Starting your career in a special school

Two NQTs describe how they found their route into teaching children with special educational needs (SEN).

There are no initial teacher training courses devoted specifically to working with SEN pupils. But you can begin your teaching career in a special school setting.

St Ann's School in Ealing is a secondary school for students with profound and multiple learning difficulties (PMLD). In September 2005 the school appointed two NQTs. After nearly two years in post, Sara Brookes and John Taylor reflect on their induction experiences at St Ann’s and consider how this experience has prepared them for the next stage of their career.

Getting involved

Sara told us that when she prepared her career entry and development profile (CEDP) as a student, she did not know that it was possible to go straight into a special school setting. As a result, her CEDP was compiled with mainstream primary teaching in mind and did not really fulfil her needs as an NQT in a secondary special school.

John did not go directly from his PGCE course to a full-time post but spent some time as a supply teacher in a range of different schools and settings. He says: 

'Lots of people are anxious about getting a post and take the first job that is offered. This is not necessarily the best option. I learned such a lot from doing supply; it was a real blessing in disguise. I gained a broad range of experiences and developed many skills. I believe that supply gave me more choice about where I wanted to work.'

John also recommends that all NQTs should get involved with SEN:

'If you are working in mainstream don’t be afraid to ask your Senco or SEN department for some opportunities to work with groups of pupils with SEN. There is nothing to be afraid of and you might really like it!'

Induction at St Ann's

Sara credits her success in meeting induction standards to the well-planned induction programme constructed by the school’s deputy head teacher, Ivan Pryce, who acted as their induction mentor.

John agrees with Sara that the induction programme of tasks, activities, deadlines and progress review meetings really helped him to meet the induction standards, and prepared him for the particular challenges of teaching students with PMLD. 

Each of them shared responsibility for a class in St Ann’s with an experienced teacher. This gave them time to develop their understanding of SEN while learning how to plan, teach and assess within the school’s particular context.

The induction programme also allowed both NQTs to regularly observe teachers in mainstream schools and the local special primary schools.

Sara has taken responsibility for music within the school and hopes to be able to undertake music and arts based joint projects with local mainstream schools. Two local sixth formers who have worked with St Ann’s students this year are now planning to become teachers.

What they learned

Although John and Sara appreciated the induction programme provided by their school, they feel that there is a lack of support outside of school for special school NQTs and early career teachers. In particular, they would like more curriculum focused courses to include SEN elements.

Both of them feel that their early teaching experiences in St Ann’s has set them up well for their future career development.

Sara is planning to stay within special education but with ever-increasing links to mainstream teaching. John is moving back to Ireland and hopes to be continuing his career in SEN although the systems there are different.

Both agree that all teachers need to have a ’realistic experience‘ of SEN within their initial teacher training, with actual experience of a special school or specialist resourced provision.

The mentor’s view

Ivan Pryce looks to the future and is hopeful that more NQTs will choose special schools. He would like this to be supported more strongly by TDA and local authority advisers. He says:

'At times I felt I was leading the induction alone. I wondered whether I was doing the right thing for the NQTs. Interestingly, other agencies often send trainees to special schools as an integral part of their course: we get nurses, social workers and speech therapists having placements as part of their training. I wonder why this isn’t encouraged for all teachers?'