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Looking After Your Wellbeing While Working in Education

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

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

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

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

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

Why wellbeing matters when you work in education

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

Looking after your wellbeing can help you:

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

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

Notice what affects your wellbeing

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

You might notice:

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

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

Practical ways to support your wellbeing during the school day

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

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

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

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

Create a transition between work and home

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

This might include:

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

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

Protect your professional boundaries

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

This may mean:

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

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

Find approaches that work for you

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

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

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

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

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

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

If you experience a problem during a placement:

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

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

Wellbeing support for registered Axcis candidates

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

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

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

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

Already registered with Axcis?

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

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

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

When should you seek additional help?

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

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

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

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

Frequently asked questions

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

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

How can I switch off after a difficult school day?

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

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

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

Who can access the Still Human wellbeing app?

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

Can a wellbeing app replace professional mental health support?

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

Looking after yourself supports a sustainable education career

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

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

Looking for your next role in education?

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

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

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

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

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

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

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

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

Why the title varies so much

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

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

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

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

What 'behaviour' actually means in this context

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

The reasons behind challenging behaviour might include:

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

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

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

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

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

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

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

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

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

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

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

What about Team Teach? Do you need it?

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

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

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

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

What backgrounds do schools value?

Alongside classroom experience, schools consistently value people coming from:

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

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

Is this role right for you?

Ask yourself:

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

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

Looking for behaviour support roles?

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

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

Browse live behaviour support jobs or register with Axcis today.

axcis.co.uk/jobs

What Does Emotional Support Look Like in a SEND Classroom?

Mon, 09 Feb 2026 11:15:34 Z

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

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

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

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

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

Emotional Support Is Built Into the Everyday

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

This may include:

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

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

Relationships Are Central to Emotional Support

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

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

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

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

Supporting Emotional Regulation Throughout the Day

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

Day-to-day examples may include:

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

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

Where SEMH Fits Into Emotional Support

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

In practice, this often involves supporting pupils to:

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

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

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

Emotional Support Is Not the Same as Therapy

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

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

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

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

When Emotional Support Looks Different From One Day to the Next

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

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

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

observant
flexible
open to adapting approaches

Emotional support in SEND education is responsive, not rigid.

Learning From Colleagues and SEND Teams

No one delivers emotional support in SEND classrooms alone.

Support and perspective often come from:

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

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

The Role of CPD in Supporting Emotional and SEMH Practice

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

Engaging with training and reflective learning can help staff:

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

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

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

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

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

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

Considering Your Next Step in SEND Education?

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

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

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

👉 Get in touch with Axcis here

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

Fri, 16 Jan 2026 10:02:52 Z

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

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

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

Specialist Classroom Provision for Autistic Pupils: An Overview

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

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

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

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

How Specialist Classroom Provision Supports Autistic Pupils in Mainstream Schools

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

Key elements described within the model include:

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

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

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

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

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

What School Leaders Are Exploring in Support for Autistic Pupils

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

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

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

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

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

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

Considering SEND Staffing to Support Autistic Pupils

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

Further Information and Source Material

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

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

This material is shared for transparency and contextual reference only.

Disclaimer

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

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.

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

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

Why Your BSL Skills Are Invaluable in SEND Education

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

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

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

Why Your BSL Skills Matter

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

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

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

Recognition That Reflects Your Value

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

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

How BSL Is Used in the Classroom

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

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

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

Career Opportunities for BSL-Qualified Educators

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

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

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

Recommended Resources for BSL Educators

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

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

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

Because Inclusion Starts With Communication

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

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

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

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

How to Prepare for Your First Day in a SEND Setting

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

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

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

1. Confirm the Details

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

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

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

Examples include:

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

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

2. Pack the Essentials

Here’s a quick checklist of what to bring:

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

3. Observe, Listen, and Adapt

No two SEND settings are alike. Take time to:

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

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

4. Stay Calm and Be Flexible

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

5. Reflect and Check In

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

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

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

Bonus Tip: Keep Growing

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

👉 Click here to explore Axcis Academy

Still Looking for Your Next Role?

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

👉 Register with Axcis today

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

What Makes a Great SEND Teaching Assistant?

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

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

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

1. Patience is Everything

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

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

2. Emotional Resilience

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

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

3. Strong Communication Skills

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

🗣️ Every successful team starts with good communication.

4. Teamwork & Initiative

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

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

5. Flexibility & Adaptability

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

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

6. Desire to Learn and Grow

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

🎓 Professional development empowers you and your students.

Could You Be a Great SEND TA?

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

👉 Ready to take the next step?

The Axcis App: A Practical Guide for Candidates

Wed, 11 May 2022 12:00:00 +0100

The Axcis App gives registered candidates a convenient way to manage important parts of their education work from a mobile phone or tablet.

Whether you are searching for SEND or mainstream education opportunities, preparing for your next placement or already completing bookings through Axcis, the app can help you keep your information current and stay connected with your consultant.

This practical guide explains who can use the Axcis App, what you can do in it, where to download it and when you should contact your consultant directly.

Quick answer: The Axcis App is for registered Axcis candidates. It can be used to manage availability, view bookings, upload requested documents, search for education jobs and communicate with Axcis. Registered candidates can also use it to manage important placement administration, including timesheets.

What is the Axcis App?

The Axcis App is a mobile resource for candidates who are already registered with Axcis Education.

It brings several useful candidate services together in one place, helping you manage routine information and administration without having to return to the main Axcis website each time.

Axcis is primarily a specialist SEND teaching agency while also supporting a growing range of mainstream education roles across England and South Wales. The app is designed to support registered teachers, teaching assistants, higher higher-level teaching assistants, cover supervisors, learning support assistants and other education professionals working with Axcis.

Not registered with Axcis yet?

You cannot register with Axcis through the app. Complete our candidate enquiry form first, and the Axcis team will contact you about the next steps.

What can registered candidates do in the Axcis App?

The features available to you may depend on your registration status, compliance progress and whether you are currently completing placements through Axcis.

Review and update your details

Registered candidates can use the app to review and update important contact information attached to their Axcis candidate profile.

Keeping your details current helps your consultant contact you and understand which opportunities may be suitable.

Remember to update Axcis if you change your:

telephone number
email address
home address
availability
preferred roles or education settings
realistic travel distance

If an important change cannot be made through the app, contact your consultant directly.

Upload requested documents

You can upload certain documents requested by Axcis through the app. Depending on the document required, you may be able to photograph it using your device or upload an existing file.

Make sure every document is complete, clear and readable before submitting it. Uploading a document does not automatically mean that it has been accepted or that your compliance checks are complete. The Axcis compliance team may still need to review it or request further information.

Important: Never upload confidential information belonging to a pupil, school or education setting. The document-upload feature should only be used for information requested as part of your Axcis candidate record or compliance process.

Update your availability

Keeping your availability current helps your consultant understand when you are free to work.

Update your availability whenever:

your available working days change
you become available for additional work
you accept work outside Axcis
you have an appointment, holiday or other commitment
a long-term placement ends
your circumstances change

Your availability is only one part of finding a suitable placement. It is also important to tell your consultant about changes to your preferred roles, age groups, education settings or realistic travel distance.

If you become available at short notice or need to discuss a confirmed booking, contact your consultant directly rather than relying only on an app update.

View upcoming bookings

The app allows registered candidates to view upcoming booking information. Checking these details in advance can help you prepare for your placement and confirm where you need to go.

Before travelling, check the information you have been given, including:

the name and address of the school or education setting
the date of the booking
your expected arrival time
the role or support you have been booked to provide
any instructions supplied by your consultant

If any information is missing or does not match what you discussed, contact your consultant before the placement begins.

Manage your timesheets

Registered candidates can use the app to manage and submit timesheet information for completed work.

Enter your days or hours accurately and submit them according to the timesheet process and deadlines provided by Axcis. The school or setting may need to approve your submission before payment can be processed.

Check your entry carefully before submitting it, particularly if you:

worked a half day
completed additional agreed hours
worked across more than one booking
did not work all the hours originally scheduled

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

Search and apply for education jobs

Registered candidates can search the Axcis vacancy database and express an interest in suitable opportunities through the app.

When considering a role, look carefully at:

the location
the age group or education phase
whether the role is SEND, mainstream or a combination of both
the experience or training requested
the expected working pattern
whether the opportunity is short-term, long-term or permanent

If a role interests you but you are unsure whether your experience is suitable, speak to your Axcis consultant. They can help you understand the setting and decide whether the opportunity may be appropriate.

Receive vacancy and booking notifications

The app can send notifications about new vacancies, shifts and other relevant updates.

Allowing notifications can help you see opportunities promptly, but a notification does not automatically mean that a booking has been confirmed. Always check the details and wait for confirmation from Axcis before travelling to a school or setting.

Communicate with Axcis

The app provides another way to receive messages and communicate with Axcis. You can also locate Axcis contact information when you need it.

App messages are useful for routine communication, but urgent matters should be handled by speaking directly to your consultant or local Axcis team.

Where can you download the Axcis App?

The Axcis App is free to download for compatible Apple and Android devices.

Use the official links below or search for Axcis Education in your device’s app store.

Download the Axcis App

Download for Apple Download for Android

Only download the app from the official Apple App Store or Google Play listing. Check that the app is called Axcis Education before installing it.

How do registered candidates get started?

Download the Axcis Education App from the Apple App Store or Google Play.
Open the app and select the login option.
Log in using the details associated with your registered Axcis candidate account.
Review your contact information and tell your consultant if anything needs to be changed.
Enable notifications if you would like to receive relevant app alerts.
Check your availability and update it if necessary.
Explore your bookings, documents, vacancies and messages.

If you have forgotten your password, use the password-reset option provided. Check your junk or spam folder if the reset email does not appear in your inbox.

If you still cannot log in, contact your consultant or email info@axcis.co.uk.

If you have not yet registered with Axcis, complete our candidate enquiry form. The Axcis team will then contact you about your experience, preferred work and the next steps in the registration process.

When should you contact your consultant directly?

The app makes routine administration easier, but it does not replace direct communication with your consultant.

Contact your consultant or local Axcis team directly if:

you are unwell or unable to attend a confirmed booking
you are delayed on the way to a school or education setting
your booking details appear to be incorrect
the role differs significantly from what was agreed
you need immediate support during a placement
you have an urgent question about a timesheet or payment deadline
your availability has changed at short notice

Do not rely on an app message, email or availability update to report that you cannot attend a confirmed booking. Call your consultant as soon as possible so that Axcis can inform the setting and provide support.

Safeguarding concerns must be reported immediately through the school or setting’s safeguarding procedures. You should also contact Axcis where appropriate, but the app should not be used as the only method of reporting an urgent safeguarding concern.

Why should you keep the app updated?

Installing available updates can give you access to the latest version of the app and may resolve technical problems.

It is also helpful to:

use a secure password that you do not share with anyone else
keep your device’s operating system updated
review your notification permissions
log out if you access your account on a shared device
contact Axcis if information on your profile appears to be incorrect

Because the app contains personal and work-related information, protect your login details and keep your device secure.

Frequently asked questions about the Axcis App

Is the Axcis App free?

Yes. The Axcis Education App is free to download from the Apple App Store and Google Play.

Can I register with Axcis through the app?

No. The app is for candidates who are already registered with Axcis. If you would like to work with Axcis, complete our candidate enquiry form. A member of the Axcis team will contact you about the next steps.

Can I update my availability in the app?

Yes. Registered candidates can update their availability through the Axcis App. Keep your calendar accurate and contact your consultant directly if your availability changes at short notice.

Can I submit my timesheet through the app?

Registered candidates can use the app to manage timesheet information. Submit your days or hours accurately and follow the timesheet instructions and deadlines provided by Axcis.

Will the app show my confirmed bookings?

The app allows registered candidates to view upcoming bookings. If booking information is missing or appears incorrect, check with your consultant before travelling.

Does expressing an interest in a job guarantee an interview or placement?

No. Expressing an interest through the app lets Axcis know that you would like to be considered. Your experience, compliance status, availability and suitability for the school or setting will still need to be considered.

What should I do if the app is not working?

First, check that you are using the latest version of the app and that your device has an internet connection. You can also close and reopen the app or restart your device.

If the problem continues, contact your Axcis consultant or email info@axcis.co.uk. Include a brief explanation of the problem, but never send your password by email.

What if I have registered but do not have app login details?

Contact your Axcis consultant and ask for help accessing your candidate account. Do not create a second registration through the website or candidate form unless an Axcis team member asks you to do so.

Keep your Axcis information current

The Axcis App gives registered candidates a simple way to manage routine information, check upcoming work and stay connected with Axcis.

Keeping your availability, contact information and requested documents current helps your consultant understand your circumstances and identify opportunities that are more likely to suit you.

Download the Axcis App

Already registered with Axcis? Download the app to manage your details, availability, bookings, documents and education opportunities.

Apple App Store Google Play

Interested in working with Axcis?

If you are not yet registered, complete our candidate enquiry form. Tell us about your experience, availability and the education roles you are looking for, and a member of the Axcis team will contact you.