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Your First Day in a New School or Education Setting: What You Need to Know

Mon, 17 Aug 2026 10:42:39 +0100

Starting work in a new school or education setting can feel daunting, whether this is your first role in education or simply your first day somewhere unfamiliar.

You are not expected to know every learner, routine or system when you arrive. Your priorities are to understand your role, follow the setting’s safeguarding procedures, learn how the day works and ask whenever you are unsure.

This practical first-day guide is for teachers, teaching assistants, HLTAs, cover supervisors, learning support assistants and other education support staff working across SEND and mainstream education.

Your first-day checklist

Before starting, try to confirm:

The full address and correct site
Where you need to go and who you should report to
Your expected arrival and finishing times
The appropriate dress code
Which year group, class or provision you will be supporting
Whether there is anything specific you need to bring
How to report an absence or unexpected delay
Any accessibility arrangements you require

Once you arrive, make sure you know:

Who the designated safeguarding lead is
How to report a safeguarding concern
The fire, emergency and evacuation procedures
How to sign in and out
Your timetable, duties and break arrangements
Which members of staff you will be working with
Where the staff facilities and toilets are
Where to find the information needed to perform your role safely

What should you confirm before your first day?

Your school, education setting or teaching agency should provide the essential details you need before you arrive.

Confirm the full address rather than relying on the school’s name. Some schools operate across several sites, while SEND provisions may be based within or alongside another setting.

Check your start time and plan your journey in advance. Aim to arrive early enough to sign in, complete any required checks and receive an introduction without feeling rushed.

It is also helpful to know who you should report to. This might be someone in reception, a cover manager, the class teacher, a member of the senior leadership team or the setting’s designated contact for temporary staff.

If you have not received these details, ask. Clarifying something before your first day is always better than trying to guess.

What should you wear to work in a school?

Dress codes vary between schools, roles and provisions, so check the setting’s expectations before you arrive.

In most cases, clothing should be professional, comfortable and appropriate for the work you will be doing. Consider whether your day could involve outdoor learning, practical activities, sitting on the floor or moving regularly between classrooms.

Some settings have specific requirements for footwear, jewellery, lanyards or clothing for safety, sensory or practical reasons. Always follow the individual setting’s policy and ask if anything is unclear.

What should you take on your first day?

Unless you have been asked to bring something specific, it is useful to have:

Photo identification
Any compliance documents you have been asked to provide
A notebook and pen
Your lunch or information about nearby options
A refillable water bottle
Suitable clothing for outdoor duties, if relevant
Any medication, accessibility aid or personal equipment you require

Do not assume that you need to carry your original DBS certificate every day. The school or your teaching agency should tell you if this or any other document is required.

Be careful when making notes. Do not record confidential information about learners in a personal notebook unless the setting has confirmed that this is permitted. Always follow its procedures for recording, storing and protecting information.

What should happen when you arrive?

Every setting operates differently, but you should be shown how to sign in and out and given the essential information needed to work safely.

Your initial briefing should help you understand:

Your role and responsibilities
The structure of the day
The class or learners you will be supporting
Relevant communication and support approaches
Expectations for responding to behaviour
Safeguarding and reporting procedures
Fire, emergency and evacuation arrangements
Who to approach when you need help

You may not receive every piece of information at once. However, if something affects safety, safeguarding or your ability to carry out your role, ask about it before the school day becomes busy.

What safeguarding information do you need?

Safeguarding is everyone’s responsibility.

On your first day, you should know:

Who the designated safeguarding lead, or DSL, is
Who to contact if the DSL is unavailable
How the setting records and reports concerns
What to do if a child or young person shares something concerning
How to report a concern about the conduct of an adult
Which safeguarding and staff behaviour policies apply to you

If a child or young person tells you something concerning, listen carefully and take them seriously. Do not investigate the matter yourself, ask leading questions or promise to keep it secret. Explain that you may need to share the information with someone who can help, then follow the setting’s reporting procedure promptly.

Schools and colleges in England must have regard to the Department for Education’s current Keeping Children Safe in Education guidance . Requirements and guidance differ across the UK, so staff should follow the legislation, national guidance and local procedures applying to their setting.

If you have not received a safeguarding briefing or do not understand the reporting process, raise this with your designated contact immediately.

What information might you need about the learners you support?

The information you need will depend on your role and the learners you are supporting.

Relevant information could include:

Preferred names and forms of address
Communication preferences or systems
Sensory preferences and potential barriers
Medical, mobility or accessibility requirements
Established approaches that help the learner feel regulated and secure
Relevant risk assessments
Personal care arrangements
Information from an Education, Health and Care Plan, support plan or individual healthcare plan
Strategies that help the learner participate in activities and learning
Known changes or circumstances that may affect the learner that day

You may not need access to every detail held about a learner. Information should be shared according to your responsibilities and the setting’s confidentiality and data-protection procedures.

If you believe you need more information to support someone safely, speak to the teacher, SENCO, line manager or another appropriate member of staff.

How should you approach learners on your first day?

Begin by observing, listening and following the approaches already established by the setting.

Every learner is an individual. An approach that helps one person may be unhelpful or uncomfortable for another, even when two learners have the same diagnosis or identified need.

Introduce yourself clearly, but do not pressure a learner to speak, make eye contact, shake hands or engage with you immediately. Respect their communication preferences, sensory needs, personal space and individual boundaries.

Building trust can take time. A calm, consistent and respectful presence is often more helpful than trying to establish an instant connection.

Useful questions to ask colleagues include:

How does this learner prefer to communicate?
How do they indicate that they need help or a break?
Are there any sensory considerations I should know about?
What approaches are working well?
Is there anything I should avoid doing?
What should I do if the learner becomes overwhelmed or distressed?
Who should I ask if I need further guidance?

Try not to make assumptions based on diagnostic labels. Listen to the learner where possible and use the knowledge of the people who already work closely with them.

You can find further practical advice in our guide to supporting learners experiencing attachment difficulties .

What if you are asked to do something you have not been trained to do?

Do not undertake a task if you have not received the necessary information, training or authorisation.

This is particularly important when a task involves:

Administering medication
Personal or intimate care
Physical intervention
Moving and handling
Using hoists or specialist equipment
Supporting a specific medical procedure

Explain clearly that you need guidance and confirmation before continuing. This is not being unhelpful. It is part of protecting the learner, yourself and the setting.

If you are unsure whether a task falls within your responsibilities, ask the appropriate member of staff or contact your teaching agency. For medical support, follow the learner’s agreed plan and the setting’s procedures. The Department for Education also provides statutory guidance for England on supporting pupils with medical conditions at school .

What if you do not know what to do?

Ask.

A new member of staff cannot be expected to know every routine, policy or learner from the moment they arrive. Asking a clear question is safer and more professional than guessing.

Depending on the situation, you could speak to:

The class teacher
A teaching assistant or support colleague
The SENCO
Your line manager
The cover manager
The designated safeguarding lead
A member of the senior leadership team
Your teaching agency consultant

If the matter concerns immediate safety or safeguarding, follow the setting’s reporting procedure without delay.

What should you do at the end of your first day?

Before leaving, check whether you need to:

Complete any records or notes
Report an incident, injury or safeguarding concern
Give a handover to the teacher or another staff member
Return keys, equipment or temporary passes
Confirm arrangements for the following day
Sign out

If you are returning, make a note of practical information that will help you the next day while continuing to follow confidentiality and data-protection procedures.

It can also help to reflect on three questions:

What did I learn today?
What do I still need to clarify?
What will help me support the class or learners next time?

You do not have to know everything on day one

A successful first day is not about arriving with every answer. It is about being prepared, staying observant and knowing when to ask for help.

Learn the setting. Listen to the people around you. Respect each learner as an individual. Follow the approaches already in place and seek guidance whenever you are unsure.

Confidence in a new education setting does not mean pretending to know everything. It means being willing to ask, observe, listen and learn.

Frequently asked questions

Am I expected to know all the school’s routines immediately?

No. You should be given the essential information needed to work safely, but learning a setting’s routines takes time. Observe how established staff work and ask whenever something is unclear.

Should I read every learner’s EHCP or support plan?

Not necessarily. You should receive the information relevant to your responsibilities. If you believe important information is missing, ask an appropriate member of staff rather than accessing confidential records without permission.

What should I do if a learner communicates differently from me?

Ask how the learner prefers to communicate and follow the systems already in place. Communication may involve speech, signing, symbols, objects of reference, gestures, assistive technology or a combination of approaches.

What should I do if a learner becomes distressed?

Stay calm and follow the learner’s agreed support plan and the setting’s procedures. Seek help from a member of staff who knows the learner. Avoid introducing an unfamiliar strategy or making physical contact unless this forms part of an agreed approach and you are appropriately trained or instructed.

What should I do if I make a mistake?

Acknowledge it, seek advice and follow the setting’s reporting procedure if necessary. What matters is responding honestly, taking any action needed to keep people safe and learning from the experience.

Should I contact my teaching agency if there is a problem?

Yes. Contact your teaching agency consultant if the role differs substantially from what was agreed, you have concerns about your responsibilities, you have not received essential information or you need additional support.

What is the most important thing to remember on your first day?

You do not have to know everything immediately. Ask questions, observe how the setting works, listen to colleagues and learners, follow established procedures and seek help rather than guessing.

More advice for your education career

Preparing for a new role often begins before your first day. These Axcis guides can help you take the next step:

Looking for your next education role?

Axcis Education is a specialist SEND teaching agency supporting teachers, teaching assistants, HLTAs, cover supervisors, learning support assistants and other education support staff across England and South Wales. We also offer a growing range of opportunities in mainstream schools and education settings.

Whether you already have SEND experience, would like to develop your knowledge or are looking for your next mainstream education role, our consultants can help you explore opportunities suited to your skills, experience and goals.

Search our latest jobs Register with Axcis

This article provides general information. Always follow the policies, procedures and instructions of the school or education setting in which you are working.

What to Do When Your Supply Placement Ends: A Guide for Supply Teachers, Teaching Assistants and Education Support Staff

Thu, 09 Jul 2026 15:33:00 +0100

Whether your placement lasted one day, one week, one term or an entire academic year, its conclusion is an opportunity to reflect on what you achieved and prepare for what comes next.

Supply teachers, teaching assistants and education support staff regularly move between different schools, classrooms and contracts. Every placement can help you develop new skills, gain experience and strengthen your CV.

Taking a few practical steps before and after your placement ends can help you finish professionally, complete important administration and remain ready for your next opportunity.

Quick checklist: Return school property, complete your timesheets, leave an appropriate handover, update your CV and availability, check your compliance documents and tell your teaching agency what you would like to do next.

1. Finish your placement professionally

First impressions matter, but so do final impressions.

Before leaving your placement, make sure you have:

returned your staff identification badge, keys or access fob
returned any laptops, tablets or classroom equipment you borrowed
removed personal information from any equipment, where appropriate
left classrooms, resources and work areas organised
completed any agreed marking or administrative tasks
thanked the staff you worked alongside

Professionalism, reliability and consideration are qualities that schools remember. Finishing well may contribute to positive feedback, repeat bookings or future opportunities.

If the school asks you to return for another booking, let your consultant know. Bookings arranged through Axcis should be communicated through the appropriate Axcis process.

2. Complete your timesheets and outstanding administration

Before or shortly after your placement finishes, check that your timesheets have been completed and submitted correctly.

Make sure:

the dates and working hours are accurate
any half days or additional agreed hours are recorded correctly
your timesheet has been submitted for approval
queries are raised while the relevant school staff are still available
your contact and payment information is current

Schools may need to approve your timesheet before payment can be processed. Completing everything promptly helps reduce the risk of avoidable payment delays.

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

3. Leave an appropriate handover

If you worked in a longer-term role, you may be asked to leave a handover for the class teacher, support team or person taking over the placement.

Depending on your responsibilities, this might include:

the work or curriculum content covered
tasks that remain outstanding
successful classroom routines
resources you used or prepared
agreed communication approaches
strategies already included in pupil support plans
relevant information about forthcoming activities or deadlines

Keep the handover factual, relevant and professional. Do not include personal opinions, informal labels or confidential information that the recipient does not need.

Safeguarding concerns and significant incidents should already have been reported through the setting’s procedures. A handover document must never be used as a substitute for an immediate safeguarding report.

4. Ask for appropriate feedback

Where appropriate, ask the relevant school contact for constructive feedback about your placement.

You might ask:

What went particularly well?
Were there any areas I could develop?
Did the setting feel that my skills suited the role?
Would the school be happy to have me return?

Feedback can help you recognise strengths, identify useful training and understand which roles or settings may suit you in future.

If feedback is provided directly to Axcis, ask your consultant whether there are any points they can appropriately share with you.

5. Update your CV while the experience is fresh

It is much easier to update your CV immediately after a placement than to remember the details several months later.

Consider adding:

the type of school or education setting
the age groups or education phases you supported
relevant SEND experience
your classroom and curriculum responsibilities
communication approaches you used
behaviour support experience
interventions you delivered or supported
new systems, resources or technologies you used
training completed during the placement
specific achievements or additional responsibilities

Keep the information factual and do not include identifiable or confidential details about pupils.

Rather than listing only general duties, explain the support you provided and the skills you developed. Our guide to what schools actually notice on SEND CVs provides further practical advice.

6. Tell your consultant when you are available

Do not wait until you need a new placement before updating your consultant.

As soon as you know your availability, tell them:

which days you can work
when your current placement ends
whether you want daily supply, short-term, long-term or permanent work
whether you are looking for full-time or part-time opportunities
the locations you can realistically reach
the age groups and education settings you prefer
whether your role preferences have changed

Current information helps your consultant understand which opportunities may be suitable for you. It does not guarantee an immediate placement, but it means you can be considered using accurate details.

Already registered with Axcis? Update the Axcis App

Registered Axcis candidates can use the Axcis App to manage important information connected to their education work.

Depending on your candidate and placement status, you can use the app to:

update your availability
view upcoming bookings
manage timesheet information
upload requested documents
search for education jobs
receive messages and notifications from Axcis

Keeping your availability current is one of the simplest ways to help your consultant understand when you can work.

If you have not used the app before, read our practical guide to the Axcis App.

Do not rely only on an app update if your availability changes at short notice or you need to discuss a confirmed booking. Contact your consultant directly in those situations.

7. Check your compliance information

Being ready for another placement depends on your candidate and compliance information remaining current.

Check whether Axcis needs updated information relating to:

your contact details
your address
your Right to Work documentation
your Disclosure and Barring Service information
the DBS Update Service, where applicable
references
qualifications
safeguarding or mandatory training
any other documents requested by the compliance team

Requirements vary according to the individual, role and setting. Contact your consultant or the Axcis compliance team if you are unsure whether anything needs to be renewed or updated.

Only provide documents through an approved Axcis process and never send passwords or unnecessary sensitive information.

8. Continue developing your skills

A gap between placements can provide an opportunity to reflect on your professional development.

Think about whether further learning would help you build confidence in areas such as:

safeguarding and child protection
autism
ADHD
social, emotional and mental health needs
communication and interaction
behaviour support
inclusive classroom practice
trauma-informed practice
mental health and wellbeing
classroom management

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

Choose training that is relevant to your role and experience. Completing a general course does not replace setting-specific guidance or practical training required for particular responsibilities.

9. Take time to recharge

Working in education can be physically, mentally and emotionally demanding. A break between placements does not have to be filled entirely with administration and professional development.

Where your circumstances allow, make time to rest, reconnect with life outside work and reflect on what you need from your next role.

You might consider:

what you enjoyed about the placement
which parts of the role affected your wellbeing
whether the working pattern was sustainable
which environments helped you feel supported
what boundaries you want to maintain in future

Our guide to looking after your wellbeing while working in education contains additional practical guidance.

10. Reflect on what you want next

Every placement gives you more information about the work, environments and responsibilities that suit you.

Before discussing your next opportunity, consider:

Which parts of the placement did I enjoy most?
Which skills did I use or develop?
Which age groups and education settings suited me?
What level of responsibility am I ready for?
Would I prefer greater flexibility or more continuity?
What travel distance is realistic and sustainable?
Is there additional support or training I need?

Share this information honestly with your consultant. A suitable placement is not only about being available; it is also about matching your experience, preferences and circumstances with the needs of the setting.

Frequently asked questions

When should I tell my teaching agency that I am available?

Tell your teaching agency as soon as you know when your placement will end and when you can work again. Include your preferred working pattern, locations, roles and education settings so your consultant has accurate information.

Should I update my CV after every placement?

Yes. Even a short placement may add useful experience. Updating your CV promptly makes it easier to record your responsibilities and achievements accurately.

What if I only worked at the school for one day?

Short bookings still demonstrate adaptability, reliability and experience of different school environments. You may not need to add every single-day booking as a separate CV entry, but you can summarise relevant supply experience and the settings in which you worked.

Should I ask the school for a reference?

Speak to your consultant before arranging references directly. Axcis can explain what information may be required and the appropriate process for your circumstances.

Can supply work lead to a long-term or permanent role?

It can. Some schools use supply placements to meet an immediate need and may later consider suitable candidates for longer-term opportunities. However, this is not guaranteed, and any proposed change should be discussed through the correct process.

What if my placement ended unexpectedly?

Contact your consultant to discuss what happened and confirm your availability. Keep the conversation factual and provide any relevant information. If the placement affected your wellbeing or raised a safeguarding or safety concern, explain this so that it can be handled appropriately.

Do I need to register again when a placement ends?

If you are already registered with Axcis, you should not complete another registration form unless an Axcis team member asks you to do so. Update your availability and contact your consultant about your next placement.

Resources to help you prepare for your next opportunity

Your placement has ended—what happens next?

Finishing a placement is not only an ending. It is an opportunity to recognise what you learned, update your professional information and decide what you would like from your next role.

If you are already registered with Axcis, update your availability, keep your candidate information current and contact your consultant when you are ready to discuss your next opportunity.

Ready for your next education opportunity?

Axcis is a specialist SEND teaching agency that also supports mainstream education opportunities across England and South Wales.

Already registered? Keep your availability current and speak to your consultant. New to Axcis? Complete our candidate enquiry form and a member of the team will contact you.

Search education jobs Register your interest

Finally, thank you to all the teachers, teaching assistants and education support staff who make a difference in schools and education settings every day. We look forward to supporting you throughout your education career.

Attachment Difficulties in Schools: A Practical Guide for SEND Teachers and Teaching Assistants

Wed, 08 Jul 2026 15:00:00 +0100

Starting a new placement can feel exciting, but it can also bring uncertainty, especially if you're supporting pupils with additional needs for the first time.

Whether you're working as a SEND supply teacher, teaching assistant, learning support assistant or behaviour support professional, understanding attachment difficulties can help you build positive relationships, respond confidently to challenging situations and make a meaningful difference from your very first day.

At Axcis Education, we place SEND professionals into schools across England and South Wales every day. This practical guide explains what attachment difficulties are, how they may present in the classroom, and how you can provide supportive, consistent care while following each school's policies and procedures.

What are attachment difficulties?

Attachment describes the emotional bond a child develops with their primary caregivers during their earliest years.

When children experience consistent, responsive care, they are more likely to develop secure attachments that help them feel safe, build healthy relationships and regulate their emotions.

Some children, however, experience early adversity such as neglect, trauma, abuse, bereavement or disrupted caregiving. These experiences can affect how they trust adults, manage emotions and respond to everyday situations.

You may also hear the term attachment disorder. While attachment difficulties are relatively common, diagnosed attachment disorders such as Reactive Attachment Disorder (RAD) are rare and can only be diagnosed by appropriately qualified healthcare professionals.

As a SEND education professional, your role isn't to diagnose children. Your role is to understand that behaviour often communicates an unmet need and to respond with patience, consistency and professionalism.

Why does this matter for SEND supply staff?

One of the biggest concerns new SEND supply staff have is:

"What if I say or do the wrong thing?"

The good news is that you don't need to be an attachment specialist to make a positive difference.

Children experiencing attachment difficulties often benefit from adults who are:

Calm
Consistent
Patient
Predictable
Reliable

Even if you're only in a classroom for one day, your approach can help a child feel safer and more settled.

What might you notice in the classroom?

Every child is different, but pupils experiencing attachment difficulties may:

Find it difficult to trust unfamiliar adults.
Become anxious during transitions.
Need additional reassurance.
Appear withdrawn or unusually quiet.
React strongly to changes in routine.
Challenge boundaries or classroom expectations.
Become upset more quickly than other pupils.
Struggle to regulate their emotions.
Find friendships difficult.
Prefer to work alone or avoid asking for help.

It's important to remember that these behaviours may also be linked to autism, ADHD, anxiety, trauma or other SEND needs.

Avoid making assumptions. Instead, focus on understanding the individual child and following the guidance provided by the school.

Practical tips for your first day in a new classroom

Every school works differently, but these simple approaches can help you settle into any SEND environment.

Introduce yourself calmly

Children experiencing attachment difficulties may take longer to build trust.

There's no need to force conversation. A friendly smile, calm voice and consistent approach often speak louder than lots of words.

Follow the SENDCo/SENCO or Class Teacher's lead

Every classroom has established routines.

Ask questions such as:

Is there anything I should know about the pupils I'll be supporting today?
Are there any strategies that work particularly well?
Is there anything I should avoid?

Experienced teachers know their pupils well, and their guidance is invaluable.

Be consistent

Children often feel safer when adults are predictable.

Try to:

Follow classroom routines.
Use the same expectations as other staff.
Avoid changing agreed strategies.
Give clear, simple instructions.

Consistency builds confidence.

Stay calm during challenging moments

Some behaviours may feel personal, but they rarely are.

If a pupil becomes upset or dysregulated:

Keep your voice calm.
Give the child time where appropriate.
Follow the school's behaviour policy.
Ask for support if needed.
Avoid arguing or escalating the situation.

Remember that you're there to support, not to win a confrontation.

Build trust gradually

Relationships take time.

Rather than trying to become a child's favourite adult immediately, focus on being:

Friendly
Reliable
Respectful
Consistent

Small positive interactions throughout the day often have the greatest impact.

Things to avoid

If you're new to SEND, it's natural to want to fix every situation quickly.

Instead, try to avoid:

Taking behaviour personally.
Raising your voice unnecessarily.
Making promises you can't keep.
Publicly challenging or embarrassing pupils.
Introducing new behaviour strategies without speaking to school staff.
Assuming you know a child's background.

Your role is to support the school's existing approach rather than creating a new one.

When should you ask for help?

You should never feel that you need to manage everything alone.

If you're unsure about a pupil or situation:

Speak with the class teacher.
Ask the SENCO or another member of staff for guidance.
Follow safeguarding procedures if you have concerns.
Report significant incidents according to school policy.

Asking questions shows professionalism; it doesn't show weakness.

Looking after yourself too

Working in SEND can be incredibly rewarding, but it can also be emotionally demanding.

Remember to:

Reflect on your experiences.
Ask colleagues for advice.
Continue developing your SEND knowledge.
Make use of training opportunities available through Axcis.
Celebrate the small wins - they matter.

No one expects you to know everything on your first placement.

Every classroom experience helps you grow in confidence.

Continue developing your SEND knowledge with The Axcis Academy

Supporting pupils with attachment difficulties is a skill that develops with experience and ongoing learning.

As an Axcis candidate, you can access The Axcis Academy, which offers accredited CPD courses in partnership with The National College, giving you free access to an extensive library of CPD designed specifically for education professionals.

Whether you're new to SEND or looking to build on your existing experience, you'll find training covering topics such as:

Safeguarding and child protection
SEND awareness
Autism
ADHD
SEMH
Behaviour support
Trauma-informed practice
Mental health and wellbeing
Classroom management
Professional development

With more than 1,400 webinars and 180+ online courses available, it's an excellent way to build your confidence, strengthen your knowledge and prepare for future SEND placements.

Frequently Asked Questions

Do I need specialist training to support pupils with attachment difficulties?

No. While additional SEND training is always valuable, being calm, patient, consistent and willing to learn can make a real difference.

What if I don't know a child's background?

That's completely normal.

Many schools won't share detailed personal information unless it's relevant to your role. Focus on following the guidance provided by the class teacher, SENDCo/SENCO and responding professionally.

Should I tell a child how to behave?

Always follow the school's behaviour policy and the guidance of permanent staff. Consistency is important, particularly if you're working in a supply role.

Can supply staff make a difference?

Absolutely.

Although some placements last just a day, every positive interaction matters. Children benefit from adults who are respectful, patient and dependable, regardless of how long they're in the classroom.

Ready for your next SEND opportunity?

Working in SEND is about far more than delivering lessons or providing classroom support. It's about helping children feel safe enough to learn, grow and achieve their potential.

Whether you're taking your first step into SEND education or looking for your next placement, Axcis Education is here to support you every step of the way.

We work with SEND teachers, teaching assistants and education support staff across England and South Wales, helping them find rewarding opportunities in mainstream schools, specialist settings and alternative provisions.

If you're already registered with Axcis, explore our latest SEND vacancies to find your next opportunity.

If you're new to Axcis, complete our Candidate Enquiry Form and one of our consultants will be in touch to discuss your experience, career goals and current opportunities in your area.

Whether you're looking for day-to-day supply, long-term placements or permanent roles, we're here to help you build a rewarding career supporting children and young people with SEND.

Blog Home

Your First Day in a New School or Education Setting: What You Need to Know

Your first-day checklist

What should you confirm before your first day?

What should you wear to work in a school?

What should you take on your first day?

What should happen when you arrive?

What safeguarding information do you need?

What information might you need about the learners you support?

How should you approach learners on your first day?

What if you are asked to do something you have not been trained to do?

What if you do not know what to do?

What should you do at the end of your first day?

You do not have to know everything on day one

Frequently asked questions

Am I expected to know all the school’s routines immediately?

Should I read every learner’s EHCP or support plan?

What should I do if a learner communicates differently from me?

What should I do if a learner becomes distressed?

What should I do if I make a mistake?

Should I contact my teaching agency if there is a problem?

What is the most important thing to remember on your first day?

More advice for your education career

Looking for your next education role?

What to Do When Your Supply Placement Ends: A Guide for Supply Teachers, Teaching Assistants and Education Support Staff

1. Finish your placement professionally

2. Complete your timesheets and outstanding administration

3. Leave an appropriate handover

4. Ask for appropriate feedback

5. Update your CV while the experience is fresh

6. Tell your consultant when you are available

Already registered with Axcis? Update the Axcis App

7. Check your compliance information

8. Continue developing your skills

9. Take time to recharge

10. Reflect on what you want next

Frequently asked questions

When should I tell my teaching agency that I am available?

Should I update my CV after every placement?

What if I only worked at the school for one day?

Should I ask the school for a reference?

Can supply work lead to a long-term or permanent role?

What if my placement ended unexpectedly?

Do I need to register again when a placement ends?

Resources to help you prepare for your next opportunity

Your placement has ended—what happens next?

Ready for your next education opportunity?

Attachment Difficulties in Schools: A Practical Guide for SEND Teachers and Teaching Assistants

What are attachment difficulties?

Why does this matter for SEND supply staff?

What might you notice in the classroom?

Practical tips for your first day in a new classroom

Introduce yourself calmly

Follow the SENDCo/SENCO or Class Teacher's lead

Be consistent

Stay calm during challenging moments

Build trust gradually

Things to avoid

When should you ask for help?

Looking after yourself too

Further reading

Continue developing your SEND knowledge with The Axcis Academy

Frequently Asked Questions

Do I need specialist training to support pupils with attachment difficulties?

What if I don't know a child's background?

Should I tell a child how to behave?

Can supply staff make a difference?

Ready for your next SEND opportunity?