Case studies: Curriculum manager and SEN teacher: Joanne

Joanne's PGCE, experience and commitment to teaching special needs pupils were essential in securing her position.

I studied for a combined arts and education degree and had a number of placements in schools. One involved working with special needs pupils, which I found particularly rewarding.

On completion of my undergraduate degree, I worked as an unqualified teacher on a supply basis at a special school. I found the experience interesting and enjoyed working within a multidisciplinary environment. I enrolled on a PGCE course. Upon completion, I applied to my present school as a newly qualified teacher (NQT) and got the job!

I work at a large special needs school which caters to students with a wide variety of special needs. The school is divided into three smaller schools: a primary school for pupils with autism, a secondary school for pupils with autism; and a school for those with multi-sensory impairments. There are approximately 300 students in total. The school provides special needs training to teachers at Masters level in affiliation with Kingston University which I have completed.

I initially started as a secondary teacher for individuals with autism and then moved over to being a teacher of physically impaired pupils. The pupils I work with have severe physical, developmental and learning difficulties. As many of the pupils have limited attention spans, lessons are short and varied. Many of the lessons focus on sensory learning to stimulate their interest in what is going on around them. A large range of teaching strategies are used, along with specialised resources to enable pupils with varied learning needs to access their learning.

My progression at the school has been reasonably swift, and I have now taken a position as the curriculum manager for multi-sensory impaired pupils. This involves monitoring the curriculum and overseeing the teaching and learning within the department. I am entitled to a half day to carry out my managerial duties. However, the majority of my time is still spent in the classroom working with pupils.

A typical day starts at 7.30am when I organise lessons and carry out administrative tasks on a department level. Between 8.30 and 9.15am I hold meetings with my staff and other teachers in the department. This might be about managing pupil behaviour, a review of a student’s changing needs or briefing staff on updates. I then organise cover for absentee staff across the department. Teaching time is between 9.45am and 4pm. Further meetings and training for staff occur after school between 4 and 5pm several times a week. Occasionally, it is necessary for me to meet with external professionals such as social workers, physiotherapists, health workers, and parents during lunchtime to review the statement of special educational needs for a pupil. It is a requirement for each pupil's statement to be reviewed annually.

My PGCE, experience and commitment to teaching special needs pupils were essential in securing my position. Personal qualities needed for this career include good people management, communication, organisational and time management skills.

I love my job and wouldn't want to do anything else. Having smaller classes (currently five pupils) allows me to get to know each individual really well which is very important when working with pupils with severe disabilities. The pupils I work with need a great deal of support, so I work with a team with four special needs assistants. Despite the high staff to student ratio, I dislike the fact that we don't have enough staff to make each lesson amazing for every pupil!

This job can be very rewarding as you can make a real difference to a child's life. Progression for those who are motivated and enjoy working within the field can be quick. However, it is not for everyone, and you may find yourself frustrated by pupils’ seemingly slow progress. It is advisable to gain some experience prior to training before moving into special educational needs.

I have a number of top tips for anyone wanting to work in special needs. First, it is important to know when to laugh. You might find yourself having to do a gruesome task like changing a pupil who has soiled everywhere, or one who has been bitten or hit! It is also important to make time for breaks. This is a very hands-on job, and you will be exhausted! Last, it is important to be a team player. Special needs teachers work in teams of up to four people, and the dynamics in the class are really important.