What you need to know
Key contact information
Teacher/TA support and pay queries: 0203 870 4632
Feeling sick before 7am or running late to school? Call 0203 870 4632 or text 01293 344 531
To ensure our calls get through to you, save these numbers as a contact in your phone
Pay information
We process your pay information using an umbrella company called Key Portfolio.
What to pack for the day ahead
You will want to arrive as prepared as possible before starting each day at one of our schools. Here are some things you might want to pack before leaving each morning.
A paper version or photocopy of your DBS certificate
Any form of photo ID
Lunch, or money to purchase lunch
When possible, check ahead of time whether the school has any allergy policies or food policies related to religious practices.
Covid essentials:
Hand sanitiser
Facemasks
Any lesson prep materials you think might be relevant
Learning aids if required
Sensory toys if working with children with SEND
Additional stationary:
Whiteboard markers
Pens
A notebook/planner
Appropriate clothing and footwear
Some of our schools have dress codes for teachers, be sure to check for this before heading into the school
Safeguarding
Safeguarding is everyone’s responsibility. If you suspect a safeguarding concern at school, this should be reported immediately to the designated safeguarding lead, or if they are unavailable, a member of SLT. You should be provided information on who this person is before you arrive, if this does not happen please ensure you ask the school who this is as soon as possible. Once the report has been made, you must also inform us at Zen Educate as soon as possible.
For more information please refer to your safeguarding training or handy resources like this.
Top Tips for Behaviour Management
All behaviour happens for a reason and is usually a way for a child to communicate with us. Being able to successfully manage behaviour in your classroom can be key to enjoying your day. It is important you address the cause of the challenging behaviour, not just managing the behaviour in the moment. Here are some things you can do to be proactive and not just reactive when it comes to managing behaviour.
1. Build relationships
Building positive relationships not only encourages good behaviour but also enhances learning. Use every opportunity to get to know your children, what they’re interested in and a little bit about their lives. You may be rejected at first but persist and be consistent. Some children can be especially hard to reach, but they can be the ones with loads of potential bubbling under the surface.
2. Collaborative rule-making
Rules and expectations are really important to establish early on. Ideally, rules should be discussed collaboratively as a class so that children are aware why they’re needed. Make sure they are phrased positively and written/displayed clearly in the classroom.
3. Give students responsibility
There’s always little tasks that need doing in and around the classroom which students love to get involved in. Give them class responsibilities such as someone to hand out books, collect water bottles, deliver paperwork to reception etc. They could even wear a designated badge for the week to make it feel official!
4. Positive Language & Praise
Always use positive language in the classroom. Say the behaviours you do want to see vs the ones we don’t want. For example, instead of saying “Don’t run”, say “Walk please!” Praise is also key, as children strive to receive attention and if they don’t get this for showing good behaviour, they can resort to disruptive behaviour in order to get our attention. Make sure praise is genuine, immediate and specific, “Well done for putting your hand up, Tom”.
5. When-Then
When-then is a great strategy for getting behaviours you want to see without nagging. The ‘then’ needs to refer to an object/activity the child really wants to do. E.g. “When you have put your books away, then you can go outside.” By using ‘when’, instead of ‘if’, it implies the child will do what they have been asked and there’s no room for negotiation.
School jargon
Special Educational Needs and Disabilities (ADHD)
SEND can affect a student's:
behaviour or ability to socialise
reading and writing
ability to understand things
concentration levels
physical ability
Attention Deficit Hyperactivity Disorder (ADHD)
A behavioural disorder which includes symptoms such as inattentiveness, impulsiveness and hyperactivity.
Autism Spectrum Disorder (ASD)
A lifelong developmental disability that impacts social communication, social interaction, flexible thinking, interests and behaviour.
Child and Adolescent Mental Health Services (CAMHS)
Services that assess and treat children and young people with emotional, behavioural or mental health difficulties.
Down Syndrome (DS)
A condition where a person is born with an extra chromosome 21. Down Syndrome can affect a person’s cognitive ability, physical growth and cause mild-moderate learning difficulties. There are also health risks associated with DS.
Education, Health and Care Plan (EHCP)
A formal plan that details the education, health and care support that is to be given to a child or young person (aged up to 25) with special educational needs. It is drawn up by the local authority after the assessment.
Global Developmental Delay (GDD)
The term used to describe when a child has not met two or more milestones in all areas of development.
Moderate Learning Difficulties (MLD)
The umbrella term used to describe children who have cognitive ability and attainment levels significantly lower than that of their peers.
Multi Sensory Impairment (MSI)
Pupils with MSI have a combination of visual and hearing difficulties
Occupational Therapy (OT)
Motor, sensory, perceptual, social and emotional self care skills are assessed by an occupational therapist. Therapists then work with the child, parents and teachers and use therapeutic techniques to improve a child’s ability to access the physical and learning curriculum. They can also advise on equipment and environmental adaptations that may improve accessibility. Play is often used to help a child attain the maximum levels of functional performance, which can improve independence and self-esteem.
Oppositional Defiant Disorder (ODD)
A disorder that is defined by a pattern of hostile, disobedient, and defiant behaviours.
Picture Exchange Communication System (PECS)
An approach to developing communication skills using pictures.
Top Tips for Supporting Children with SEND
There have been many changes to the education for children with additional needs over the years, but the Children and Families Act (2014) brought a clear expectation that most children with SEND are to be taught in mainstream schools. Therefore, every teacher is a teacher of SEND. Here are some top tips to make your classroom SEND friendly;
1. Have a sensory box
Sensory boxes, as the name suggests, are boxes full of sensory toys that children can access throughout the day. You can find loads of cheap toys to fill the box with, and it can be themed around a specific topic to make them relevant to learning. They have many benefits for children of all ages and abilities, such as developing connecting different bodily sensations, supporting emotional regulation and refining motor skills.
2. Be as visual as possible
Many children with SEND learn better with visual aids. It is so important for children with ASD to have a visual timetable displayed clearly in the classroom which shows the lessons and other activities that are taking place that day. Writing instructions on the board and providing visual instructions can really help with understanding and comprehension of the task.
3. Make instructions short and clear
Children with SEND can struggle with processing lots of information at once, so using clear, short sentences reduces the demand on them. As long as you get your message across, try to use as few ‘filler’ words as possible. For example, “Coat off”, “books away”, “playtime has finished”.
4. Calm time
To help children with transitions or to feel more grounded, it’s really helpful to have 2-5 minutes at the end of every lesson for calm time. This could include breathing exercises or seated/standing simple yoga poses to help bring down levels of arousal and also to indicate the end of an activity.
5. Get to know your pupils
Every child is different and will need individualised differentiation based on their specific needs. Speak to SENCO’s and read the EHCP’s to understand a particular pupil’s profile so that you can tailor activities to suit their needs and ensure they can meet their targets. Take every chance you can to develop your relationships with the child, parents/caregivers and other professionals within that child’s life, e.g. therapists.
How to make an impression on SLT
Show Dedication
Demonstrate your passion for teaching every day and go above and beyond what is usually expected.
Be Proactive & Take Initiative
Be confident in your abilities to work independently and take ownership of certain activities within the classroom.
Be Flexible and Adaptable
Every day is new in the classroom so SLT really appreciate a member of staff who can react positively to new situations.
Demonstrate Strong Behaviour Management Skills
Maintaining a cool calm but authoritative presence throughout the day makes life not only much better for the children and their learning, but for all other adults in your classroom too. If you get this right, everyone will love you and want you back.
Key Resources
Here are some links on teaching material to help you when starting out in a new school.
