"Can We Truly Meet the Needs of Every Child in a Class?" Interview With a Head of Educational Services

In this blog, you will learn:

• What senior SEND leadership looks like, including how curriculum, quality assurance and staff wellbeing are balanced across multiple specialist settings.
• How first-hand experience across educational and SEND settings can help support some of the most vulnerable learners.
• Why early intervention and funding are critical to preventing students from reaching crisis points in the SEND system.
• How to find and apply for the latest local authority SEND jobs.

Educational and specialist settings require thoughtful leadership, quality assurance and a clear focus on pupil wellbeing. We recently spoke with Julia, a Head of Educational Services, who oversees whole-school responsibilities across both secondary and college settings.

With over fourteen years’ experience across mainstream and specialist education, Julia is also a School Advisory Board member, providing non-executive advice and insight to school leaders to support their school vision.

In this interview, Julia shares how drawing on personal experiences throughout her career has informed, challenged and driven improvement within the system.

Tell us about your career journey so far

My career began as a PE Teacher in a mainstream school. Initially, my plan was to work part-time while continuing my coaching business in independent schools, however, I quickly fell in love with the vibrant school community, full of children who had experienced many Adverse Childhood Experiences (ACEs).

Within a year of completing my first teaching role, I was appointed Head of Year 7, a position I absolutely loved. My drive to make a difference led me to take on additional responsibilities, including Head of House, leading the school’s charity initiatives and mentoring new staff.

After three years, I reluctantly left to progress my career as Head of PE, a role I held for several years before returning to Head of Year following a school merger. During this time, I also oversaw Quality Assurance, Vocational Qualifications and served as an Newly Qualified Teacher (NQT) Mentor.

After starting a family, I transitioned into the SEND sector to challenge myself in a new area. I worked in a highly dynamic Social, Emotional, and Mental Health (SEMH) setting, where I discovered the powerful role P.E could play in helping students regulate their emotions and behaviour.

It was a truly rewarding experience and when that school closed, I moved to a specialist Autism Spectrum Condition (ASC) setting to broaden my expertise. This was an unforgettable experience, working with incredible students whose autism brought unique strengths and perspectives.

Building on this, I stepped into leadership as an Assistant Headteacher in a Pupil Referral Unit (PRU), where I was responsible for curriculum, assessment, examinations and quality assurance.

I then progressed to Deputy Headteacher in a school supporting students with suicidal ideation and Emotionally Based School Avoidance (EBSA) often following years of missed education. In this role, I led on Quality of Education, Assessment and Examinations.

After two years, I was promoted to Head of Education Services at Inclusion Education. Today, I oversee all aspects of education across our organisation, support the opening of new schools and lead strategic initiatives to drive growth and development.

What does your current role as Head of Education Services consist of?

No two days are the same as Head of Education Services, but my core priority is to truly know our students and staff because they are the reason I do this job. Understanding their challenges is essential to providing the right support.

Equally, when introducing new initiatives, I value input from those working directly with students, as they know them best.

A typical week sees me working across four of our settings. My focus includes curriculum development, quality assurance in teaching and examinations as well as supporting staff with management, professional growth and any challenges their setting may face.

I particularly enjoy mentoring colleagues, creating space to discuss career progression, address concerns, and celebrate successes, because recognition is key to staff feeling valued and appreciated.

Of course, the role also involves the more challenging aspects of ensuring compliance with policies and procedures. A firm but fair approach is essential to maintaining standards while supporting our teams effectively.

How do you keep up-to-date with changes in the education and SEND sector?

Staying up to date with SEND is essential, but there’s far more to learn than legislation and the White Paper. While understanding these frameworks is important, it’s equally vital to learn from parents and students as well as seek insights from specialists such as Speech and Language Therapists, Educational Psychologists and Occupational Therapists.

We need to embrace the mindset that every day is a learning day. This means engaging with research papers, reading blogs from frontline professionals on platforms and drawing on personal experiences throughout your career to inform, challenge and drive progress within the system.

What are some of the most valuable lessons you’ve learned in your career so far?

• Behaviour is communication: Every action tells a story; if a child is dysregulated or explosive, ask why and what they’re trying to express.
• Communication and positivity matter: Open dialogue and a positive approach are key to progress.
• Value drives effort; When people feel appreciated, they go above and beyond.
• Emotional intelligence is powerful; It’s a skill worth mastering and consciously applying.
• Make time to think; Build flexibility into your schedule for reflection and problem-solving.
• Challenge is healthy; It fosters growth and improvement.
• Find the blessing in every lesson; Every experience offers something to learn.
• Progress requires setbacks; Like an arrow pulled back before it propels forward, challenges often precede success.

What challenges or obstacles are the education sector facing?

There is an urgent need for more specialist schools and the funding required to sustain them. Waiting times for support must be reduced and early intervention is critical. If we act sooner, the system wouldn’t be in the state it is today. 

We need to focus on preventing students from ‘falling into the river’ rather than concentrating solely on ‘fishing them out’.

As a parent, I find it unacceptable that I had to pay for my daughter’s dyslexia assessment just to secure the support she needs. The school simply couldn’t afford it within their current budget and my concern is, what happens to the students whose parents cannot afford this?

What is your greatest fear at work?

Sadly, we cannot meet every need and that truly breaks my heart. The education system urgently needs an overhaul to better support students’ mental health and wellbeing. 

If we look at Maslow’s Hierarchy of Needs, it’s clear that students must feel safe and cared for before they can learn effectively. So how are schools missing this fundamental principle?

How often do you feel that the demands of your role exceed the time and resources available to you?

I feel incredibly fortunate to work with a team that truly practices what it preaches by placing wellbeing at the heart of everything it does.

Students are always the priority and whatever they need is resourced to ensure they thrive.

Sadly, this level of commitment is rare in education today, largely due to budget constraints, staffing challenges and recruitment pressures.

Reform in the SEND sector continues to be a huge topic of discussion. How have things changed or progressed in the SEND sector since the start of your career?

From my experience, there has been a significant rise in the number of Education, Health and Care Plans (EHCP), which is placing enormous strain on Teachers due to limited funding and insufficient support for these students.

While awareness of barriers to learning such as ACEs or specific diagnoses has grown, the real challenge lies in the lack of understanding and training to address these needs effectively. 

Realistically, can we truly meet the needs of every child in a class of over 30 with just one Teacher?

Have you noticed any significant trends or changes in the needs of students and schools within the last 5 years?

COVID has had a profound impact on students socially, with anxiety and mental health needs continuing to rise. There is an urgent need for more wellbeing and pastoral practitioners in schools to provide dedicated support, but there is no funding or time within the timetable to allow this to happen.

Recruitment is becoming increasingly challenging and I’ve noticed a worrying trend of experienced professionals, particularly mothers, leaving the profession, which represents a significant loss to education.

What do you feel can be done to better support the needs of all children and young people as well as those with SEND?

• Increase funding to provide appropriate resources, specialist staff and interventions.
• Allocate more time for planning, personalised support and collaboration with specialists.
• Prioritise pastoral progress alongside academic achievement. Wellbeing must be central to success.
• Improve awareness and training so staff can identify SEND needs early and ensure timely referrals and diagnoses.
• Reduce class sizes to enable Teachers to give individual attention and adapt teaching for all learners.

What would you say has been your biggest career achievement?

My biggest career achievement has been transforming lives. My first role was in an incredibly challenging school where students were often misunderstood. I worked hard to change that narrative and we made huge progress.

The impact became clear years later:

• My nurse during a hospital stay was an ex-student.
• My son’s Teacher, an ex-student.
• The lady serving my family in the hospital was an ex-student.
• Even my hairdresser is an ex-student.
• The cashier at my local supermarket, also an ex-student.

These were children who had faced multiple ACEs and today they are thriving members of society.

In addition, I will be returning to my old university to teach the next generation of Teachers about SEND strategies and supporting students in care. This is deeply personal to me as I was once in care, I am dyslexic and I experienced many ACEs.

Today, I am Head of Education Services, sharing the message that anyone can achieve anything with someone who truly believes in them.

Do you have any tips or advice for anyone considering a career in the education and SEND sector?

Pay attention to even the smallest changes in behaviour as they always mean something.

I would also say be a sponge and absorb the good, the bad, and the challenging, because every experience shapes who we are today.

What are your plans for the future?

My plans are to continue making a positive impact on the lives of students, Teachers, and trainee Teachers. I also want to keep learning and developing both personally and professionally.

I would love to one day open a foster home or adopt and provide a safe, supportive environment for children who need it most.

SCG School Insights Report 2025

As specialists in education and SEND recruitment, we work closely with primary, secondary, and SEND schools throughout the UK and are mindful of the challenges that schools and teaching staff are currently facing. 

In the School Insights Report 2025, we explore pupil experience and outcomes, key developments impacting the education sector, staffing and workforce trends, and the state of funding and resources in education. Read the SCG School Insights Report 2025 here.

SEND jobs

If you’re searching for your next local authority SEND job, why not take a look at the latest vacancies, or simply upload your CV to be notified when a relevant position becomes available.

Local authority recruitment services

As specialist local authority SEND recruiters, we support local authorities nationwide with their temporary, interim and permanent staffing needs. 

We can supply SEND staff for service redesign, tackling annual review backlogs and SEND/EHC Case workers to amend plans or hold annual review meetings. 

If you’re struggling to fill a vacancy, why not get in touch with Richard Shorrock on 01772 954200 to see how we can help?

Share your experience

Every individual brings a unique set of experiences, thoughts and insights to the table. We believe in giving a voice to a community of professionals to inspire positive change and champion reform in the SEND sector.

If you work in the SEND sector and would like to share your own personal and professional experiences, we’d love to hear from you. Perhaps you have a different perspective, could offer a fresh angle, or want to challenge assumptions. 

Simply reach out to our Head of Content, Nicole Sherwood, to discuss a collaboration which makes your voice count.

Who is Spencer Clarke Group?

Established in 2017, we’re an award winning and progressive recruitment agency based in the heart of the North West. Our reputation is built on trust, expertise and an unwavering commitment to exceed expectations. 

In 2025, Spencer Clarke Group was awarded Best Public/Third Sector Recruitment Agency and Best Temporary Recruitment Agency at the Recruiter Awards. In 2024, Spencer Clarke Group was also named Recruitment Agency of the Year.