Case Studies: Working at Perseid School
Rebecca Sanderson, Joining Perseid as an Assistant Headteacher,
Working with children and young people with SEND is my passion and consequently this has been the main focus of my career over the years. I joined the Perseid Upper School senior leadership team in September 2023.
My career began teaching in Early Years in a mainstream school, and then in primary and secondary SEN settings. Seeing the impact education, alongside strong relationships, can have on children and young people, particularly in a specialist setting, is hugely rewarding and is what motivates me every day.
From my first visit to Perseid it was clear that pupils sit at the heart of every decision. I discovered the relationships pupils have with the dedicated staff team to be hugely inspiring, and was impressed by how well the pupils have their voices heard and validated and enjoy coming to Perseid’s fun and vibrant learning environment.
I have much admiration for the staff, Governors and SLT and their high aspirations for their pupils with so many exciting, age-appropriate opportunities – the enrichment programme comprising outdoor learning, drama performances and working with external partners truly makes the school stand out.
What do I most look forward to every day? It is knowing that pupils benefit from strong relationships with their teachers, allowing them to enjoy the exciting, fun and playful approaches to learning, developing a love of learning whilst feeling safe and secure.
Katie Muffett, My Journey of Career Progression
Before joining Perseid School, I had eight years’ experience working in primary settings, including lunch time play coordinator and after school play worker roles. Whist in this role, I worked closely with a child with SEND, interacting and playing with them, and I always felt incredibly proud when I witnessed the pupil’s achievements and interactions.
Working with this pupil made me feel like I had the opportunity to make a difference, and suddenly I realised I was quite passionate about this – wanting to do more and support the most vulnerable. From that moment on I sought out SEND schools, and came across Perseid. I applied to for a Level 1 Teaching Assistant role, and was thrilled when I was offered the position.
Since 2021, I have had the opportunity to develop from a part time Level 1 Teaching Assistant to a full time Level 3 Teaching Assistant, and qualified as Rebound trained.
Throughout the years of working at Perseid, I have been fortunate enough to be encouraged to speak up and seek further learning and career opportunities, and sought out by management and invited to further my career. After expressing an interest in wishing to develop my career, I was offered the opportunity of a full-time position, which enabled me to build on my knowledge and gain more experience. When I was offered the position of Senior Teaching Assistant in January 2024, I was truly grateful that my desire to progress and my potential had been recognised, alongside the ongoing support from Senior Teaching Assistants, Class Teachers and SLT.
My colleagues and Senior Leaders at Perseid are truly one of a kind, always seeking to grow from within and offering training prospects to ensure what we deliver to pupils has their development at the forefront. In January 2024 I embarked on a Level 3 Childcare and Education course, recommended to me by the Executive Headteacher and funded by the school. My class team have also been amazing, they have been highly understanding and supportive with my change in job role and have been a massive help within our team. The range of training throughout my time has enabled me to best support every pupil in my care, understanding that every pupil is different and that we need a range of approaches and skills to provide the best education for every child.
I really enjoy my job as I feel like I am being a voice, a safe space, a teacher and play friend to the most venerable children who really need us most. I really enjoy witnessing the pupils enjoying their learning and engaging in the highly motivating activities that are available to them. Reaching achievements and milestones, and knowing I was part of it.
Perseid School really is the best place for the pupils to learn and grow, and every staff member strives to do their best to help the pupils along their journey. I know that the care we provide our pupils has a positive impact on the children’s wellbeing and learning, it is a truly rewarding job to be able to have.
Rebecca King, Career Progression as an Apprentice Teacher
I have worked at Perseid for 6 years, starting my career as an Apprentice TA in 2018 and quickly progressing to become a TA, and later a Senior TA. Whilst working at Perseid I have completed a degree in Special Educational Needs and Inclusive Practice at Kingston University and am currently completing a teaching apprenticeship with Coventry University with the support of Perseid school.
For as long as I can remember, I have always wanted to work in a school and become a teacher. Growing up in the local area, I had heard great things about Perseid School and I wanted to become part of a school environment that provides the best learning opportunities for the pupils, and staff. I then applied for the apprenticeship and was so excited to start my new role.
As an apprentice teacher, I work alongside my mentor to provide a high standard of education for the pupils in my class whilst also completing my PGCE. My studies are completed primarily online, allowing me to learn in a hands-on style at the school, gaining valuable experience both in and outside of the classroom.
The school has supported me in so many ways and have ensured I have the information I need to complete my application and begin my training. I have regular contact with senior leadership and will have weekly meetings with my mentor to help me consistently improve and feel supported in my role. Throughout my years at Perseid, I have always found that the leadership team are willing to help and guide me in career progression as much as they can, as well as helping me feel confident in my role. There are many opportunities for training to expand knowledge in areas such as PECS, Sign Along and Thrive.
I enjoy thinking of creative new ways to engage the pupils in their learning in a way that is fun and informative. Being able to watch the children progress and enjoy being in school learning gives me a sense of pride that I was able to be a part of it and am a supportive voice for the children.
I would like to progress into the role of a fully qualified teacher at Perseid after completing my apprenticeship and ECT years, contributing to the positive learning environment that allows our pupils to learn and grow.
Katie Rawet, Why I Got Into Teaching, Why I Chose Perseid and My Ambitions for the Future
I am passionate about igniting a love of learning within the pupils I teach, and I foster this by developing positive relationships with my pupils, whilst supporting them to build on their own needs and interests. In the sixth form, we continue to further develop the pupils’ education, whilst preparing them for adulthood, which I find to be incredibly unique, as I work with families and relevant professionals to determine what the next best step for the young pupil is after the learning journey at Perseid concludes. It is a very exciting time – celebrating everything that they have achieved whilst at Perseid School!
When I first visited Perseid, I was amazed with the nurturing and inspiring environments facilitated by the educational staff. It was clear that the pupils are at the centre of everything that Perseid does, by prioritising individual needs, abilities and interests within an inclusive environment. I believe that pupils enjoy attending Perseid School because of positive and nurturing environment that has been developed. The staff are passionate, enthusiastic, and friendly, making every pupil feel safe, and respected whilst they are at school. This is what motivated me to work for the school, but it is working within an environment where all staff take pride in best practice and are always striving to help each other and continue to learn that I enjoy most. It creates a motivating work environment, where you constantly want to challenge yourself as an educator.
During my time at Perseid, I hope to continue to further develop my professional knowledge and understanding of total communication. With the guidance of Speech and Language Therapists, I endeavour to maximise the exposure to a variety of communication methods throughout all learning experiences.
Nicola Vivian, Why I Wanted to Work at Perseid School
I have always known that I wanted to be a teacher, specially wanting to work with children with SEND. Having specialised in SEND education for 13 years, I was attracted to a career with Perseid because of the school’s commitment to ensuring the best outcomes for pupils, in all areas of development. The ethos of Perseid really resonated with me, in continually aiming to further the provision offered, enabling all to fulfil their potential.
I get great joy from interacting with the pupils and staff at Perseid. The pupils are amazing, and I love how dedicated the staff are, in making sure the pupils are safe and happy whilst learning. Every day is unique, in a magical way, and it truly is a rewarding career.
During my time at Perseid, I hope to support every child in reaching their potential, whilst making lessons fun and enjoyable, so that pupils are excited to come to school and participate in lessons. Working with pupils with SEND means that you continually must adapt your teaching and strategies to each child’s individual needs and interests and I am committed to this, and working in partnership with senior leaders to achieve this. That is my ambition for my time at Perseid School.
Jack Fry, A Career at Perseid School
I was drawn to a career in teaching owing to my own experiences as a pupil and understanding the deep and transformative impact that a great teacher can have on the lives of their pupils. If I was to summarise my ‘reason for’ in one word, that word would be Impact. I feel Perseid School embodies the meaning of this. The impact the school makes on its pupils’ lives, through an individualised experience championing the pupil every step of the way is exceptional.
I look forward to coming to work every day, because of the pupils. They are truly inspiring, and the individualised approach we undertake towards their education and development is unique. Pupils love to come to school at Perseid for a multitude of reasons, but I believe the main reasons are because the pupils know they’re always put first and their voice is always listened to.
It is my mission to continue to refine my practice to be the best possible teacher I can, for the pupils I teach.
Morgan Butler, Career Progression as an Apprentice Teacher
I have worked at Perseid since 2017, initially joining for a ‘gap’ year. However, upon joining and the opportunities provided to me I have stayed, undertaking a fully-funded Level Three in Supporting Teaching and Learning, funded foundation degree where I studied Early Years Education, with my third year focusing of SENDIP and now with the opportunity to do my teaching apprenticeship. I have progressed from a TA1 to a TA3, HLTA and now an Apprentice Teacher. I worked at Lower School as a TA1 and TA3 and then Upper School as HLTA.
I was inspired to work at Perseid because of their commitment to the pupils, ensuring they receive the best educational opportunities through a diverse and enriching curriculum which enable the peoples to thrive and rest their best potential. The pupils clearly enjoy learning through this.
Staff on both campuses are friendly, motivating and supportive.
The role of the AT is working alongside my mentor (class teacher) to build my confidence and ability in teaching, starting with 50% and developing to up to 80% at the end of the year. I will engage in onsite training that is provided by the school which they offer all teachers, this will include multi-agency meetings to learn expertise from other disciplinaries we work alongside like SALT and OT. Additionally, given offsite learning opportunities through both the school and university to expand my knowledge and experience.
I have been supported through receiving my own mentor that I will be able to seek support and advise from during my journey. All of the leadership team and senior staff are always happy to help, alongside previous apprentice too. I have been fortunate to see many senior teachers teach and through my HLTA been able to participate in onsite learning and CPD meetings.
I enjoy seeing how happy the pupils are each day, seeing them thrive in a positive and inclusive environment, supportive of likes and interests. Which help them develop their individuality. I enjoy the sense of achievement when a pupil learns something new, goes on a trip and explores a new environment. The staff positivity to attempt new approaches in the best interest of the pupils and their willingness to help.
I would eventually like to apply for a permanent teaching position and complete my ECT training years within the school, and I look forward to my future at Perseid School.
Transitioning to Special Educational Needs
Liane Walker joined Perseid School as Assistant Headteacher at Lower School in 2019, from a mainstream school.
With outcomes in the forefront of her mind, Liane was inspired to teach because she wanted, and enjoyed, teaching children the knowledge and skills they need to progress, and feels a great sense of reward witnessing their own pride when they achieve something they have persisted with, and accomplished. Her career began in mainstream primary, where she led in Arts and Maths. Shortly after she progressed to teach in a base for pupils with autism, with a focus on English and Attention Autism, where she became Head of the base and SENCO for the school they were attached to.
Drawn to Perseid School due to the inclusive practice and range of needs met through the carefully planned curriculum provision, Liane praises the school for their inspiring commitment to pupils. From the curriculum to the facilities, everything is carefully curated with the child in mind. She states that she was blown away with the dedication staff appeared to have to pupils during her first visit, and since joining, that has only been further confirmed.
The unique opportunity and the freedom to design individualised curriculums with additional strengths and needs cemented her decision to transition from mainstream education into a SEND school. At Perseid, Liane knew she would thrive and relish the opportunity to teach in a different way, and quickly became very passionate about inclusion and ensuring all pupils had the same access to education and opportunity. When asked what was the biggest change in the transition, she states ‘how to embed pupil voice throughout the curriculum and why this is so important. Learning and developing my understanding of appropriate terminology to describe pupil’s dysregulation and ensuring staff are fully supported through debriefs and regular check ins, but this only reiterates why I wanted to work here – a school that has the child at the heart of all practice’.
Through a thorough induction, supervision with a senior leader and extensive CPD, Liane was supported at every stage into her role. Alongside gaining an impressive Masters degree, NPQSL and becoming a licenced Thrive practitioner all with the support of Perseid SLT, she has developed as a leader and fulfilled the role to the best of her ability.
In the future, she hopes to support staff as she was, and develop initiatives to ensure the school is always striving to deliver practice that allows pupils to achieve and reach their personal potential.
It is exciting to have so many opportunities at Perseid, one thing I really enjoy is delivering training and upskilling other professionals and hope to continue to deliver more of this both internally and externally.
From Teacher Assistant to Teacher, A Journey of Progression
Daniaal began his career at Perseid School in 2019, when seeking a break after studying at University. He joined Perseid as a part time teaching assistant, where he discovered a passion for inspiring younger generations, and igniting a passion for learning.
Between 2020-2021, Daniaal completed his PGCE in a mainstream Reception class, where he came to the realisation that working in the SEND field was where his dreams really lay, and this returned to Perseid School as a Key Stage 1 Teacher at Lower School, in September 2021.
From a young age, Daniaal knew he wanted to be a teacher. For him, Primary school was the best part of his educational journey, both socially and academically, and as he grew older he saw a reduction in enthusiasm towards school from not only himself, but his peers alike. It was this notion that made him want to return to school as a teacher, to tackle the narrative that education is only about achieving good grades, and revamp the views that children held toward school. He wanted to work in a place where schools focused on development, not solely academically, and created new experiences for learners.
During his time at Perseid, Daniaal thrived as he created meaningful learning experiences for pupils and create days of fun and enjoyment. Although his time in the classroom was halted due to Covid-19, it was enough to reshape his entire career decision and know that upon completion of his PGCE at Harris Academy, he would be returning to Perseid School.
Praising the school, colleagues and the approachable and supportive SLT, Daniaal refers to his experience as a TA as beneficial. Citing that extensive training, work shadowing and support from collages held to build confidence, contribute to pupil learning and further develop his passion for wanting to support pupils with SEND as well as he could.
“Working at Perseid showed me just how important the role of a teacher is. Every day I am empowered to give attention, inspire, and enlighten the lives of our pupils and teach them how to have a voice for themselves, whilst developing them to their full potential. It is incredibly meaningful to be to change the lives of those I work with, and it is with the support of senior leaders at Perseid School I am able to do this. Without their encouragement and willingness to welcome me back, and their dedication to training to ensure I am the best teacher I can be, I wouldn’t have discovered a dream I didn’t know existed”.
Higher Education and Progression
Mollie Crossley has worked at Perseid School for four years, as a Level 3 Teaching Assistant.
With strong desires to work in the teaching sector from a young age, Mollie decided to delay her university to degree to gain first hand experience, and came to Perseid. Whilst at Perseid, Mollie as valued her role in supporting and helping children, finding her new career path incredibly rewarding and gaining a great sense of job satisfaction.
Mollie applied to work at Perseid School as an Apprentice, and chose this career route as it allowed her to gain a qualification alongside first-hand experiences, all the while developing her knowledge in an area she had limited experience. Upon completing her apprenticeship course, Perseid offered Mollie multiple training and induction opportunities, enabling her to become a permanent member of staff and progress through the ranks from TA1 to TA3, and begin studying her degree in Education Studies. Following the completion of her Foundation degree, Mollie plans to complete a top-up year to achieve the full degree and become a qualified teacher.
Studying Education Studies, supplemented by Perseid School, will educate Mollie further in the areas of safeguarding, special educational needs, teaching theories and curriculum planning, all of which is relevant and will extend her current knowledge.
Throughout her time at Perseid School, Mollie has benefited from a wealth of learning and experiences, gaining more responsibilities as she is provided the opportunity to lead lessons, make decisions and supporting the teacher to lead a team. Mollie speaks highly of the wealth of training and professional development opportunities, cohesive working team and positive working environment, and highlights the annual appraisals where staff are encouraged to discuss their strengths and weaknesses, and areas they would like to develop, and how the school can support the achievement of this.
For Mollie, the pupil centric approach at Perseid resonates with her own values. All members of staff are equipped with the correct training, and a shared vision, to make a difference to pupils learning and wellbeing. Staff are committed to delivering the highest standard of teaching, which is bespoke to individual need, made possible by Senior Leaders dedication to ensuring every member of staff is highly skilled, and has the appropriate training to match the schools Outstanding Ofsted status.
In the future, Mollie hopes to continue on her upward trajectory of success at Perseid School and progress in to a teacher role, at Perseid School.
Not only are staff at Perseid committed to developing the very best of staff, but they are to pupils as well. Pupils communication, development and wellbeing are supported by providing staff with training and resources for a wealth of strategies and therapies, meaning our portfolio of skills benefits pupils in the best way possible – we recognise each child is different and ensure the correct strategies are in place to support them. I leave work knowing the work we are doing is having a positive impact to the child’s learning and well-being, and that my practice is of the highest standard it can be. It is incredibly rewarding to work at Perseid School.
Progression to An Early Careers Teacher
Lizzie began her career working on exciting projects such as the regeneration of Battersea Power Station as a retail property advisor, following gaining her Geography degree at the University of Exeter. Slowly, Lizzie sought out a career change, and undertook a new role which she found to be a breath of fresh air: working as a behavioural teaching assistant in a SEND school and assisting pupils to positively participate in a varied school curriculum. In 2021, Lizzie embarked on her teacher training, at Perseid Lower School.
Inspired by her time as a teaching assistant, Lizzie felt she acquired the knowledge and experience from the role and was inspired to further pursue this, deciding to further refine her practice and develop academically by studying to become a teacher. Having researched lots of schools online, Perseid stood out among the crowd due to its Ofsted Outstanding rating and its clearly structured policies, in addition to its positive reputation and established route for trainee teachers.
On completion of her training, Lizzie was resolute in her decision to not return to her native Cornwall. Having formed strong relationships with her colleagues and benefitting from the network of support, Lizzie decided to stay at Perseid School, knowing that the opportunity to work in Yellow pathway would challenge and enhance her teaching, with a desire to learn more about a range of additional needs.
Over the course of her time as a PGCE teacher, Lizzie benefitted from class observations, which served to broaden her experience of SEN teaching. As she progressed to ECT, she has gained access to in-house training such as Attention Autism, Intensive Interaction and PROACT-SCIP. She speaks highly of her colleagues and senior leaders and the open-door policy which means she feels supported at all times. The school environment encourages a culture of sharing best practice – through in formal chats and regular observations, colleagues have shared information and knowledge and shared feedback, allowing her to hone in on specific areas.
As an ECT, Lizzie has bi-termly online lectures run by the school, which focus on breaking down the Teacher Standards in a way that is applicable to SEN schools. These lectures are incredibly insightful, allowing Lizzie to network with other ECT’s working in SEN schools across London, and her school-based mentor Louise develops sessions to ensure they are relevant to teaching pupils with SEN, and always on hand for guidance.
In the future, Lizzie looks forward to continuing to develop her knowledge and practice through the training offered by the school. Over the course of her first year, she has developed an interest in the PMLD field, and wishes to embark on targeted training, which could contribute to overall knowledge, whilst enabling her to refine and improve teaching practices for her class, ultimately improving outcomes in alignment with our school vision.
“As I continue to progress throughout my first year as an ECT, I have been given more independence and opportunity to explore different pedagogies and routines in my classroom, with are now embedded and well established with both staff and pupils. I am incredibly grateful for the support and opportunities to enhance my practice delivered by the school, SLT and my mentor, and I look forward to progressing as I have done so far, with Perseid School”.
