SEN Teacher Interview Questions UK: 8 Real Questions and What Interviewers Want

Applying for a SEN Teacher job in the UK? Here is what you are likely to be asked. These questions come from our SEN Teacher question bank of 25 questions, written for UK employers at mid-level level.

Eight SEN Teacher interview questions, and what the interviewer is thinking

1. What is the graduated approach to SEN support, and how do you apply it in your classroom?

Why they ask: It is the core framework of the SEND Code of Practice and underpins every SEN teacher's practice.

2. What are the four broad areas of need in the SEND Code of Practice?

Why they ask: Basic knowledge of the framework is expected from any SEN teacher.

3. Can you explain how an Education, Health and Care Plan is created and what it contains?

Why they ask: EHCPs are a legal document and teachers must contribute to them confidently.

4. A pupil with autism becomes very distressed during a noisy, unstructured lesson and runs from the room. What do you do?

Why they ask: It tests calm, safe handling of crisis behaviour and understanding of autism.

5. How do you adapt your teaching so that pupils with SEND can access the curriculum while still being challenged?

Why they ask: Adaptive teaching with high expectations is central to the role.

6. What are a school's duties towards disabled pupils under the Equality Act 2010?

Why they ask: Legal knowledge of reasonable adjustments is essential for the role.

7. Tell me about a time you adapted your approach for a pupil with SEND and it made a real difference.

Why they ask: They want evidence of impact and reflective practice with pupils with special needs.

8. Why do you want to work as a SEN teacher?

Why they ask: Schools need staff who are committed to the demands and rewards of SEND work.

A sample answer to question 1

What is the graduated approach to SEN support, and how do you apply it in your classroom?

The graduated approach is a four-part cycle of assess, plan, do and review, set out in the SEND Code of Practice 2015. First, I assess a pupil's needs using information from parents, previous settings, observations and any specialist reports. Then I plan with the pupil, parents and SENCO, agreeing clear outcomes and the support that will help, whether adjustments to teaching, resources or interventions. In the do stage, I deliver the support, remaining accountable for the pupil's progress even where a teaching assistant is involved. Finally, I review progress, usually termly, asking what has worked and whether the outcomes were met, and I adapt the next cycle. If a pupil is not progressing despite good support, we may seek advice from external professionals such as an educational psychologist or speech and language therapist, and consider whether an EHC needs assessment is appropriate.

Common mistake to avoid: Treating it as paperwork; delegating entirely to TAs

Want the rest?

Full model answers, key points and common mistakes for all 25 questions are on the SEN Teacher interview questions page. The first five are free, no sign-up needed.