Meet Harrison Furner

Harrison joined the Granta School in Cambridge straight out of Year 11. Opting for an apprenticeship over college, he has discovered a passion for Special Educational Needs (SEN) support. We sat down with him to discuss what it’s like working in a special needs school, the importance of male role models in education, and why he recommends the apprenticeship route.

“Granta is a special needs school in Cambridge that supports pupils from ages 3 to 19. As a teaching assistant, I support basically anyone and everyone across that age range. Currently, I am working with a class of younger children, though I have experience supporting students all the way up to 19.

My day-to-day role involves supporting the class teacher to ensure lessons run smoothly. This includes making observations and at the end of the day, updating Class Dojo, which is an app that allows us to share updates with parents and generally supporting the curriculum. I’m also trained to give First Aid.”

“We work with students who have PMLD (Profound and Multiple Learning Disabilities), autism, and physical disabilities. Because of the specific needs of our students—especially those who are wheelchair users—our curriculum is very sensory-based. While some students focus on traditional literacy and numeracy, for others, learning is driven by sensory intake and their physical and cognitive abilities.”

“Growing up, I had a brother with special needs, so I always worked around his schedule and understood that world. In secondary school, I knew I didn’t want to go into standard education, but I was interested in childcare. I’ve always had a real passion for helping special needs kids, and supporting charities that work with them. I think that actually I do want to make a difference, because a lot of them just aren’t understood.”

“It was a big switch. The first week was tough; the behavioral needs of the children were different from what I expected. However, within two months, I absolutely loved it and wouldn’t change it for the world.”

“It was a big switch. The first week was tough; the behavioral needs of the children were different from what I expected. However, within two months, I absolutely loved it and wouldn’t change it for the world.”

“The workshops were incredibly valuable, particularly the masterclasses on dyslexia and dyscalculia. Hearing experts explain how neurodivergent children think and feel really changed my perspective. It helps you understand that if a child is acting a certain way, there is a reason behind it.

My confidence has grown massively. When I started, I was a shy kid who knew nothing. Now, I’m mentoring a new apprentice because I know how the school works. I’m also not afraid to admit when I’ve made a mistake—it’s all room for improvement.”

“I think the way I’m able to encourage and communicate with the children has definitely improved and I’m not scared to lead a session if the teacher is absent. I’ve learned how to make myself approachable so the children feel comfortable coming to me. “

“Yes – it’s very female dominated. There are just over one hundred staff here and only eight are male, so I’m definitely in the minority. “

“I think we do really need to have more male figures in education, yes. It’s a shame to think that there are young boys who maybe aren’t thinking about a career in education who could actually have all the qualities to be a great TA or teacher. 

From the pupils’ perspective, some boys need that positive male role model—someone they can go to for a sense of belonging or connection. It just offers a different dynamic. I definitely think attracting more men towards being educators and role models in school is important.”

“I absolutely love my job. When a child just looks at you with a sense of love and you can offer them that security and see them progress – it’s incredibly rewarding. In an SEN school the class sizes are smaller and the bonds you can make with children are deeper. 

If you’re considering it as a career, I would say do some work experience or volunteer at a SEN school to get your head around the way it would work and then see if you do enjoy it.”

“Just go for it. You have absolutely nothing to lose. Even if you find out it isn’t for you, after 15 or 18 months, you still walk away with a qualification and work experience.”

“I plan to continue my training. I’m looking at doing a Level 5 Specialist Teaching Assistant apprenticeship with a SEN specialism, and eventually, I’d like to train to teach. I want to make a difference, especially for children with special educational needs, because I feel they deserve to be understood and supported just as much as mainstream children.”