mental Health Support in SEND Education

Fri, 20 Sep 2024 11:59:43 +0100

In the provision of Special Educational Needs and Disabilities (SEND) education, the focus often lies on academic support and physical accommodations. However, an equally critical aspect that deserves attention is mental health support. Ensuring the mental well-being of both students and staff in SEND settings is paramount for fostering a nurturing and effective learning environment.

Understanding the Mental Health Needs of SEND Students

Students with SEND often face unique challenges that can impact their mental health. These may include social isolation, anxiety, and difficulties with communication. Recognising these challenges is the first step in providing appropriate support. Schools and educators should be equipped with the knowledge and resources to identify signs of mental distress to be able to intervene effectively.

Strategies for Supporting Student Mental Health

Creating a Safe and Inclusive Environment: Establishing a classroom atmosphere where students feel safe, respected, and included can significantly reduce anxiety and stress. This includes promoting positive interactions and celebrating diversity.

Implementing Individualised Support Plans: Tailoring mental health support to the individual needs of each student is crucial. This might involve working with mental health professionals to develop personalised strategies and interventions.

Encouraging Open Communication: Providing students with opportunities to express their feelings and concerns can help them feel heard and understood. Regular check-ins and the use of communication aids can facilitate this process.

Incorporating Mindfulness and Relaxation Techniques: Teaching students mindfulness practices and relaxation techniques can help them manage stress and improve their emotional regulation.

Utilising Team Teach and Positive Behaviour Management: For students exhibiting challenging behaviour, employing strategies like Team Teach and positive behaviour management can be highly effective. These approaches focus on de-escalation techniques and creating a supportive environment that encourages positive behaviour.

Supporting the Mental Health of SEND Educators

The well-being of educators is just as important as that of students. Teaching in SEND settings can be demanding, and educators may experience burnout or compassion fatigue. Here are some strategies to support their mental health:

Professional Development: The Axcis Academy offers registered Axcis Candidates a range of courses and webinars through the National College for free to aid with their tools and techniques for stress management, self-care, and mental health awareness to empower educators to take care of their own well-being. Additionally, training in Team Teach and positive behaviour management can equip staff with the skills needed to handle challenging situations effectively.

The Axcis Academy also offers a plethora of courses and webinars to help you in your roles as educators.

Mental Health Resources: A lot of schools usually offer, great, supportive cultures. Remember to get in touch with your consultant if you are unsure about something or need some advice reading whatever you are experiencing in your ad-hoc role as an Axcis candidate that could potentially be affecting your mental health or well-being. If you are a permanent member of staff at a school seek support from your team leaders. There are also charities like Education Support which specialise in supporting the mental health and wellbeing of teachers and education staff in schools, colleges and universities. Call their freephone number to see if they can assist you in any way - 08000 562 561

Work-Life Balance: Work-life balance is important for any job. You can only help others when you are in a good state of mental health and wellbeing so take some time to take care of yourself. Set realistic expectations for yourself, and participate in practices that help you from burning out, whether that's nature, running, mindfulness, motivational content, reading etc. By empowering your mental health and well-being you're able to empower and inspire others, creating happier students and communities overall.

Mental health support is a vital component of SEND education. By prioritising the mental well-being of both students and educators, we can create a more supportive and effective learning environment. Schools must take proactive steps to integrate mental health strategies into their daily practices, ensuring that everyone in the SEND community can thrive. For students exhibiting challenging behaviour, employing strategies like Team Teach and positive behaviour management can make a significant difference, fostering a safe and supportive atmosphere for all.

Let's work together to make the differences that impact and empower.

Don't forget to update your availability using the Axcis App or get in touch with your consultant if you're looking for another booking. Most of all, don't forget to check out the Axcis Academy and enrol for your next CPD to boost your career prospects.

ECT Teaching Jobs

Fri, 03 Mar 2023 14:51:00 Z

Are you an ECT (Early Career Teacher) looking for a SEND teaching job? Find out how Axcis can help you!

Who are Axcis Education?

Axcis are the leading company specialising purely in special educational needs and disabilities (SEND) recruitment. With over 20 years of experience in the industry, Axcis have a team of dedicated consultants – many of whom come from a SEND background themselves – who can help you to find SEND teaching jobs in both mainstream and specialist settings across England and Wales.

Why ECTs should consider a SEND teaching job with Axcis

Full and part-time teaching and support work available
Gain SEND experience in a range of schools before deciding on your preferred area of the education sector
Develop your knowledge and understanding of SEND – become a more rounded education professional
Excellent training and development opportunities
Competitive rates of pay
Flexibility with level of commitment required
Permanent opportunities available which offer full induction support

What do other ECTs say about working for Axcis?

I registered with Axcis because my second placement school during my PGCE were not able to offer me a permanent post and I decided to explore special needs and find out whether this was a good option for my personal career path. I didn’t have much SEN experience (just what my PGCE had covered), but my consultant at Axcis was great and asked me lots of questions about what I was looking for and how my current skills and experience could fit into a SEN setting. I did a few days of supply work at different schools and quickly learned that special needs schools can be very different to each other! I really enjoyed working at an MLD school and was surprised at just how quickly I fitted in. After a term of supply, the school offered me a permanent contract and are supporting my Induction. I couldn’t be happier with how things turned out – thank you Axcis! Jenny, Primary Teacher

Sounds Interesting – what’s next?

If you are interested in finding an ECT SEND teaching job with Axcis, you can either call your local branch for a chat, or you can register online – it takes just 5 minutes and one of our consultants will be in touch. You’ll have a no-pressure chat about what you are looking for and what skills you can offer, and if we feel we can help you, and you feel that we are the right company for you, we will ask you to come in and have a registration interview. From there you could be out working as quickly as the next day! There is no charge for our service, so what do you have to lose?

Refer other ECTs and get a bonus

It’s worth noting that Axcis offer a generous referral bonus – so if you know any other friends who might be interested in a role with us, why not take a look at how it works, and refer them to us today? Click here to find out more.

nasen LIVE 2023

Fri, 02 Dec 2022 18:07:12 Z

We are delighted to confirm that nasen LIVE will return to the Vox Conference Centre in Birmingham on July 7th 2023!

Make sure you join our partners, nasen, for a host of unmissable workshops and panels as they return for another essential SEND event, themed ‘SEND and Beyond.’

Their Early Release tickets are now officially on sale! Be Quick! Early Release tickets are limited to the first 100 purchasers, so make sure you secure yours today.

If you aren't nasen member already, make sure that you sign up for their free membership to receive their regular newsletter which will include the latest speaker and exhibitor announcements.

We look forward to seeing you at the show!

Not sure what to expect from nasen LIVE? Take a look at the post-event video below from the nasen LIVE 2022 show to hear from a wealth of delegates, speakers and SEND specialists on exactly what makes nasen Live so special.

Testimonials

Wed, 02 Nov 2022 12:00:00 Z

We’re proud of the service we provide. Read some of our reviews below.

“They could not have been more helpful, attentive, supportive or professional” (Axcis Candidate)

I was impressed by the thoroughness of the vetting/clearing process (essential when working with vulnerable clients), also by the depth of Kirsty and Tamsin’s knowledge and understanding of SEND issues. They could not have been more helpful, attentive, supportive or professional.

Cathy

“…I couldn’t of asked for a better agent” (Axcis Candidate)

Just wanted to say a Maaaaoooosssive thank you for looking after me whilst on my placement at xxxxxx xxxxxx in Wokingham

I really do enjoy it there its fab and anything I ask you to do is no problem.

I hope you are appreciated by everyone that you look after, as you have been a superstar and I couldn’t of asked for a better agent.

Have a good xmas and here’s to a better year next year for all of us!

Kelly

“The calibre of staff are always to the criteria that’s required for our school” (Axcis Client)

I have worked with Axcis and Carys specifically for a period of time and during this period I have found them to be professional in the service they offer and the calibre of staff are always to the criteria that’s required for our school.

I will most definitely recommend Axcis agency (Axcis Candidate)

I moved from Wales to Bristol 18 months ago and I’ve been working for Axcis agency since November 2020. I have worked in schools for 30 years and have always been directly employed by the council. At first I was a little apprehensive about joining an agency because I was afraid I wouldn’t get enough work, but it has been quite the opposite. I have had the most helpful and reassuring consultant, Dan.

Although I have much experience in my role I am rather rusty when it comes to technology.

Since joining Axcis I have polished up in this area with the encouragement and support from Dan. At first I was nervous about filling in timesheets and all other interactions involving technology, including zoom meetings and so on. My first interview was a virtual one, which caused me to feel a little anxious. Dan kindly helped me by setting up the interview at his office so he could be at hand if anything went wrong. He has encouraged my confidence tremendously and has talked me through anything I don’t understand. Dan really has been amazing! He is always professional and honest whilst being passionate about his role at Axcis. I will most definitely recommend Axcis agency and Dan to all support staff that I meet in the future.

Thank you Axcis and thank you Dan!

Much appreciated

Gail

I have nothing but praise for the Axcis Recruitment team in Bristol (Axcis Candidate)

I have nothing but praise for the Axcis Recruitment team in Bristol.

I have been employed as a teaching assistant agency – supply worker for over 3 years. During this time I have gained several qualifications and some super assignments which have been provided because of the work that the recruitment staff do to enable people like myself to be allowed to enter the many educational establishments – in order to primarily support the staff and the students they care for. Every assignment I have been introduced to has been because of the dedication of people at Axcis. They have discussed and negotiated all the terms and conditions required to allow an agency worker into an appropriate educational setting.

I am sure there is numerous paperwork and checks that each candidate must have in place which the recruitment people do every day in order to keep up with the legislation.

A huge thank you for sourcing the many placements I have had to date. I have always found you cheerful, pleasant and nothing is too much trouble. Paperwork has always been sent on time by email with the school address etc.

I have always found when answering the phones they come across with a ‘bubbly warm ‘personality.

Thanks a million,

Sarah

“I enjoy working for Axcis and have had some great long-term placements…” (Axcis Candidate)

I have worked for the London branch of Axcis Education for nearly 7 years and always found them to be professional, knowledeable and supportive. Communication is excellent!

I enjoy working for Axcis and have had some great long term placements in a variety of lovely schools in South London and Surrey and this has enabled me to work with some wonderful talented colleagues.

I have recommended Axcis to others and been able to take advantage of their generous referral scheme!

My present Consultant is always available and so positive. She listens and takes on board any concerns I may have; she knows what I am looking for and has found me some interesting positions -she makes me feel valued as have previous Axcis consultants I have had the pleasure of working with over the years.

Thank you Axcis

Frances

“..staff from Axcis have been really helpful and friendly” (Axcis Candidate)

I have had a positive registration process all members of staff from axcis have been really helpful and friendly I’m looking forward to starting work with axcis in the near future.

Kali

“..I am bowled over by the calibre of the TA’s you send to me” (Axcis Client)

Yet again I am bowled over by the calibre of the TA’s you send to me. With that in mind I’d please like you to find me another outstanding candidate for a temporary full time position!

Many thanks

Helen (Headteacher)

“..my heartfelt thanks..” (Axcis Client)

I would like to take the opportunity to express my heartfelt thanks to both you and your fantastic team for delivering such a high quality professional service and I have enjoyed the positive working relationship we have shared over the years that I know will continue with the Short Breaks team in the New Year.

Deciphering the Language of Behaviour

Thu, 09 Jun 2022 13:04:43 +0100

Guest blogger Graham Chatterely, regularly shares tips as educations resources in our Axcis blog. As a former senior leader of a specialist SEMH provision, Author, Director of "Changing Perceptions Limited" and regular presenter on Teacher Hug radio, Graham has extensive knowledge in the sector. He is also a dedicated father and two of his children have additional SEND needs. His experience in school settings and understanding of challenges at home offer profound insight.

Deciphering the Language of Behaviour

During Christmas 2019 I left my job as Assistant Head at a school I love, with staff I loved and kids I loved, but a Headteacher I didn’t love. I think we can call it creative differences and there were many reasons I had to go but the day I decided for definite was when I was asked to accept that systems were more important than relationships. There isn’t a fiber of my being that believes that and despite my best efforts I wasn’t going to change any minds so I decided that it had become time for something new.

I have been providing outreach support for some time and have developed my own training. I therefore decided to set up my own company, rather than seek another leadership role. With the pressures of home and the school workload I had dropped out of the NPQH so I couldn’t progress in that respect.

The first thing I needed was a name…

What is it I wanted to achieve? I went through the different parts of the course and which were the most relevant. The whole premise of the training is the idea that if we can increase staff understanding of children’s challenging behaviour then we can change the way staff react in times of crisis. More empathy for the “why” of behaviour creates a different response to the “what”. Therefore, what I’m actually trying to do is change the way staff perceive behaviour. For example – a realisation that a child is being disruptive because they are scared of failing at the work – rather than because they fancy giving a personal attack that day – means a different reaction from the staff – which in turn helps to reduce conflict. This also has a positive knock-on effect for staff wellbeing.

Challenging Perceptions Limited was born.

Now I needed a name for my main course; it used to be called ‘Reworking the Conflict Spiral’. Based on the Team Teach conflict spiral, it looked at how experiences like trauma, failure etc impact on feelings like low self esteem, frustration and anger. This drives avoidant and aggressive behaviour and how we as staff react depends on whether we end up with conflict. We often use punitive measures due to the policies in place at most schools.

If we rework this so that the reactions are less punitive and more empathetic then we can change experiences. Instead of failure, negativity and believing that adults are scary and can’t be trusted, they can become; I can do this, I can be more positive, adults can be trusted and that I might be different but that’s OK. These children then feel safer, like they belong and have more self-worth. This leads to a child who is calmer and who can access strategies because they are regulated and can remember them. We end up with no conflict because they can self-regulate.

Unfortunately, as I designed this course while in post at school, it officially “belongs” to them and as such I have been unable to bring it with me to my new venture and I was advised to design a new course. So that’s what I did – it was following an incident at school and a LinkedIn post that resulted. The post read;

“I had a pupil make quite a significant disclosure today. Something that had been weighing on him for weeks.”
“How did he tell me he wanted to disclose this?”
“He tried to abscond, damaged displays, stabbed me with a screw, messed with my phone and stole my keys. When I didn’t hold him, send him home, fight with him for the equipment or threaten him with a consequence he came into another room and explained everything.”

Behaviour is a language and we all speak it if we take the time to decipher it!

Now usually the only time one of my LinkedIn posts is viewed a lot is if it’s a video of Daniel (my disabled genius slash spawn of Satan son) and I’m cool with that, he’s far more interesting than I am. However this one seemed to strike a chord and I had loads of comments and lots of questions about it. When I had put the final sentence on I hadn’t thought much of it. I was doing my job, it’s a position I’ve been in before, something about his body language didn’t make me feel threatened and if it did escalate I knew I had the skills to manage it. That child needed to know I wouldn’t be pushed away and I wouldn’t reject him – and when he felt like he could trust me – he offloaded.

That’s the thing with our most challenging pupils. They are bottling up all sorts of emotions and don’t feel safe enough or trust anyone enough to share them. Eventually it overflows and we often see extreme behaviours as a result. We have to do our best to take a step back and we have to look behind the behaviour.

So I decided to call my course ‘Deciphering the Language of Behaviour’ and that’s what I am trying to help people do. It’s the same principal with a lot of the same content as my previous course and raising understanding and empathy is still the focus. We have to pass some tests to prove we are worthy enough to earn their trust. You may be the only adult in their life who has ever been trusted and that is a very special thing.

If you'd like to learn from Graham and his work then don't hesitate to check out his book Building Positive Behaviour: Returning to learning using a Sequential Approach which is available for purchase on amazon or follow him on twitter @grahamchatterl2 .

5 Gift Ideas for Father's Day

Wed, 08 Jun 2022 15:11:58 +0100

Run out of ideas for Father's Day gifts? These 5 simple, home made gift ideas are sure to make an impression on dad. Perfect for making in the classroom with students or at home.

1. Calendar Blocks

For a simple but effective gift idea, consider making calendar blocks. If you don’t have scrap wood off-cuts, why not raid the kids toy box? Most of us have a set of wooden blocks in there somewhere! To make this awesome gift, you will need:

2 Cubes of wood
One long/oblong block of wood (that the two cubes will fit on top of)
Velcro strips, magnetic tape or flat Lego blocks
Decorating materials – paper/card/paint etc.

To make this lovely gift, start by decorating your blocks (or leave them rustic for a more natural feel). Then add numbers/fixings to each block as follows:

Block 1 (cube) – put numbers on each face of the cube – 0, 1, 2, 3, 4, 5

Block 2 (cube) – put these numbers of each face of the cube – 0, 1, 2, 6, 7, 8

Block 3 (oblong) – fix your Velcro/flat Lego block to one face – your months will attach to this.

Using good quality card, or laminated paper, create 12 strips of the appropriate size and put each month of the year on them. On the reverse of these strips, put the “matching” Velcro/Lego so that they will fix to your oblong block. Voila! You have a set of calendar blocks which can be used year after year. You can add another set of blocks for days of the week if you wish, or you can leave this part off – it’s up to you!

2. Make a Mug

You can pick up a plain white mug from most supermarkets for about a pound, and you can get ceramic pens/paints from most good craft stores, or online. Along with a bit of inspiration, that’s all you’ll need to create a lovely personalised mug for your dad this Father’s Day. You’ll need to bake your mug at 170C for about 40 mins to fix the design and prevent it from washing off. Who doesn’t love a new mug? Ideal for use at home or work, your Dad is sure to appreciate this lovely personal gift.

3. Lolly Pop Plant Pot

If you have a nice decorative plant pot, this is an ideal starting point. Alternatively you could use a plain white ceramic pot and decorate it in much the same way you can decorate a mug, then use it for this project.

Into the pot, place some florists oasis foam, or cut up some old polystyrene packaging to fit inside. Add to this a range of colourful lolly pops, and perhaps a cute home-made sign and voila! You have a lovely personal gift for dad!

4. Tin Can Desk Tidy

Cheap tins of tomatoes (without the pull tops) work well for this, because the old-school way of opening tins tends to leave you with a nice smooth top (no cut fingers from jagged tins, please!) and the acid from the tomatoes leaves the inside of the tin stain-free and easy to rinse out and use. Although any tin works, this is what I’ve personally found to be best for this type of project. Simple spray the can with undercoat to give a nice finish to work on, then decorate away for a personalised pen pot. You could even order some personalised pens/pencils to go inside as an added touch.

5. Dad Rocks! Paperweight

Next time you’re in the garden, keep an eye out for a nice big, round stone to use for this project. Again, spraying with undercoat first will give you a smoother surface to start working with. From there, you can decorate your paperweight using paint, sequins – anything really! Ideal for use as a paperweight but this could also be used to make a BBQ napkin weight or door stop – ideal for breezy summer days!

Any More Ideas?

Do you have any simple Father’s Day craft ideas to add to our list? Or perhaps you’ve made one of these and would like to share your efforts – either way, we’d love to hear from you!

Are you seeking SEND staff or Work?

Calling all ex-teachers

Fri, 07 Jan 2022 12:00:00 Z

Are you an ex-teacher thinking about returning to the classroom but worried about all that planning again or feeling a bit rusty? Fear not, we have all the resources you could ever need right here…..

You’ll probably be aware that the Education Minister has recently called for ex-teachers to return to the classroom to support schools and colleges to manage staff absence due to the ongoing pandemic. We’ve been hearing that some of the biggest concerns for ex-teachers returning are as follows:

They are happy to cover lessons but are worried about the additional time required to plan and resource lessons from scratch.
People are confident in their specialist subject but worried about covering lessons beyond their subject specialism.
Some might feel a bit ‘rusty’ and are worried that they might not get the support they need, particularly during those first few lessons.

Oak National Academy has over 40,000 free and easy to access lessons and resources for 4-16 year olds across a wide range of subjects, including plans and resources for delivering lessons to pupils with special educational needs and disabilities. All of the lessons have been created by teachers for teachers and cover just about everything a supply teacher might be asked to cover. So no need to worry about late night lesson planning, all of these resources can be found here:

https://teachers.thenational.academy/

Ready for the next step?

If you think you’re ready to take the plunge and get back in to the classroom then please contact your local Axcis office today. We’ll be here to help guide and support you all the way.

Are you looking for SEND staff or work?

If you're looking for a SEND teaching or support job in England or Wales, why not register with Axcis, the SEND recruitment specialists? Or perhaps you need to recruit staff for your school or provision? If so, why not take a look at the Axcis Website, or get in touch today to find out how we can help?

Why supply teaching can benefit your career

Tue, 12 Oct 2021 14:22:53 +0100

Supply teaching isn’t just a back up option, it can genuinely benefit your career – here’s how:

1 – It can significantly broaden your experience

Experience lots of different settings by doing a stint of supply work and become a more rounded professional.
Many trainee teachers are offered jobs in one of their placement schools, and this is often where they will end up for the first few years of their career. After that, they may move on to another school periodically, but I’ve known some teachers who stay put until the day they retire! While that’s great for job security and feeling settled in your role, it can be detrimental in terms of offering a broad experience to both challenge and develop your practice.

This is where supply work can offer you some real benefit. While I understand that it can be unsettling to be in a new school every day/month/term, supply contracts can certainly keep you on your toes! You’ll often have the chance to work in a range of different schools, with different age groups and with different socio-economic cohorts. By offering you a broad range of experience, supply teaching can deepen your understanding of how to effectively cater for students of all ages and backgrounds. When you add special educational needs and disabilities (SEND) into the mix, this can be even more impactful. Teachers (and indeed members of school support staff) who have the opportunity to work in schools for a range of different needs can gain some really meaningful professional development as a result.

2 – It can help you to find your niche in the profession

It took me a long time to understand that teaching isn’t a “one size fits all” profession. Every child is different, and so is every school. By working in a range of settings while doing supply work, you can gain a fantastic insight into what suits your teaching style, personality and personal fulfilment model most effectively. In fact, I wish I had done this myself. I was offered a role in my second PGCE placement school, didn’t enjoy it and after 2 years, made the difficult decision to leave the profession. Had I taken the time to do some supply work and investigate alternatives more carefully, I may have stuck with teaching. Certainly something worth considering if you’re thinking about leaving the profession yourself…

3 – It can be great for cross-fertilisation of ideas

Meet award winning staff and share great ideas while doing supply work.
Imagine this scenario – you’re working in a school and you see a brilliant behaviour management idea, or a new way of delivering maths to students with autism, and you think – “Wow – what a great idea, I’m going to use that!” It happens all the time. Many teachers have brilliant ideas which work fantastically well, but many are so busy that they don’t have time to share this good practise with other settings. By working on supply in a range of different schools, you’ll have the chance to effectively pinch ideas that work well to add to your own toolkit. This can stand you in excellent stead for your future in the profession. You’ll need to be diligent though, and keep a notebook handy for all of these ideas (if you’re anything like me, that is and have a memory like a sieve!)

4 – It can give you a more rounded understanding of the curriculum and assessment

By working in a number of different schools, you’ll be dipping in and out of the curriculum, covering different subjects, age ranges and levels of SEND need. In this way, you’ll be constantly exposed to the curriculum in different ways. You’ll also be using assessment methods which vary from school to school. Again, this can be a really useful experience for developing your understanding of the curriculum and how it all fits together, as well as how to effectively assess how well your students are picking it up.

5 – Your confidence will grow

One of the greatest things about supply work is that it will help your confidence to grow enormously. You’ll have been thrown in the deep end so many times that something new or challenging just won’t spike your anxiety levels the way it used to. This in itself can be a good enough reason to undertake a stint of supply work (in my opinion!) Instead of looking up to that unflappable teacher, you’ll have others looking up to you for your ability to take it all in your stride – and who wouldn’t want that?

It’s also worth remembering that all of these reasons are excellent interview fodder. If you find yourself being grilled by a panel of school leaders for a job you are desperate to get, remember to explain to them why you’d be a brilliant addition to their team by using these five reasons, coupled with some case studies or specific examples from the schools you’ve been working in.

Are you looking for SEND staff or work?

5 Reasons to consider teaching SEND instead of leaving the profession

Tue, 12 Oct 2021 13:59:51 +0100

Are you thinking about leaving the teaching profession? Have you thought about teaching special educational needs instead? If not, here are 5 reasons why it could reinvigorate your love for teaching.

1 – You want more 1-1 time with each of your students

A common complaint from many mainstream teachers is that they simply don’t get enough one to one time with many of their students. Larger class sizes and busier timetables means that this is an unfortunate pitfall of the profession. However, in special schools, or specialist units in mainstream schools, the class sizes are usually very much smaller. This means that you’ll have more one to one time with your students and will have the opportunity to really hone in on their development and offer more support than you have ever been able to before.

2 – You want to be more creative with planning and assessment

While planning, preparation and assessment form a part of every teachers job, and there is always room for creativity, taking smaller classes means that you’ll often spend less time marking work, freeing up more time for researching creative activities, planning great lessons and working with your support staff to ensure that they are delivered with maximum impact.

3 – You want to broaden your skill set

Many mainstream teachers who look to make the move to teaching in special educational needs environments will need to broaden their skill set in order to do so. This may include researching/understanding specific types of special need, or different assessment styles. The good news is that schools are often prepared to help you, and at Axcis, we offer training such as Team Teach, Autism Awareness, Non-verbal communication and many others. In short, there is support for the teachers who want to make the transition to SEND.

4 – You want to be a more rounded education professional

At Axcis, we provide lots of training opportunities to help you transition to working with SEND.
specialist unit or not, there will be children with EHC plans which must be catered for appropriately. By taking on a SEND teaching role, you will better your understanding of this part of the sector immensely – making you a much more rounded teaching professional. This is especially useful for those looking at progressing into leadership, as SEND becomes higher on the agenda for many of the required professional standards.

5 – It’s rewarding!

Teaching is always heralded as a rewarding profession. Of course this is true, regardless of the environment in which you do it. However, there is something really wonderful about working with children who have SEND and seeing their joy at being able to achieve their goals as a result of the work you’ve put in. Many children with additional needs have communication difficulties, and as social beings, being able to communicate is key to our success in society. Imagine that breakthrough moment when a non-verbal child starts to use language for the first time – what could be more rewarding than that? Many SEND teaching positions also carry additional salary points, so you’ll be rewarded on this level, too!

Apply today!

If you have read this and thought that you’d like to consider working in the SEND sector, why not register or check out our jobs page now? It’s FREE to find work with Axcis and we’ll also offer you plenty of support, training and advice – so what do you have to lose?

I didn’t think I could be a special needs teacher, but then I read this!

Fri, 08 Oct 2021 12:00:00 +0100

Are you a newly qualified teacher looking for your first job? Or an experienced teacher in a mainstream school looking for a new challenge? If you haven’t considered teaching pupils with special needs before, read on to find out if it could be the right career move for you.

What does a special needs teacher do?

The role of a special needs teacher is just the same as for a mainstream teacher. Your job is to deliver the curriculum in an inclusive way to a group of children. So your day will involve planning lessons, delivering them and assessing the students in your care. In a special school, you may also be working more closely with teaching assistants, occupational therapists and speech and language therapists as well as various outside agencies who are involved in the care of the children in your class. Every pupil in a special school will have a statement of special educational needs or an EHCP (Education, Health and Care Plan), which is the new version of a Statement since the implementation of the 2015 SEND reforms and resulting changes to legislation in this area. All students with a Statement should have been moved onto an EHC Plan by 2018 and all new assessments are being made under the new system. Special schools increasingly cater for children with a wide variety of complex needs, making them hard to categorise.

What qualifications do special needs teachers need?

Just as for any other teaching job, you need to be a qualified teacher. This means that UK teachers should hold QTS and overseas trained teachers should have an equivalent qualification from their home country. There are additional courses available to provide specialist special needs training, but these are not usually required by most special schools. If specific, additional qualifications are required, the school will usually outline this in any vacancies they advertise.

How are special schools different to mainstream schools?

Special schools usually have smaller class sizes than mainstream schools, since the children often require more intensive support. Most classes will also usually have teaching assistants present to provide specialist support to specific children or groups of children. Some pupils may even have two teaching assistants – it depends on their level of need. Some special schools may not look or feel all that different to a mainstream primary or secondary school, whereas others – usually catering for children with more complex needs – may have hoist systems in the classroom, a sensory room, therapy pool and other additional facilities depending on the individual needs of the children on roll.

What sort of person makes a good special needs teacher?

To be an effective special needs teacher, you’ll firstly need the same skills as any teacher – for example:

Be an effective time-manager
Be able to plan, deliver and assess lessons effectively
Be a good classroom manager

But what additional skills and attributes would make you a good special needs teacher? Emotional resilience can be important in some schools. Particularly where you may be delivering lessons to students who have life-shortening conditions. You’ll need to be able to hold it together and remain strong if one of your students dies suddenly. It’s very sad and can be hard for some people to handle, but this can be one of the realities of working with children who have complex needs. You’ll also need to have a willingness to learn more about each individual student in your care than you probably have ever done in a mainstream environment. You’ll need to liaise with parents, carers, teaching assistants and any other outside agencies involved in the wellbeing of your pupils, so an ability to work in a team is essential. If you are a bit of a “lone wolf” teacher who likes to keep to yourself when planning lessons then special needs may not be the right environment for you.

Overall – what most special schools are looking for are staff who have a positive, enthusiastic attitude and a willingness to learn and develop their special needs practice. You’ll need good time-keeping and attendance and punctuality, too. If you are the sort of teacher to take a few days off at the first sign of a cold, or at the sight of snow then special needs may not be the right path for you – many children in these schools thrive on continuity, routine and consistency and having to regularly adapt to supply staff can be very stressful for them.

Can I complete induction in a special school?

Yes! The law changed recently to allow teachers to undertake their probationary year in a special school environment – even some overseas trained teachers can tick off their initial teaching years in these schools. You should refer to the Department for Education for the most up to date guidelines relating to induction in the UK.

How can I find out more if I'm still not sure?

As special needs schools can very so broadly from one another, the best advice we can give is to either do some volunteer work at some local special schools (they will usually welcome the additional support), or to try some out on a no-obligation supply work basis. By signing up with Axcis, you’ll be able to access short-term and day to day work at a range of different sorts of special schools in your local area (we cover most of England and Wales). After as little as a single day of work, if you decide the environment isn’t right for you, simply tell your consultant and they will look for alternative placements for you. Some of our staff try out lots of different schools before finding one which is right for them – and when they do, many tell us it was the best move they ever made and has re-ignited their passion for teaching. So why not give it a go?

"Thank-you Axcis for your support and patience – I knew I didn’t want to be a mainstream teacher anymore, but I had no idea how to use my teaching qualification and experience to move forward. After trying out several different special schools, I was placed in a pupil referral unit, and I LOVE it! Each day has it’s own rewards and challenges but I really enjoy the team I work with and feel like I am making a real difference to the lives of some of the most vulnerable (if challenging) students in my area. I would never have thought to apply for PRU jobs on my own, so I really appreciate the time my consultant took to explain to me what to expect and why they thought it would suit me. I’m now in a job I love and have my Axcis consultant to thank – so thank-you!" John, working for Axcis London

If you’re not sure about special needs, and would like to discuss your skills and experience and what sort of schools Axcis could place you in, why not give your local office a call today for a no-pressure chat to see if this is the right move for you?

COVID and the lost transition time – where will it leave our children in September?

Sun, 03 Oct 2021 13:06:22 +0100

UK news has been dominated in the last few weeks by reports of how many children have been missing school due to being at home self-isolating. But June and July are critical times for preparing children for their September transition, so what will the fallout be like in the new school year and how can schools mitigate against the impact of lost transition time?

The numbers

At the time of writing this article, The Metro reported that:

"On July 8, 11.2% of all state school pupils were recorded as absent, up from 8.5% on July 1 and well over double the rate on June 24 (5.1%).The vast majority of pupils missing from classrooms are self-isolating due to a possible contact (747,000) while 39,000 have tested positive. A further 39,000 stayed off school with a suspected case but had yet to return a positive test."

That’s a lot of children missing school at the end of June and into July. Some might argue that this is not really a problem because it’s the end of the school year and children are mainly revising or doing fun activities now anyway – so in theory not a great deal of learning has been lost. However, it is a critical time for transition activities which take place to prepare children for a new teacher, class or school in September.

What are transition activities and why are they important?

Transition activities are activities aimed at reducing the stress of transitioning to a new teacher, school or year group. They usually involve students doing fun things with their new teacher so they can get used to them and start building a positive relationship ahead of the new school year. For children with special educational needs and disabilities (SEND), this can be especially important. Autistic children for example thrive on routine and knowing what comes next. It is therefore likely to be especially stressful for them to come to a new provision or class where they will not know their surroundings, teachers or support staff. For some individuals, this can trigger extremely negative reactions such as school refusal or emotional meltdowns – which doesn’t exactly set the stage for a successful term.

Even for children without SEND, it’s a lot to handle. My son is moving to year 3 in September in a lovely village school, but it took him a long time to get used to his year 1/2 (it’s a 0.5 form entry school) teacher and to develop a positive working relationship with him. He has been at home self isolating with me for two weeks (once because of being a contact then again when he contracted the virus). As a result of this, he has missed out on a host of opportunities to spend time and have fun with the staff who will be working with him next year. I’ve discussed in previous blog posts the importance of having positive relationships between children and their teachers – especially with children who struggle with social and emotional issues. Without this foundation, are teachers likely to launch into the curriculum with high expectations of their students in September without first having built a valuable relationship foundation? And will this lead to issues along the way making the transition more difficult for staff and students alike?

What can schools do to mitigate lost transition time?

It is really important (in my humble opinion) that schools take the time to think about how they can mitigate against this lost transition time. Here are a few ideas I have had which could help:

1 – New Teacher Pen Pal

What if the new teacher sent a note or a video message to each of the children they will be working with in September, telling them a bit about themselves and asking for the child to write or send a similar video message back? This could work while children are at home self isolating or during the holidays (which I know is non-contact time for teachers but we are living in unprecedented times…) Just seeing a familiar face and feeling like you know them a little bit can take a lot of the stress away for children when starting with a new teacher.

2 – Video Tour

If a child is due to start at a new provision or in a new classroom in September, being familiar with the surroundings can be helpful. It might therefore ease the transition if the new class teacher could do a video of the provision and/or classroom, telling the students all about it in a friendly and informative way. They could show them where certain resources are, how to get to the toilets and anything else that might be handy. Children who are particularly anxious about the move could watch the video as many times as they like until they feel familiar and less worried about their transition.

3 – Online Class Games

The provision or teacher aren’t the only things that could be new in September – some children will also be dealing with getting to know new classmates. Another suggestion might therefore be a whole-class group activity or two – perhaps a quiz or some show-and-tell sessions – anything that allows the children to see the faces of others who will be in their class come September and afford them a bit of familiarity. If it’s a transition to a new school, students could be coming from a range of settings, so an activity like this might be best done in an evening for maximum attendance – but again, it could prove to be worth it’s weight in gold.

4 – Start Slowly

If transition activities are not possible this side of the new academic year, how about doing them in September? Taking time to play games, build relationships and spend time together doing something fun for the first week or so of term could be of huge benefit to many children. Even better if a staff member already known to the children can be involved and gradually “hand over” to the new teacher.

Your Ideas?

Above are just a few suggestions for COVID-friendly transition activities that schools could run to support their students ahead of the new school year, but you may have more ideas… and we’d love it if you could share them! You could post a comment below or visit our Twitter page (@axcis) and use the tag #transitions to get the conversation going. You never know, your ideas could help children who have been stuck at home this half term!

Are you looking for a teaching or support job for September?

Why do more females than males work in education and how can we attract more men?

Sun, 03 Oct 2021 13:04:56 +0100

In June 2021, the DfE released updated statistics on the school workforce in England. It shows that on average, 75% of teachers are female – this is consistent with data from previous years. But why is teaching still a female-dominated profession and how can we attract more males into the education workforce?

First, some stats

The most recent School Workforce Census reveals some interesting facts about the breakdown of staff in the sector. Some of these findings are summarised below:

962,638 staff members are employed in the education sector – of these, 5 in 10 are teachers, 3 in 10 are teaching assistants and 2 in 10 are other staff
461,088 teachers are employed – that’s an increase of 7000 since 2019
271,370 teaching assistants are employed – that’s an increase of 6000 since 2019
43,516 people have entered the profession since 2019 – that’s a decrease of 4%
34, 116 people have left the profession since 2019 – that’s a decrease of 17% since 2019
The mean pay for a teacher in 2020 was £41,799 – an increase of 3.1% since 2019
Pupil to teacher ratio is 20.6 in primary settings and 16.6 in secondary – that’s fairly consistent with previous years
75% of classroom teachers are female, and 67% of headteachers are female

So why are there fewer men working in education?

Tradition?

There could be a number of reasons why men are less likely to enter the teaching profession in England. One such possibility is that in the past, teaching was seen as more of a “women’s role”. This was because women were thought to be more nurturing by nature and more suited to this sort of work – perhaps because it involved children and historically, women stayed at home to care for the young while men went out to work. It is possible that this perception is still echoing through the ages. In my personal situation, it certainly played a part in my decision to undertake teacher training. Working term-time hours would allow me to be at home for any children that came along when they were on school holidays. Meanwhile, my boyfriend was out chasing the pound and getting into highly paid sales roles… so in part, an element of tradition may come into it.

Pay gap?

It is no secret that there is still a pay divide between men and women. The gender pay gap in 2020 among all employees was 15.5% according to the Office of National Statistics. The teaching profession keeps gender on a relatively level playing field when it comes to pay – there are nationally set pay scales and clear routes for progressing through the teaching ranks, so perhaps women are more inclined to go for a profession which is ultimately more likely to treat them fairly when compared to men. However, this does not hold true when looking at senior appointments as (proportionally) more men make it to headship level than women in the sector – so there is still a clear divide there.

Flexibility?

Women are more likely to require flexible work than men. They are likely to need a decent maternity package at some point in their lives and are more likely than men to request part-time hours due to family and other commitments. It is therefore possible that more women enter teaching with this in mind, whereas men may focus more on the “bread winning” aspect of their profession when choosing a career.

Why does the profession need men?

Regardless of the reason why fewer men join the education workforce, it doesn’t change the fact that more men are needed in the profession. At Axcis, we are regularly contacted by schools who feel that a man would be more suited to a particular role than a woman. This is often to do with the child or children in the class or the nature of the role. For example, a male PE teacher might be needed for an all-boys school because they will be required to enter changing rooms and a woman would be perceived as inappropriate for such a posting. Or in some SEND settings, older boys may need help with personal care matters such as going to the toilet and would be more comfortable receiving support from a male member of staff than a female. In other SEND situations, it may simply be a relational issue – children with SEMH concerns who have experienced trauma at the hands of a female may be better supported by a male staff member. Some children are also very strong, so schools supporting teenagers who are prone to explosive, physical outbursts may perceive that a male staff member may be better suited to work in such a class. Or a child may simply be lacking a male role model in their life and a school may feel that a male member of support staff would be appropriate. Whatever the reason, the profession needs more guys!

So how can we attract more males into the education workforce?

That is the million dollar (or pound) question. As employers advertising for staff, we are not legally allowed to discriminate on the basis of age, gender or a host of other factors, so we are treading on dodgy ground when it comes to advertising for male staff. That’s why we don’t see a great many adverts asking for this. However, it doesn’t change the fact that many schools are crying out for more male staff members. Perhaps the solution is for the government to make it a more attractive career option for men, but how could they do this? Simple – the same way that they make it more attractive for everyone – by listening to the workforce and responding.

Take South Korea for example, they have no problem recruiting male teaching staff because in their society, teaching is a very high profile job. Teachers have outstanding pay and conditions attached to the job and as such the profession has huge numbers of applicants. They can therefore be highly selective when it comes to who they take on and can balance gender etc. more easily. It also tends to raise the bar in terms of the quality of applicants. This in turn raises the public profile of teachers and keeps it an attractive career prospect. In contrast, when I trained as a teacher, I received comments ranging from “those who can’t – teach” and “must be nice to have a part-time job and all those holidays”. Public perception counts for a lot!

Are you looking for an education job?

Whether you are male or female, young or old, if you’re looking for a teaching or support staff role in the education sector then we’d love to hear from you. Axcis Education specialises in special educational needs and disabilities (SEND). This ranges from roles for support staff in mainstream primary and secondary schools and teachers for pupil referral units and MLD schools (which make ideal posts for mainstream teachers looking for a role that’s a bit different) to staff for more specialist settings for children with profound autism and learning/physical difficulties which generally require people with a bit more specialist knowledge. Whatever your level of expertise, why not get in touch with your nearest office or register on our website to start applying for our current jobs?