'Technology Plays a Crucial Role in SEND Support': An Interview With a Headteacher
12 Mar, 20251-2 minutes
In this blog, you will learn:
- How schools promote inclusivity and cater to students with diverse needs.
- Key issues facing the education system and how they can be resolved.
- The role technology should play in the classroom.
- Emerging trends in education in 2024.
- Where the latest Headteacher jobs are and how to apply for them.
Check out our recent interview with Headteacher, Victoria Carr, who shares insights into what her journey into education was like and the challenges facing schools today.
With over 20 years experience in teaching roles, including running a prep school in Kenya, Victoria has a wealth of experience in creating a supportive school environment for staff and students.
Throughout this interview we explore the importance of staff development in shaping the future of education and the role technology plays in supporting the learning and development of SEND students.
What courses, leadership training, or development programs did you undertake before becoming a Headteacher?
Before becoming a Headteacher, I undertook a range of leadership and professional development training. This included the National Professional Qualification for Headship (NPQH), as well as an equivalent in Christian Leadership as I was working as a Deputy Head in a church school at the time.
I also did the SEND qualification and was a SENCO for a number of years. I was coached and mentored by the Headteacher, to develop my ability to know and understand how schools operate in order to support staff effectively.
Additionally, I engaged in subject-specific training, safeguarding courses and curriculum leadership development to ensure I had a well-rounded understanding of school leadership. The one element of leadership I was not as well trained in before becoming a Headteacher was finance, but this was something I instantly got to know in the role.
Can you tell us about your career journey as a Headteacher? What initially drew you to this role?
My journey into headship began over twenty years ago when I ran a prep school in Kenya and embedded the English curriculum, as well as creating a bespoke learning experience for the pupils from one to nine years old.
I have always had a passion for teaching and a strong desire to make a difference beyond the classroom, something that stems from my own childhood where school was a haven for me.
I started as a classroom Teacher before taking on subject leadership roles in England such as a Deputy Headteacher. At one point I was a Leading Teacher across Northumberland.
With each step, I became more involved in whole-school strategy, curriculum design, school and staff development, safeguarding and SEND.
What drew me to headship was the opportunity to create a positive, inclusive learning environment where every child and adult can thrive.
I was particularly motivated by the chance to shape a school’s ethos, support staff development and work closely with families to ensure the best outcomes for pupils.
Schools are vital lifelines in society and offer a diverse and essential range of services in a community, despite the bad press and teacher-bashing that takes place when parents are frustrated.
How does your school promote inclusivity and cater to students with diverse needs?
Inclusivity is central to our school’s ethos. We have a strong SEND team who work closely with staff to ensure we can cater for all pupil needs and ensure they receive the right support.
We have two full time SENCOs, a full time Learning Support Mentor and two Emotional Literacy Support Assistants.
We use differentiated teaching, individual learning plans and specialist interventions to meet diverse abilities. We have also embedded a comprehensive curriculum that embeds character and values development, inclusivity and critical thinking.
We also promote an inclusive culture through staff training, adapted resources and close collaboration with external specialists such as Educational Psychologists, Speech and Language Therapists, and Occupational Therapists.
Additionally, we create a culture of respect and understanding, celebrating diversity through curriculum planning, assemblies and school-wide initiatives. Children and their wellbeing are always at the heart of every decision we make.
Do you find that your school is struggling to cope with demand from children with SEND?
No, we do not struggle to cope with demand. We have a range of strategies we have embedded in our school where we observe and assess pupils before they join us.
We meet with parents, have open days and evenings, walk-arounds and excellent transition arrangements.
We have often devised a plan and recruited staff before a child starts with us or very quickly afterwards, for the small number of in-year transfers we have.
We have two trauma-informed leads and all staff have had attachment and trauma training from Psychologists.
That being said, like many schools and reflecting a national picture, we have seen an increase in the number of pupils with SEND and the demand for specialist support is growing, whilst the availability of those specialist resources is compromised.
While we are committed to meeting every child’s needs, this does present challenges, particularly in terms of funding, staffing capacity and access to external services.
To mitigate these challenges, we divert resources and ensure that we have the human and physical infrastructure to ensure our children are well supported and are thriving. This is within my gift as a Headteacher.
The complexity of needs we have seen has increased, with a sharp increase particularly in young people with speech and language barriers, meaning staff require ongoing professional development to support children effectively.
Staff development is a core focus of our school and as such, the training we need is always identified in advance as we observe prevailing trends as well as meticulously going over any bespoke targets for children.
We are constantly adapting our approach, seeking creative solutions and advocating for the resources our pupils deserve.
This means long term thinking, horizon scanning for opportunity, wider stake-holder collaboration as well as meticulous paperwork being submitted on time to the local authority and it being chased up rigorously.
What are the key issues facing the education system today, and how do you think they can be resolved?
Some of the biggest challenges facing education today include:
- Funding pressures.
- Infrastructure.
- The lack of investment.
- Staff recruitment and retention.
- The increasing complexity of pupil needs.
- The balance between academic achievement and pupil wellbeing.
Schools are being asked to do more with fewer resources and whilst the demand for mental health and SEND support continues to rise, the focus on ineffective Govian curriculum expectations remain fixed.
Meanwhile, technology and modern methods of communicating have taken over the social and educational landscape for young people. We are being restricted and hamstrung by outdated methodology, based on the whim of one education secretary over a decade ago.
To address these challenges, we need a complete systematic review of all aspects of education, ensuring that the curriculum, assessments and Ofsted are fit for purpose.
We need increased investment, particularly in SEND provision and mental health support but also in infrastructure.
Reducing unnecessary bureaucracy would also help, particularly around attendance but also on the curriculum expectations, allowing Teachers to focus more on high-quality teaching of things that really matter to young people today.
Finally, promoting a positive work-life balance for educators and a culture of engagement and support is crucial in attracting and retaining talented staff.
What role do you think technology should play in the classroom, and how has your school adapted to technological advancements?
Technology has the potential to enhance learning, making education more engaging and accessible for all students.
In our school, we use interactive whiteboards, tablets and online learning platforms to support teaching and learning, however we could do more if we had more funding and space in the timetable.
Technology also plays a vital role in SEND support, with assistive tools like speech-to-text software and visual learning apps, helping pupils with additional needs.
We are mindful of maintaining a balance as technology should support learning rather than replace traditional teaching methods. This is because human interaction is vital for emotional regulation and role-modelling for children.
Digital literacy and online safety education are key priorities, ensuring that children can navigate technology safely and responsibly.
What is your vision for the future of your school, and how do you plan to achieve it?
My vision for our school is to continue creating an inclusive, nurturing and high-achieving environment where every child and staff member can reach their full potential. This includes:
- Ensuring high-quality teaching and learning remains at the core of everything we do.
- Strengthening our support for mental health and wellbeing to ensure children feel happy and secure in school.
- Further developing our extensive SEND provision, ensuring that all pupils have access to the resources and support they need.
- Maintaining strong links with the community and parents as collaboration is key to success.
To achieve this, we will continue investing in staff development and life-long learning, engaging with research driven best practices, and making strategic use of funding to provide the best possible outcomes for our pupils.
I have benefitted from lifelong learning and would like to ensure that I give staff that opportunity where it fits with their career, personal goals and those of the school.
How do you maintain a healthy work-life balance?
Maintaining a healthy work-life balance can be a huge challenge in school leadership but I believe it’s essential for long-term sustainability.
I prioritise delegation, ensuring that leadership responsibilities are shared among a capable team who are all trained and coached.
I also make time for exercise, family and personal interests including my work as an Analyst for the British Army to maintain perspective and recharge.
Setting clear boundaries such as designated ‘switch-off’ times helps to ensure that work does not consume every aspect of life and is something that I encourage among staff, as a healthy well-supported team ultimately benefits the pupils.
Did you notice any emerging trends in education during 2024?
Yes, there was an increased focus on pupil wellbeing and mental health, with more schools integrating emotional literacy and wellbeing support into their curriculum.
There was also a shift towards more flexible and personalised learning approaches, particularly in SEND provision, with schools moving towards ability-based rather than age-based groupings.
There was a greater use of AI in education, with schools exploring how technology can support personalised learning, marking and assessments.
There was a stronger emphasis on sustainability and outdoor learning, with more schools integrating eco-friendly initiatives and outdoor experiences into their curriculum.
As education continues to evolve, it’s important to stay adaptable and open to new approaches that best serve our pupils. That is something we pride ourselves on and is a second order effect to us having such an inclusive and diverse team.
Headteacher jobs
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Struggling to recruit a Headteacher?
As a specialist Headteacher recruitment agency, we support mainstream and SEND schools, Multi Academy Trusts, Alternative Provisions and Pupil Referral Units (PRU) with their recruitment needs.
If you’re struggling to fill a Headteacher vacancy, why not get in touch with one of our team to see how we can help?
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Meet Jamie Heath
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