I go to work with mixed feelings this week. Emma, one of the most inspiring teaching assistants I have had the pleasure of working with, has decided that she wants to return to Australia.

She has decided to take 6 months more travelling and then go home. Despite the fact I will miss her skills within my team, I cannot do anything but agree with her decision. What an opportunity, at the age of 22, to go and explore. I am probably jealous. I am jealous!

I have commented before how we can all learn from each other, and over the past few years I have worked with numerous staff, many of whom have gone onto exciting opportunities and new challenges. From Emma, however, who has become a good friend as well as a trusted colleague, I have learnt more than from anyone else.

Her fresh, ‘matter-of-fact’ approach to work and life, has made me reflect upon my own practice as SENCo, and indeed my approach to my own life as well. I look forward to hearing regular updates of her adventures and hope that I continue to develop my own skills in light of the example she has shown.

Last week of term, but still no let up. I am interviewing today.

I always enjoy interviewing, however I’m still tired and there is a lot to arrange and organise:

• catering,
• coffee for start and buffet lunch,
• tours of school,
• staff to observe practical exercise,
• copies of the short written task,
• the formal interviews themselves.

Some people say I ask too much of candidates, but I think that it’s important to give each potential employee an opportunity to show their abilities in different ways.

The life-blood of Teaching Assistants is working with young people, how can I employ someone without seeing them interact with some of our students?

At some stage every member of staff in a school has to make decisions on their own and take the initiative. A short written task based on a typical scenario allows candidates to show their thought processes and outline preferred outcomes.

Then I conduct the interviews themselves, and the value of the positions is clear from a whole school perspective. The new Head was involved for the whole day.  This really does show that we are an inclusive school.

In the end I made three good appointments, a good mix.  I am really pleased.

Time for a well-earned drink, only two days left!

Among my support staff is 23 year old Emma, who is responsible for working with students on the autistic spectrum, as part of a revolutionary approach to support students with ASC* in mainstream settings.

Today things became pretty difficult with the young man she was supporting. She was eventually told to ‘f**k off’.  This is clearly not acceptable anywhere: in a workplace, public area or school.

After a meeting with Emma and the specialist ASC teacher who works with us, we talked through the events that had brought the situation to a head.

I was all for throwing the book at the students concerned; Emma considered different options and then, together with the specialist teacher, persuaded me that their approach was more appropriate.

They were right. This has not been the first time that Emma has found solutions that I could not have come up with.

Emma left school with few qualifications, and by her own admission hasn’t had the best hand dealt to her by life. However, the insight she shows and forthright approach with which she tackles tasks is inspiring.

I offer my staff opportunities to develop skills as they wish. Emma takes every opportunity: staying late for meetings, attending whole staff training and generally doing everything she can to improve herself and become more skilled. An approach I truly admire.

Emma may not be as qualified as I am, or as experienced, but I learn from her every day. 

We never stop learning and often the source of that new knowledge is from people and places you may not have expected. I am always open to new ideas and opportunities.

As a SENCo we all need to be!

* Autistic Spectrum Condition, also known as ASD (Autistic Spectrum Disorder)