Blogs and Articles
Kelly's Story
Why I Left Mainstream for SEND
Before moving into SEND, I spent six years teaching in mainstream education. I loved the classroom, but I was always drawn to inclusion, making sure every child felt part of the learning, whatever their starting point.
I did have some experience of SEND. At my previous school there was a snug for pupils with PMLD, so SEND wasn’t completely unfamiliar. Still, I worried that I didn’t have the same depth of knowledge as others who had worked in SEND for years. That was probably my biggest hesitation, would I know enough?
Interestingly, I didn’t have many assumptions about SEND or about this school. I already knew several teachers here and could see how much they enjoyed their work. That gave me confidence, but I also knew I needed to approach the move with an open mind.
Taking the leap
What really prompted me to consider SEND teaching was my passion for inclusion. In my last role, I loved adapting learning so everyone could access it and I wanted to learn how to do that even better. A manager from the snug I worked alongside encouraged me, saying they thought I’d be well suited to SEND. When the role at Brimble came up, it felt like the right moment. Knowing there was a strong support network in place made the decision much easier.
What I’ve discovered since
One of the biggest surprises has been how much I’ve adapted and how naturally it’s happened. SEND teaching allows you to change and respond to children in the moment, and I’ve grown so much because of that flexibility.
The work–life balance has also been a huge positive. In mainstream, marking could mean up to 160 books a day, often spilling late into the evening. Here, planning is done collaboratively and feels far more effective. There’s still planning, of course but the pressure is completely different.
What I didn’t expect was just how important teamwork would be. Other people’s ideas really matter here. Working together is central, and the impact our relationships have on students is enormous.
Why I don’t regret it
What I find most rewarding is celebrating achievements even the small ones. In mainstream, progress can sometimes feel routine. Here, every achievement feels huge. I feel genuinely proud of the children.
I also have far more autonomy and creativity. Teaching isn’t about sticking rigidly to rules; it’s about meeting individual needs. Behaviour is always communication, and understanding that gives you a much bigger picture of the child.
To any mainstream teacher considering SEND, I’d say this...It’s incredibly rewarding. It’s flexible, creative, and genuinely fun. Even on challenging days, I still enjoy coming in. There’s a massive misconception that SEND is “all about behaviour” there is so much more to these children. Every day is different, and every day matters.
Becky's Story
Why I Left Mainstream for SEND
Before joining SEND, I spent ten years in mainstream education as an English teacher and Assistant Head. Teaching was always where I knew I’d end up, education has been a constant thread throughout my life.
My biggest concern about moving into SEND was the curriculum. I’d only ever taught English, so I worried: Would I know enough? Would I be able to adapt?
Despite that, I only applied to this school. I had a strong feeling that I’d have a great experience here and that instinct turned out to be right.
Taking the leap
SEND had always been in the back of my mind. During my PGCE, I attended a SEND session led by Jackie Fieldwick, and I never forgot her passion for the children. That moment stayed with me.
I’d also worked with nurture groups for GCSE students and was influenced by colleagues like Jackie and Chris who had already made the leap into SEND. I liked the idea of different ways of learning not just one fixed pathway.
When I contacted the school, I was invited in for a tour. The conversation was honest and open. I was given a coach and a buddy, and that reassurance made all the difference. It felt like a safe space to try something new and say, “Let’s have a go.”
What I’ve discovered since
What surprised me most was how much I had to offer. I genuinely surprised myself with how I stepped up into the role.
The work–life balance has been a huge positive. In mainstream, I had constant mock exams, parent evenings, and hundreds of students passing through my classroom. Now, days are busy but the pressure doesn’t follow me home in the same way. Parent contact happens daily, so formal parents’ evenings only happen twice a year.
SEND teaching is also deeply collaborative. There’s no teaching without TAs, relationships and consistency are vital. You work as a team, agreeing approaches and supporting each other. While students aren’t working towards GCSEs, they’re happy, settled, and building meaningful relationships and that really matters.
Why I don’t regret it
What I find most rewarding is seeing how small steps become big achievements. Making a child happy, confident, or comfortable in learning is a success. Every pupil has a bespoke programme, some might be doing sensory work, others using technology and that flexibility is something you just don’t get in GCSE teaching.
If something isn’t working, there’s room to ask, adapt, and try a different approach. Everything we do is building towards something meaningful.
To any mainstream teacher thinking about SEND, my advice is simple come and visit the school, you can’t fully explain SEND, you need to see it, feel it, and meet the students. There are real opportunities to progress (I am currently completing the NPQ SENCO), and it feels good to get something back while making such a difference.