Tough start to SEND school role

[DrWhosJazzyScarf]

Hi all,

I recently started my role as a teacher at a school for children with autism and other complex needs. Prior to this, I had 8 years’ experience in mainstream, two of which as an AHT before transferring over.

While I appreciated the first few weeks are challenging, I was not quite expecting the level of challenge I’m experiencing. So far, I’ve been off with concussion after a flying object hit my head during a moment of dysregulation for one student, and I’m being hit or pushed daily by two who have autism or Downs Syndrome and PDA. For one, the trigger is wanting to leave the classroom for a previous preferred space - the other, I’ve been told, is an ‘opportunist’ and tries to abscond whenever possible (previous years also towards the start of the year).

Ive followed all guidance provided (not a lot, TBF) and used prior strategies I used when teaching other children with autism. But a lot of time since the September return has just felt like firefighting.

I appreciate the first half term or so is all about regulation and getting to know your class. However, with the injuries racking up and SLT refusing to lend an extra person to a room that is crying out for an extra adult for safety (which many of them have acknowledged verbally), I’m starting to feel defeated. The union is already involved, so it’s not ‘just’ a me problem - however, as a newbie, I do feel at the sharp end of the stick.

I’d be grateful to hear experiences of those with experience in class at SEND schools - is this a ‘standard’ experience? And what helped you? (I appreciate that relationship building and regulation takes time, but I’m really struggling here!)

Thanks.

SEN TA here in a special school for children with autism with secondary needs mainly ADHD and SEMH. It sounds similar to my experiences. Some days all our children are regulated and learning, other days its about relationship building and supporting regulation. Some days are pure fire fighting. Things always settle as the year goes on with odd blips at certain points.

This is my experience too.
lack of support from above (I do think they don’t know what to do either and want to leave you to it).
Classrooms desperately understaffed and turn over for teachers and TAs high - maybe if they staffed properly it would be better.

For me, I don’t think I’ll stay.

Thank you both for sharing your experiences @Fyra@BraOffPjsOn. It sounds like my experience is within the realm of standard - just a cold, hard shock for me coming in from mainstream having been out of class for a couple of years.

I’m going to take what I can from the experience for as long as I can. Depressingly, it feels like every realm within the education sector is broken in some way, and it all boils down to money.

@BraOffPjsOn- I’m only going into my fifth week and already considered one of the longer-standing recruits! Most new people leave within a couple of days/a week max., I’ve been told.

And I share your feelings about my SLT - every time I’ve asked for advice, I’m told ‘use a now and next board’. Which is part of my everyday, standard practice anyway. That’s part of the reason I returned to the classroom, actually - I want to return to leadership, but want to lead from a place of experience.

When I read that, I wondered if you’re at my school!
I love the kids but I left mainstream as I felt those pupils were being failed but sadly I still feel the same.

Is it Primary? Whats the class size and staff ratio?
Are staff Team Teach trained and is there an alert system for extra support?

Retired now but moved from Mainstream to Special years ago and never looked back.
Had my fair share of kicks, bites scratches etc but usually saw the trigger or reason.
The main difference I found moving into Special was more of a team/ whole school ethos rather than the not my problem/ glad they’re not in my class approach.
Some inclusive primaries have a better ethos.

I was a manager/ advisory teacher in our support service for years after being in class and still occasionally got hurt by a stray kick or flying object in mainstream but usually was a calming influence able to diffuse the situation.

If the site is secure the wanderer should probably be allowed to leave with an alert to other staff. Is there a safe space just outside class where he could be? General advice if a pupil is having a meltdown and throwing etc would be to get the others out for safety and watch from a safe distance/ send for help.

Do they have one page profiles? Sometimes there’s key info from parents you’d literally never know or guess! One of the most challenging boys I taught calmed immediately on hearing a certain song!! Played, sung didn’t matter. Instant result. Mum told us. Phew.

Not trying to minimise your concerns and experiences. Sounds so tough. A good team should get you through. SLT don’t sound helpful at all.

@24Dogcuddlerits 5-19 years, so a through school. I have children ages 8-12, and many are now entering puberty, which is adding an extra source of challenge! Some staff are Team Teach trained, but no one in my class or corridor. I’ve received no induction and told not to expect any Team Teach training.

The child who absconds can climb gates and has
come very close to leaving the grounds. They wait until staffing is reduced (through another child leaving the room/ breaks etc) and then make a break for it. SLT have said if there’s ’another major
incident’ they’ll consider getting another TA in the room, but I don’t believe it for a second.

I have all the behaviour plans and strategies for some, but for the aforementioned child have been told it ‘just takes ages’ to settle into a new environment.

Hopefully he settles before I break and find myself leaving!

I’m so sorry doesn’t sound like a good mix of children in one class. Cross Key stage too!
Not all special schools are like that.
Maybe look at Resourced provision jobs or advisory.

@24Dogcuddlerit would be very outing to say which school I work at, but classes are typically a hodge-podge of children on different pathways. I just don’t see how it can work! Thank you for the suggestions - definitely food for thought.

Very welcome I was at a 4 x Outstanding special school for more than 20 years. Can’t believe they’ve said no Team Teach training. 95 % de-escalation so valuable training.
Several of our staff including SLT were TT trainers any new staff were trained as part of induction.
I’m sure another school will welcome your skills and experience.

Thank you @24Dogcuddler. I’m definitely not saying no to SEND - it’s what I’ve wanted to do for ages. But the setting isn’t necessarily conducive to learning what I need to about specialist provision. I’m glad your experience was so much better than mine.

Feel free t

see below sorry posted too soon

Oops
feel free to PP if I can help on your journey. Loved my job so many happy memories. Sadly ended abruptly early retirement due to family circumstances.