Why SEN Science?

When I was at school, science was always my favourite subject. It just made sense to me. I was curious about how things worked and always wanted to dig deeper. That love of discovery led me to study Medicinal Chemistry at UCL, where I graduated in 2002.

I started out in the drug development industry — which, at the time, seemed like the natural next step. But after a while, I realised it wasn’t what I’d imagined. The work was repetitive, progress was slow, and the spark just wasn’t there. I wanted something that felt more alive, something that mattered day to day.

In 2006, I retrained as a science teacher and began working in mainstream schools. I’ll be honest — it wasn’t easy. Behaviour management dominated the job, and it often felt like I was fighting a losing battle with students who didn’t want to be there. I couldn’t see myself doing it long term. I left full-time teaching and picked up supply work instead — a practical way to keep going while figuring out what was next.

Then one day, everything changed.

I walked into Hallmoor Special School in Birmingham for a day of supply teaching. From the moment I stepped through the door, I knew it was different. Hallmoor wasn’t just another school — it was special in every sense of the word. The students faced their challenges, but they wanted to learn. Their achievements might have been small to an outsider, but to them — and to us — they were monumental. And the staff… what a team. Everyone pulled together for the children and for each other. It felt like I’d finally found somewhere I belonged.

One afternoon, I joined a science lesson during a teacher’s PPA time. The teacher was doing a good job, but I couldn’t help thinking — this is what I’m meant to do. Science, taught in a way that makes sense to these students. That was the moment it clicked.

At the time, I was still doing bits of supply work in different schools, and I’d just had my first son, James. I took a couple of years out to be at home with him, but when I was ready to return, I knew exactly what I wanted: a science teaching role in a special school.

That call eventually came — “Do you fancy nine months of supply, three days a week, teaching science at Hallmoor?” Of course, I jumped at it. I poured my heart and soul into the job, and in September 2014, it became permanent.

I stayed three days a week for nearly a decade, before taking on an additional science development role in 2023 — a chance to help shape how science is taught across the school.

Looking back, I’m so grateful for that first day I walked into Hallmoor. It completely changed my life. I’ve spent twelve years building adapted resources, designing practical activities, and finding ways to make science meaningful and accessible for students with learning difficulties.

Some days, the victories are small — a student remembering that gold is a solid, or burning magnesium with confidence for the first time. But those moments are everything. They’re proof that science doesn’t belong to the few — it belongs to everyone.

This blog is where I’ll share what I’ve learned, what’s worked (and what hasn’t!), and how we can make science come alive for students of all abilities.