SEND Education Roles

That is one of the things I came to appreciate during my own time working in SEND education.

Specialist education isn't simply mainstream education with smaller classes or additional adults in the room. The approach can be fundamentally different.

Sometimes learning has to wait for regulation. Sometimes the plan for the lesson changes because what a pupil needs that morning has changed. Sometimes building enough trust for a young person to accept your support is progress in itself.

I'm now recruiting Teachers and support staff across SEND and SEMH schools throughout East Sussex, and I'm looking to connect with more people who either already know this world well or think their experience could translate into it.

I work with specialist primary and secondary settings around Hastings, Battle, Eastbourne, Hailsham, Seaford, Newhaven, Lewes and the surrounding areas.

I'm regularly recruiting for:

• SEND & SEMH Teachers
• Teaching Assistants
• Learning Support Assistants
• Behaviour & Engagement Mentors
• 1:1 Support
• Intervention & Pastoral roles
• Flexible day-to-day staff
• Long-term and ongoing placements

There isn't one particular type of person I'm hoping this advert reaches.

An experienced SEMH Teacher looking for their next school is going to bring something very different from a care worker considering education for the first time.

Both conversations can be worthwhile.

I'd like to know what you've learnt about the environments that suit you.

Perhaps you particularly enjoy working with secondary-aged pupils. Maybe 1:1 work is where you're strongest. You might love SEMH provision, or know from experience that another type of specialist setting suits you better.

Those preferences matter.

Moving jobs shouldn't mean forgetting everything you've already learnt about the kind of educator you are.

You don't necessarily need to have worked in a specialist school before.

Depending on the vacancy, relevant experience can come from mainstream education, care, youth work, sports coaching, mentoring, tutoring and other work supporting children and young people.

What schools need are adults who can develop relationships without forcing them, maintain clear boundaries, work consistently as part of a team and adapt their approach when something isn't working.

There will also be challenging moments, and I think it's important to be upfront about that.

SEND can ask a lot of you. Progress isn't always straightforward and behaviour can sometimes be difficult to navigate.