Supply Teaching in Primary Schools: An Interview on Personalised Learning and Meeting SEND Needs

In this blog, you will learn:

• About the role of a Supply Teacher and Tutor in primary schools.
• About the importance of providing personalised learning and meeting SEND needs.
• Where the latest Supply Teacher jobs are and how to apply for them. 

We might think we know what supply teaching is like, but how does it compare to being a full-time classroom Teacher? What really happens behind the scenes and what are the true rewards and challenges of stepping into a new classroom each week?

To find out, we spoke with Elizabeth, a Supply Teacher and Tutor, to get an honest, inside perspective on the realities of the role.

With over 25 years of experience in the education sector, Elizabeth has a wealth of knowledge about the realities of supply teaching and the unpredictability of daily cover.

For Elizabeth, supply teaching is more than just stepping into the classroom at short notice and keeping lessons on track; it’s about providing personalised learning and making a meaningful difference.

In her dual role, Elizabeth has combined her skills in supply teaching and tutoring to gain an understanding of classroom practice and child development.

Throughout this interview, Elizabeth shares her experience and expertise in supply teaching and tutoring amid rising SEND needs and funding pressures.

Tell us about your career journey so far and how you came to your current role

I began my career as a full-time primary school Teacher. Due to personal life events, including a family bereavement, health issues and a challenging workplace, I transitioned to supply teaching.

Over the years, I’ve worked in a mixture of long-term and daily supply roles, which has given me exposure to many different schools, classes and communities.

Alongside this, I’ve tutored privately for almost 20 years, providing one-to-one and small-group support. This combination of supply teaching and tutoring has allowed me to develop a broad understanding of classroom practice, child development and bespoke educational approaches.

What drew you to supply teaching and tutoring?

I began supply teaching while seeking another permanent role and quickly discovered I enjoyed the flexibility and variety. Visiting different schools, seeing how each one operates and comparing practices across areas has been fascinating.

Tutoring, on the other hand, allows me to work closely with a child or a small group, providing focused, personalised support.

Overall, I enjoy planning creative, bespoke activities and adapting my approach to each child’s needs and learning style. There’s a real sense of satisfaction in guiding a child’s progress in depth and seeing the difference my support makes.

How does your typical day as a Supply Teacher differ from that of a full-time Teacher?

A typical day definitely varies. Some days are planned for supply teaching or tutoring, while others depend on last-minute school calls. In supply, I have to quickly familiarise myself with the classroom layout, resources and the needs of the pupils.

I establish rapport with the class, sometimes working with a Learning Support Assistant, but often relying on my experience to manage the day effectively.

Compared to a full-time Teacher, supply teaching doesn’t involve termly planning, staff meetings, or reporting responsibilities, but it brings unique challenges. Each day can feel like starting fresh, from building relationships with new students to adapting quickly to a new environment.

In tutoring, the focus is very different. I plan in detail for a single pupil or small group, tailoring activities to their needs and monitoring progress closely. The relationship and preparation are key and this is where I feel most engaged.

What is something about being a Supply Teacher or Tutor that most people misunderstand?

Many people assume Supply Teachers have it easy and earn the same as full-time Teachers. In reality, establishing authority and rapport with a class you may be visiting for the first time is challenging. You have to quickly scan the room, adapt your approach and deliver lessons effectively with minimal handover.

Tutoring also has its own set of skills. People may assume it’s simple because it’s one-to-one, but it requires deep observation, tailored planning and constant adaptation to the child’s needs.

Since you started working in education, what significant changes or trends have you noticed in the needs of children and young people?

Over my 25-year career, awareness of SEND and additional needs has grown significantly. When I was training, terms like autism or Social, Emotional and Mental Health (SEMH) were rarely covered and support for pupils with additional needs was inconsistent.

In mainstream schools, pupils now have more structured Education, Health and Care Plans (EHCPs) and targeted interventions. Despite this, gaps remain, particularly for children not in school or with complex needs.

I’ve noticed that children benefit most when learning is calm, structured and relationship-led. I’ve also learned that patience and consistency often matter more than policy alone.

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

Curriculum demands have increased over time, requiring Teachers to cover more content in a shorter period. As a Supply Teacher, I need to adapt quickly to each school’s systems and resources.

In tutoring, especially for children who are not attending school, resources are often limited. Cuts to support staff or agency Tutors mean some children get less attention than they need.

I’ve built up my own collection of materials over the years, but I see a real need for shared resources that Tutors can access. Managing these challenges requires careful planning, flexibility and creativity.

Have you seen any creative strategies or approaches that make a particularly big difference in supporting children?

Nurture groups and rooms have been extremely valuable for children who struggle in a classroom setting, although funding and resources mean they are often limited. One-to-one support is effective, but children with sensory difficulties may still be in environments that aren’t suited to their needs.

As a Tutor, I tend to avoid overreliance on Information Technology (IT), instead focusing on tactile, personalised activities that engage the child directly. I’ve found this approach helps children develop focus, confidence and independence.

What’s the biggest challenge you face in your role and how does overcoming it make the work rewarding?

In supply teaching, the challenge is maintaining energy and authority in unfamiliar classrooms, often with new pupils and limited preparation. Successfully establishing rapport and seeing progress in pupils makes the work deeply rewarding.

In tutoring, the biggest challenge is building a relationship with students. Each week requires consistent attention to understand and adapt to children's needs, which can take as much effort as the teaching itself.

What skills or personal qualities have been most essential for your success in the education sector?

Calmness, kindness and adaptability are essential. I can quickly build rapport with children, meet them at their level and respond to their needs effectively. These qualities, along with resilience developed through life experience, help me manage the unique challenges of supply teaching and tutoring.

What has been the most fulfilling part about your career in supply teaching and tutoring?

For each SEND pupil I’ve supported, I’ve seen progress beyond measurable academics, including improvements in focus, confidence, independence and engagement. These changes, though subtle, demonstrate that personalised attention and a responsive approach can have a meaningful impact.

I’m proud to still be in education after 25 years. From my early days as a Newly Qualified Teacher, I’ve grown in confidence and can now manage any primary class (except nursery) and deliver meaningful learning and support across a wide variety of settings.

If you could influence policy, reforms, or funding, what changes would you advocate for to support Teachers and students?

I’d like to see smaller class sizes, better specialist provision within mainstream schools and increased support for Tutors and SEND children. I also believe that after-school enrichment, funded by parents or schools, could provide valuable opportunities for children without relying solely on school budgets.

What excites you most about the future of education?

I’m excited about the increasing focus on SEND and personalised learning. I’m also interested in how Artificial Intelligence and technology can support teaching and tutoring in meaningful ways, provided they enhance rather than replace human interaction.

What advice would you give to someone aspiring to become a Teacher, Supply Teacher, or SEND professional?

Knowledge and understanding are important, but practical, reflective experience shapes effective practice. I would say to be patient, adaptable and place the child at the heart of your decisions. Building relationships and understanding individual needs is as important as curriculum knowledge.

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.

Supply teaching jobs for Early Career Teachers

Passed your PGCE but struggling to secure a permanent teaching job? 

As specialists in education recruitment, we work alongside hundreds of primary and secondary schools throughout the North West of England who regularly need Supply Teachers. 

Whether you’re looking to build your classroom confidence, fit your new teaching job around existing responsibilities or test the water before committing to a permanent position, we can help you enter the wonderful world of supply teaching. 

We usually find that schools love our Supply Teachers that much, they end up taking them on in a permanent position. 

Even if you’re not searching for supply work, if you refer a Teacher to us and we successfully place them into a teaching role, you could earn yourself £250 in vouchers! (Ts & Cs apply)

Recruit Supply Teachers

As a specialist education recruitment agency, we support mainstream and SEND schools with Supply Teachers and support staff across the whole of the North West. If you’re struggling to find cover, why not get in touch with one of our team to see how we can help?

• Primary schools - Jimmy Callagher 
• Secondary schools - Liam Jones
• SEND schools - Jamie Heath

Meet Jamie Heath

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 education sector.  

If you work in the education 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.