Norlander Megan on working with children with SEND
4 March 2026
Megan has always been interested in working with children with special educational needs and disabilities (SEND). However, it was her experience at Norland, encompassing specialist skills and diverse placements, that continued to inspire her journey as a nanny.
In this blog, Norlander Megan (Set 41) discusses her time at Norland, what she learned through her placements and her journey as a fully qualified Norland Nanny working with children with SEND.
My time at Norland
“I studied at Norland from 2017 to 2020. Since graduating with my degree in 2020 and as a fully qualified Norland Nanny in 2022, I have worked as a nanny specialising in supporting children with SEND.
“I had worked with children with SEND before coming to Norland, in a SEND school and as an au pair between 2014 and 2016 for three children, in a family where the oldest and the youngest both had autism. This sparked my initial interest in working with children with SEND.
“During my time at Norland, I was fortunate to have numerous opportunities to develop my practice with children in a variety of settings such as schools both mainstream and SEND, nursery, family homes, maternity ward and residential family.
“Studying at Norland provided me with a range of specialist skills, including Makaton and paediatric first aid. These skills have been invaluable in my work, allowing me to support other practitioners working with my charges or other children in the same setting.
“The highlight of my time at Norland was working closely with knowledgeable practitioners who undoubtedly had a lasting and positive influence on my practice as an early years practitioner. Their guidance and expertise were invaluable as I honed my skills and learned new techniques such as Makaton, a language programme that uses signs and symbols to aid communication in adults or children with learning or communication difficulties. This has proved highly instrumental in my ongoing work with children who have difficulties communicating for different reasons.
Life as a Norlander
“Since qualifying as a Norlander, I have had the privilege of working with children with SEND. I have been in my current position for two years now, and every day I continue to build on the foundation laid during my time at Norland. The Norlander network has also been a significant resource, providing a wealth of knowledge and support. This community has been instrumental in my ongoing development and ability to provide high-quality care.
“I work with a family with two children, the eldest who is four has a rare genetic condition, autism and Global Development Delay and her sister who is two.
“We hold sessions using the attention autism learning approach, using visually-based activities for children with communication difficulties. To help improve communication skills, we practice Makaton and speech through repetition and singing. I work alongside several practitioners in different settings including a nursery, with an SEND case worker and more. In my work, we arrange activities such as swimming, visiting a farm or library, and each of these works to improve social skills in the child through sensory exploration. We include sensory opportunities at all times and encourage positive emotional regulation through verbal and physical stimming such as spinning and jumping.
“I ensure that the family receives the support they need through day-to-day communication and report writing, skills I honed during my years at Norland. My role involves ensuring that the child’s needs are accurately documented and communicated to all involved parties. I regularly communicate with the nursery and the one-on-one support assistant for my charge while she is at nursery.
“My journey so far as a Norlander has been incredibly rewarding.”
“Since graduating, I have completed courses in neuroscience and autism, which have deepened my understanding of these complex areas. I have conducted extensive research into complex needs, genetic disorders, and brain injuries that has been crucial in enhancing my ability to support children with these conditions.
“The confidence I developed at Norland has been instrumental in my ability to advocate for children and their families. This advocacy is a critical component of my role, ensuring that the needs and rights of the children are always at the forefront. I have worked with multiple councils and agencies, using my Makaton skills and understanding of various communication methods to promote effective communication with non-verbal children.
“My current role involves interacting with multiple medical professionals, the council, and other early years practitioners involved with the family. I attend medical appointments, have assisted with portage visits which are a form of home education needs assessment for children with SEND, and worked alongside educational psychologists, speech and langauge therapists, doctors and dietitians to support my charge.
Working with children with SEND
“My placements at a Special Educational Needs (SEN) school in Bath were particularly influential in cementing my passion for working with children with SEND. Learning to work as part of a larger team to support SEN students, developing individualised communication strategies such as using PECS or Now and Next boards, exploring music and routines, and designing sensory activities for the students, were all experiences that have supported me in my later roles.
“Working with children with SEND who have rare genetic conditions presents unique challenges due to the lack of research and understanding in this area. I have learned that it is essential to continually develop my understanding of SEND and the specific needs of the child in my care.
“The training and experiences I gained at Norland have been invaluable in my current role and throughout my career so far, allowing me to advocate effectively for the children and families I work with. The continuous learning and support from other practitioners and parents have been essential in navigating the challenges and celebrating the successes of working with special needs children. This journey has reinforced my commitment to making a difference in the lives of the children I work with and their families.”
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