School sectors

SEND schools

Dedicated SEND schools, resource bases and specialist units demand professionals who combine regulatory fluency with genuine relational skill — EHCP annual reviews, therapy timetables, sensory diets, and realistic scaffolding.

Specialist SEND classroom with one-to-one support

Overview

SEND staffing is not a generic TA booking with a different label. Specialist settings, resource bases and units need people who can follow an EHCP, work alongside therapy timetables and keep the pupil’s day predictable — including when the usual adult is absent.

We recruit for dedicated special schools, additionally resourced provision, SEMH and autism bases, and mainstream classes where 1:1 or small-group support is commissioned. Matching covers communication approaches, personal care where it is in scope, and the behaviour or sensory profile of the cohort — not a CV keyword search.

Support can be same-day cover, a planned block that protects a named pupil, or a specialist teacher, HLTA or leadership appointment. Continuity matters: pupils with EHCPs should not meet a new face every morning if a longer booking can hold the relationship.

Safer recruitment is non-negotiable. Enhanced DBS with children’s barred list, identity and right-to-work checks, prohibition checks for teachers, and references that speak to safeguarding conduct sit in place before we put someone forward — aligned to Keeping Children Safe in Education.

Roles we supply

We place SEND teaching assistants, HLTAs, specialist teachers and leaders who already work in this part of the sector — including settings that commission joint working with speech and language therapy or occupational therapy.

SEND TAs & HLTAs

Personal care where in scope; manual handling certificates; Makaton/PECS exposure where your curriculum uses them.

Specialist teachers

Complex ASD, SEMH, PMLD; overlap roles with SaLT/OT where schools commission co-delivery.

How we match

We ask for the setting type, banding, communication systems and any personal-care or moving-and-handling requirements before we shortlist. An EHCP-aware fill means the adult understands annual-review language, reasonable adjustments and when to escalate — not only how to sit beside a pupil.

For 1:1 and named-pupil cover we look for consistency and a briefing that includes sensory diet, regulation strategies and who to call if the plan needs to change. For class or department roles we match to the curriculum model of the school, not a mainstream scheme dropped in unchanged.

What schools can expect