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SEN staff qualifications in London vary by role level. SEN TAs may hold relevant Level 3 qualifications while specialist SEN teachers need QTS plus additional training. This guide explains what qualifications are appropriate and valuable for different SEN roles.
The qualifications required and valued for SEN staff in London vary significantly by role level and SEN specialism. At the teaching assistant level, there are no statutory minimum qualifications in England, but experience and sector-specific qualifications are highly valued. At the specialist teacher level, QTS is essential and specific mandatory qualifications apply for some roles. Understanding what qualifications are appropriate and valued for different SEN roles helps London schools specify requirements accurately when working with agencies.
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There are no statutory minimum qualifications for SEN teaching assistants in England, but experience, personal qualities and sector-specific training are highly valued. Common qualifications for SEN TAs include: Level 2 and Level 3 qualifications in Supporting Teaching and Learning or Supporting Learning; Level 3 qualifications specifically in SEN support or working with pupils with learning difficulties and disabilities; foundation degrees or degrees in education or special educational needs; and specialist training in specific approaches such as Makaton, PECs, TEACCH or specific SEN programmes. Experience in relevant SEN settings is often valued as much as formal qualifications.
Specialist SEN support workers working with pupils with complex needs may hold Level 3 or Level 4 qualifications in specific areas of SEN, specialist training in approaches relevant to the client group (such as intensive interaction for pupils with PMLD, positive behaviour support for pupils with challenging behaviour or BSL for pupils with hearing impairment) and health-related training relevant to pupils with complex medical needs. Workers who can demonstrate both formal qualifications and specific practical experience of the conditions they are supporting provide the highest level of specialist support.
SEN teachers placed in London schools must hold Qualified Teacher Status (QTS). For some specialist teaching roles, mandatory qualifications are required: teachers of the deaf must hold the mandatory qualification for teachers of the deaf to be employed as a qualified teacher of the deaf. Teachers of children with visual impairment must hold the mandatory qualification for teachers of the visually impaired. These mandatory qualifications are postgraduate Level 7 awards and are held by a relatively small number of specialist teachers in London.
The National Professional Qualification for Special Educational Needs Coordinators (NPQ SENCO) is being introduced to replace the National Award for SEN Coordination. The NPQ SENCO is a national professional qualification that provides a rigorous, evidence-based programme of professional development for SENCOs. It covers SEN legislation and policy, assessment and intervention, working with families and other agencies, and leadership of SEN. New SENCOs will be required to complete the NPQ SENCO or equivalent within 3 years of appointment.
Beyond formal qualifications, specialist SEN training and continuing professional development are highly valued in the London SEN market. Training in autism approaches (such as the SPELL framework, Autism Education Trust resources or specific structured teaching approaches), training in AAC, training in Intensive Interaction, positive behaviour support training, Lego therapy, social stories and other evidence-based SEN approaches all enhance the value of SEN staff to London schools. SEN agencies should be asked about the training their workers hold when making bookings for specialist SEN roles.
SEN agencies placing workers in London schools should verify the qualifications claimed on a worker’s application against original certificates. For QTS holders, status should be verified through the Teaching Regulation Agency database. For specialist qualifications, agencies should see original certificates or other verifiable evidence. For any professional registration, verification through the relevant regulatory body is required. Schools should ask agencies to confirm that qualifications have been verified before placing a worker.
For related information see our articles on How SEN Staff Are Vetted and Learning Support Assistant Role.
There are no statutory minimum qualifications for SEN TAs in England. Common qualifications include Level 2 and Level 3 supporting teaching and learning awards, foundation degrees in education or SEN support and specialist SEN training. Experience in relevant SEN settings is also highly valued. The specific qualifications appropriate depend on the role and the SEN conditions of the pupils being supported.
A specialist SEN teacher must hold QTS. For specific specialist roles, mandatory qualifications apply: teachers of the deaf and teachers of the visually impaired must hold the relevant mandatory qualification. Beyond these requirements, relevant specialist training and CPD in specific SEN approaches and conditions significantly enhances the value of specialist SEN teachers.
The National Professional Qualification for Special Educational Needs Coordinators (NPQ SENCO) is being introduced to replace the National Award for SEN Coordination. It is a rigorous national professional qualification providing professional development for SENCOs covering SEN legislation, assessment, intervention, family and agency working and leadership of SEN. New SENCOs will be required to complete the NPQ SENCO or equivalent within 3 years of appointment.
Visit our SEN London Resource Hub for more guides on EHCP rights, SEN legislation, staffing costs, agency use, Ofsted expectations and borough-by-borough funding variations across the capital.
The information in this article is provided for general guidance only and does not constitute legal or professional advice. Legislation, funding and local authority policies change: always verify current requirements with the relevant authority. SENDhelp Education Limited accepts no responsibility or liability for any loss or damage arising from reliance on this content. Any links to third-party websites are provided for convenience only and do not constitute endorsement of their content.
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