What Teacher Personality Type are You?

What kind of teacher do you think you are? Reluctant? Parental? Wizard? Take 5 minutes out of your day, enjoy a cuppa and take this fun quiz to find out.


What is your teacher personality? Find out here.

At Axcis, we are always scouring the web for interesting, useful and fun resources for you. Today we came across an article which explores teacher personality types and thought that it might be something fun you’d like to take a look at.

What are the personality types?

The article breaks down personality types into these six sub categories:


  1. The Sergeant Teacher – If your personality fall on the authoritarian side of the spectrum, you may be a Sergeant Teacher.
  2. The Parental Teacher – This teacher personality type has a strong nurturing instinct. They genuinely want their students to succeed and are willing to invest a lot of time and energy into helping them.
  3. The Aloof Teacher – Don’t confuse their stoic demeanour with indifference–Aloof teacher personality types love their jobs. They just don’t want to coddle their students.
  4. The Reluctant Teacher – OK, so teaching wasn’t everyone’s first choice for their career. Sad but true.
  5. The Wizard Teacher – Some people seem like they were born to be teachers. They’re real wizards at their jobs. See where I’m going with this?
  6. The Buddy Teacher – Buddy teachers see themselves as just that–friends to their students. This teacher personality type is the extreme on the “personability” side of the spectrum.

What teacher personality type are you?

Why not take this quiz and find out which personality type you are? You can also find out more about each of the teacher personality types on this page. Enjoy!

Are you looking for a teaching position?

Register with Axcis and become connected to a range of specialist and mainstream schools in your area for work.

As leaders in SEND (special educational needs and disabilities) staffing, we can help you if you’re looking for a new job, or if you know anyone else who is (we offer a generous referral bonus!) Registration on our website is simple and free of charge, so what do you have to lose?

Teaching Assistant Jobs Near Me – We can help you find work!

Are you seeking a teaching assistant job in your local area? Find out which areas Axcis cover and how we can help. We have a trained team of expert recruiters on hand to help you, and our service is entirely free of charge, so why not give us a try?

Who are Axcis?

Find a teaching assistant job near you with Axcis

We are a dedicated special educational needs and disabilities (SEND) recruitment company, working hard to find excellent staff for specialist and mainstream schools in England and Wales. We offer candidates flexible work, fair rates of pay, excellent training opportunities and we are proud to support a range of charities and SEND organisations, including the National Autistic Society (NAS) and the National Association of Special Educational Needs (nasen). We have worked hard to become known as an ethical, hard working team who have the best interests of both our candidates and clients at the heart of our values.

Teaching Assistant Jobs Near Me – What areas do Axcis cover?

If you’re looking for a teaching assistant job near to you, you’ll want to know where our offices are based, and what areas we cover. The good news is that we cover most of England and Wales. We have offices in:


  • London – covering all London boroughs and the home counties/South East
  • Bristol – covering the South West and South Wales areas
  • Manchester and Liverpool – covering the North West areas of England as well as North Wales
  • Birmingham – covering the Midlands areas


We have yet to branch out in some of the further regions East of England. However, we do get enquiries from schools in this area, so if you’re looking for work in East England, it’s still worth getting in touch to see if we can assist.

What other jobs can Axcis offer?

In addition to teaching assistant jobs near you, we can also offer teaching, therapy and leadership positions. We also occasionally get asked for lunch cover, exam invigilators and – well, any other people you can think of who might work in a school!

I’m interested – what next?

If you are not already registered with us, this is usually the first step to seeking work. It’s a quick, online process and doesn’t tie you in to any agreements with us at all. In fact, if you register and then decide that we are not the right company for you, there is no obligation at all to proceed. We can simply remove you from our database if required. However, we are pleased to report that the vast majority of candidates who complete our registration process feed back to us that they are very happy with us and the work we find them.


After completing our online registration, the next step is to attend a face to face interview. This part of the process is unavoidable as we have a legal responsibility to ensure that all paperwork is checked and that we are fully compliant with all legal requirements before any staff are sent to work in a school. Don’t worry if our nearest office is not close to where you live – we often run registration events in other areas in order to make it a bit easier for candidates who do not live on our doorstep.

Refer a friend and earn up to £250 in shopping vouchers

If you have friends who are looking for employment, why not refer them to Axcis? If we place them in a school or alternative provision for at least 20 days, you can earn up to £250 in shopping vouchers as a thank-you. You’ll earn £100 for your first referral, £150 for your second, £200 for your third and a massive £250 for your fourth and any subsequent referrals (please note that any referrals made who do not complete 20 days work will not be counted). Find out more about this scheme here.

Any other questions?

If this article has not answered all of your questions, why not give your local office a ring or email us? Our dedicated consultants will be more than happy to have a chat with you and help with any other queries you might have.

We look forward to working with you!

SEND News Roundup

At Axcis, we are thrilled to be associated with the National Autistic Society and nasen. Each month, we bring you the latest news highlights from our partners, so if you’d like to know what’s been happening with these great organisations and in the world of SEND, read on.

NAS News

Below you’ll find a list of some of the latest autism news, compiled by our friends at Network Autism. Each title is clickable and the link will take you to their website where you can find the full story.


Get the latest SEND news here with Axcis

  1. Calls for autism-specific schooling in Northern Ireland
  2. Autism in women and girls conference
  3. New book explores the experiences of autistic women
  4. Autism introduced within teacher training
  5. Autism and ageing in the United States
  6. Nominations open for Autism Professional Awards
  7. NHS staff in England to receive learning disability training
  8. Gender bias in autism diagnosis
  9. Easy read guide to registering to vote

Nasen News

Below you’ll find a list of the latest SEND news from our friends at nasen. Each title is clickable and the link will take you to their website where you can find the full story.


  1. Damian Hinds responds to Dame Christine Lenehan’s report into residential special schools
  2. Useful guide for young people aged 16-25 on resolving SEND disagreements
  3. ‘Keeping Children Safe in Education’ is updated
  4. nasen response to NAHT ‘Empty Promises Report’
  5. Hereward College is recruiting to its governing board
  6. Inclusive Alliance SEND CONFERENCE Friday 19th October 2018
  7. The National SENCO Workload Survey
  8. Northern Ireland Advisory Group Vacancies

Are you seeking work with young people with SEND?

Register with Axcis and become connected to a range of specialist and mainstream schools in your area for work.

Register with Axcis and become connected to a range of specialist and mainstream schools in your area for work.

If you’re not already registered with Axcis, but would like to seek a special needs teaching or support position, why not get in touch or register today and find out how we can assist you? We have offices nationwide and a team of expert consultants who have proven relationships with specialist and mainstream schools in your area.


What is special educational needs?

What is special educational needs? Find the UK definition here as well as information about what different kinds of special educational need there are plus what resources and support are out there to help you.

What is special educational needs?

What is special educational needs? Find out here.

Special educational needs and disabilities (SEND) is a legal term. It describes the needs of a child who has a difficulty or disability which makes learning harder for them than for other children their age. Sometimes schools in the UK will say SEN or Special Needs but they mean the same thing. Schools aim to provide students who have identified SEND with support, or special provisions to allow them to have the same education opportunities as others of the same age.

What kinds of SEND are there?

SEND usually fall into one or more of the following four areas:

1. Communication and interaction

  • Speech, language and communication needs (SLCN)
  • Autism (ASC/ASD)

2. Cognition and learning

  • Specific learning difficulty (SpLD)
  • Moderate learning difficulty (MLD)
  • Severe learning difficulty (SLD)
  • Profound and multiple learning difficulties (PMLD)

3. Emotional, social and mental health

  • Attachment difficulties
  • Social and emotional difficulties
  • Mental health issues
  • Attention and hyperactivity difficulties

4. Physical and sensory

  • Visual impairment (VI)
  • Hearing impairment (HI)
  • Multi-sensory impairment (MSI/Deafblind)
  • Physical disability (PD)


Children who have needs that fall into a mixture of these four categories are considered to have ‘complex needs’. A child may also be described as having ‘mild’ or ‘severe’ learning difficulties depending on the degree of their needs and the impact these have on their lives.

Where can I find support materials?

The good news is that there is a wealth of information out there to support your individual needs. The advent of social media and the internet means that information is now easier to come by than ever before. We even have our very own SEND Resources section here on the Axcis blog! You’ll find worksheets and practical ideas as well as guest articles from professionals in the field and useful support sheets which give guidance on how to work with people who have particular SEND conditions. We are also affiliated with the National Autistic Society and nasen. Both of these organisations can provide a broad range of information, training and support, so if you can’t find what you’re looking for with Axcis, why not try them, too?

Did you find what you’re looking for?

If you are looking for information that you’ve simply been unable to find, why not let us know in the comments section below? We can then do some research and provide an answer in a future blog, or point you in the right direction for guidance. We’d love to help you in any way we can.

Are you seeking SEND work or staff?

Register with Axcis and become connected to a range of specialist and mainstream schools in your area for work.

If you’re not already registered with Axcis, but would like to seek a SEND teaching or support position, why not get in touch or register with us today and find out how we can assist you? We have offices nationwide and a team of expert consultants who have proven relationships with specialist and mainstream schools in your area, so if you need work (or indeed staff), why not give us a call today?


Introducing our new Axcis South West Consultant…

Axcis are pleased to announce that our South West Team has a new consultant – Suzie Bridge, so if you’re seeking work (or staff) in the South West England area, why not register online or get in touch with Suzie? Find out a bit more about her here.

We asked Suzie to tell us about herself:

Suzie Bridge

Prior to joining Axcis, I achieved a degree in education, specialising in disability. I also have experience teaching children and young adults from mainstream and SEND backgrounds.


I have always enjoyed supporting children with special educational needs and disabilities. The rewards for both the children and myself are incomparable – and knowing that I am making a difference to their lives is something which I feel honoured to be a part of. There really is something special about seeing children flourish.


I am proud bring this knowledge and experience to my role at Axcis. I am passionate about listening to the needs of both my candidates and clients, and ensuring that I find the very best possible recruitment solutions for both parties.


When not at work, I spend a lot of time with my horse – Ollie. I have a keen interest in all equestrian activities. I also enjoy rugby, gardening and reading. I have done charity work in the past – my most favourite was when I went to India for a month and helped teach children there. I love the feeling of giving something back and contributing to the greater good.


Would you like to work with Suzie?

If you are seeking work (or staff) in South West England, then get in touch with Suzie today to see how she can help. Or if you’re seeking work in any other area, register online and we will put you in touch with your personal consultant in your local office.


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Name Axcis Andy’s new sidekick and win £100 in shopping vouchers for your school

We have exciting news here at Axcis Education Recruitment. Our loveable teddy bear mascot, Axcis Andy has made a new friend. We are asking for your help to give him a name.  We are providing you with two classroom worksheets to complete with your students. You can choose which one you use, or you can do both – it’s up to you!


Axcis Andy (left) and his new lion friend (right). Help us to name him and you could win £100 in shopping vouchers for your school.

Once you have completed your worksheet(s), simply scan (or take photos of them) and email them to us at info@axcis.co.uk. You can send one per student, or you can choose the best entry from your class and just send us that one.

About the worksheets

Worksheet 1 is a story activity. All you need to do is use the missing words (listed under each paragraph) to complete the blanks. The last paragraph asks for a name, which isn’t listed. This is where your students can get creative. We’d love to hear your ideas! Download worksheet 1 here. 


Worksheet 2 is a drawing and colouring activity. We’ve provided a photograph of the lion toy. The task for your class is to simply draw him in the space provided, and come up with a name. Again, we are open to any and all suggestions. Download worksheet 2 here. 

The small print

For confidentiality purposes, we have not asked for student names or details on the worksheets themselves. However, if you would like to submit class or individual student details when you send us your entries, you may of course do so at your discretion. Any details submitted may be used when announcing entries and winners.


Axcis reserves the right to use all images submitted for marketing and communication purposes. Selected entries will be displayed on our website and winners will be announced on our social media pages.


This competition will close on Friday 19th October 2018, with the winning name to be announced after the half term break. We regret that entries received from Axcis staff, families or affiliates will not be considered.

Do you need to find SEND staff?

If you need to find a SEND specialist for your school or setting, Axcis can help! From teachers and teaching assistants to therapists and school leaders, we have a broad range of staff on our books seeking work. We can assist with day to day supply cover or long-term and permanent requirements. Plus, our service is free until we find you someone you want to hire, so what do you have to lose? Get in touch with Axcis today! 

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How to learn names… it’s that time of year again!

Are you a teacher or member of school support staff who is struggling to learn the names of the children in your class(es)? If so, this blog is for you. Read on for some helpful ideas…


When I was a teacher, I worked in secondary schools as a science specialist. This meant that I saw around 200 different faces each week. It was a nightmare to learn all their names, so I did some research and came up with these simple ideas which might help you, too.

1 – Seating Plans

This is an obvious one which you’ve probably already tried. By asking the children to sit in assigned places, you can simply keep a plan on a sheet of paper in front of you with their names written in the spaces where each child sits. This method works well until you have a room change, or do an activity where the children are not in their usual seats. So it’s a useful tool to help, but is not the answer in the long-run. Plus, building relationships with pupils is about showing them that you want to get to know them and looking down at a sheet of paper because you can never remember their name is probably not sending the right message on that front!

2 – Name Badges

Name badges can be a good starting point for learning names

Again, an obvious idea and one that can be useful for the first few lessons each year. Simply get your students to put their name on sticky labels and wear them while they are in your class. This will also help the children to get to know each other (and you can sell the idea to them in this way!) But after those first few lessons, you’ll be on your own so you need some other tricks up your sleeve to get those names committed to memory.

3 – Visual Associations

This article gives some useful hints and tips to learn names. One of which is from a teacher called James Paterson, psychology teacher at LVS Ascot, and finalist in the World Memory Championships. He explains that:

“My top advice for recalling names is to create a visual association between the student’s name and their face, no matter how weird or illogical it might seem,” he says. “If your student is called Oliver for example, you could imagine him begging for more marks, like Oliver Twist – it’s incredible how easily the full name can be recalled with only the most tenuous of associations.”

This method may take a little time to implement but should help you to remember many of the names of your students.

4 – Flash Cards

Learning names isn’t just going to happen by itself. Much like learning information for an exam, you’ll need to invest a little time and energy into learning the names of the children in your classes. Another simple method is to make some flash cards and practice at home. Many schools can provide you with a visual register of your class. This should include a photograph alongside the names of the students. Use this to create a set of flashcards with the children’s names on one side and their photo on the other. You can then test yourself, or get someone else to do it with you until you know all of their names. This method could also be combined with the visual association method to speed up the process.

5 – Use their name labels for help

The vast majority of students will have something with their name on – it may be their bag or it may be their pencil case/books etc. Identify a time in your routine when you can see such items and use it to practise the names of your students. For example, if your class come in every morning with a book bag, you could stand by the door and greet them each by name as they come in, using their bag as a cue if you get stuck. If you repeat this every day, you’ll know their names in no time. Alternatively, you could insist that each lesson is started with exercise books/diaries etc on desks and whenever you walk around the room, have a quick peek at it for a reminder of the names as you speak to the children. The more you say it out loud while looking at them, the faster you’ll commit those names to memory.

Do you have any other methods?

If you have any useful tricks to learn the names of your students, why not share them with us in the comments section below? We’d love to hear how you manage to learn all the names of your students each year, and it might help other people, too!

Are you seeking SEND work?

Register with Axcis and become connected to a range of specialist and mainstream schools in your area for work.

If you’re not already registered with Axcis, but would like to seek a SEND teaching or support position, why not get in touch or register with us today and find out how we can assist you? We have offices nationwide and a team of expert consultants who have proven relationships with specialist and mainstream schools in your area, so if you need work, why not register now?

Axcis, proud to sponsor a nasen SEND award

Axcis are thrilled to sponsor a nasen SEND award – find out more here!


The nasen awards seek to recognise and share the best practice which, ultimately, really benefits children and young people with special and additional educational needs and disabilities (SEND).


Axcis are thrilled to sponsor an award again this year. The award we are sponsoring is the Excellent Practice in Special School or Provision Award. This prize is for any special school, setting or provision who have improved outcomes for children and young people with SEND through their outstanding outreach work. We can’t wait to find out who has won and what for (nominations are now closed).

About the event

This year’s nasen Awards ceremony will take place on Friday 19th October at The Waldorf Hilton Hotel. Those shortlisted to win an award will be invited to the black-tie ceremony which will include dinner and drinks.

What are the other categories?

School and organisational categories

  • Excellent Practice in Early Years Award
  • Excellent Practice in Post-16 Education
  • Excellent Practice in Primary School Award
  • Excellent Practice in Secondary School Award
  • Excellent Practice in Special School or Provision Award
  • Exceptional Parental Engagement Award
  • Effective Technology or Resource Award

Individual Categories

  • Young person/Youth achievement Award
  • Inspirational Teacher Award
  • Inspirational Leader Award
  • Learning Support Staff Award
  • Lifetime Achievement Award

Who won  last year?

Last year’s event was a huge success, celebrating the hard work and achievements made by many organisations and individuals within the SEND sector. To find out more, take a look at the nasen webpage dedicated to last year’s winners here.  If you want to learn how to improve your personal or professional practice, or if you’d simply like to stay up to date with developments in the SEND arena, don’t forget to book your place for nasen Live 2019 – early bird tickets go on sale soon, and Axcis will be sponsoring this key event again next year, too.

Are you seeking SEND work or staff?

Register with Axcis and become connected to a range of specialist and mainstream schools in your area for work.

If you’re not already registered with Axcis, but would like to seek a SEND teaching or support position, why not get in touch or register with Axcis today and find out how we can assist you? We have offices nationwide and a team of expert consultants who have proven relationships with specialist and mainstream schools in your area, so if you need work, why not register now? Alternatively, if you are a school or alternative provision in need of SEND recruitment help, why not contact us and find out how we can help you today?



Child Mental Health Difficulties are rising at an alarming rate. What can we do to slow it down? (Guest post)

An SEMH school leader, Graham Chatterley has become a regular guest-blogger for Axcis. In this post, he discusses the rising issue of child mental health difficulties and what can be done to help our young people before it’s too late.

When the intervention is too late

Graham Chatterley giving a presentation at a recent event

I’ve said many times that the sooner we can get a child into our SEMH setting, the higher the chance we can engage them, repair some of the (emotional) damage and equip those children for a more positive future. Having a child start with us at age 15 gives us little opportunity to influence change for them and we can do nothing more than helping them to get a few qualifications.

When it’s just in time

It is common for the transition to secondary school to be the point at which things become too much for many of our children. They leave the more nurturing, close knit, smaller pool of staff in a primary setting and move into a huge arena of different adults, personalities and a multitude of other children and it becomes too much to cope with. When children come to us at age 11/12, they will often still remember when school was a more positive experience. We have a better chance to rebuild self-esteem and confidence and have a positive impact on that child.

A better time

The bottom line is that the earlier we receive a child, the greater the opportunity we have to help repair any trauma that the child has experienced. It doesn’t need to be rushed or forced – and because of this even more success can usually be seen. Sometimes we can even turn that child around and get them successfully ready to return to a mainstream setting. However, even though this is viewed as success, it must still be remembered that the child has experienced trauma and must continue to receive support.

At a time when child mental health difficulties are skyrocketing. What is causing it? What is being done to prevent it or at least slow it down?

Mental Health referrals for under 11s are up by a third compared to 2 years ago. This is a scary increase and for a setting like ours where the youngest child is 8, we are having to react to a huge national issue.

As part of my outreach work,  I am now liaising more and more with nurseries and key stage 1 settings. Staff at these settings are increasingly struggling to manage the volume of children showing signs of early trauma, and many (staff) lack the skills and training to cope with such children.


What is the reason for this?


Are more children now suffering neglect?


In my opinion, yes they are, but not physical neglect. Although there are definitely more children on the poverty line who are struggling to have their basic needs met – and this is contributing in some cases and is partly attributable to the increase in referrals, the neglect is more often emotional and in many cases it isn’t malicious. It comes from ignorance and a lack of understanding of how damaging it can be.


It comes from a lack of understanding of how a child’s brain develops and how much damage a lack of interaction can cause. I firmly believe that there are so many parents who are unwittingly causing their child trauma by ignoring them while they are on their phones or laptops or occupying children with technology instead of interacting, bonding and teaching them important things like how to regulate their body and emotions. These children are clean, well fed and live in nice houses but their brains aren’t growing as they should be because their needs for interaction, bonding and attunement aren’t being met. This results in a child who fears physical contact, who can’t self-regulate or calm down and who has massive struggles socially and fitting in.

Myth – ‘A quiet baby means they are happy!’

Not necessarily. A quiet baby can mean they have given up trying to get attention and interaction and this can be extraordinarily damaging. When that baby does not have their emotional needs met it can have a lasting impact. They grow up wondering why they weren’t worthy of love and attention. They grow up with brain deficiencies and without all of the tools needed to navigate their way through life.


So, if we can intervene at reception or nursery age, we stand more chance of repairing the damage. We can meet that need for understanding and becoming comfortable with physical contact and repair this fear. We can teach a child to better regulate their emotions and we can improve their social skills. Most importantly, we can build self-esteem up at a point in their lives before education has become about repeated failure. This has to be a good thing but it takes time, it takes resources and it takes very skilled educators. It also usually has to be done at a time when they are falling behind academically (because that’s when “issues” are more likely to be identified) which brings with it its own challenges, especially if developmental damage has already been done.


Again though, it is being reactive and it is trying to repair damage that has already been done. Can’t we just for once be pro-active?

The best time

Before writing this, I spoke to everyone I know who is due to have or has recently had a baby about what advice and knowledge they have been given regarding caring for their baby – and there was plenty. I am not criticising midwives and health visitors. Those new parents knew lots about nutrition, feeding, changing and basic care needs. They all knew the benefits of interacting with respect to bonding and communication and why they should do it.


Sometimes though, just knowing that we probably should do something puts us in a position of complacency. When tired and stressed it’s easy to become a bit lax. However in amongst the guidance and information they had been given, none of them knew to what extent they could damage to their baby if they don’t interact with them enough. For example:


  • They didn’t know that the brain does 80% of its growing in the first 3 years of life.
  • They didn’t know that just as with walking, talking and toilet training, the caregiver must also teach the baby to regulate their ability to calm down and self soothe – otherwise the child will be constantly in a state of stress and alarm.
  • They didn’t know that if babies don’t learn that touch is a pleasurable experience then they will fear physical contact and struggle socially and not know how to play with others, because they have never learned that touch is meant to be a pleasurable experience.
  • They didn’t know that without enough attention the baby’s brain won’t grow! The thinking part of the brain will not develop the same as other children. Impulse control, ability to calm down, memory retention and ability to learn will all be significantly damaged.



If this information was given to them, then I would like to think that they would get off the devices more, interact better and play more. Therefore going some way to put a halt to this alarming rise in children who are showing signs of emotional neglect. Even if a small percentage of parents were shocked into action then the impact could be huge. I spoke to one parent who is due her second baby any day now and her other daughter is 1. She hadn’t been given this information but she remembered me showing her a 3 minute video called the ‘still face experiment’ about how not interacting with baby quickly causes distress. That video impacted her so much that she went from being on the phone regularly to it only coming out when that child is asleep. Now, I’m sure she would have been a great parent anyway but having that information in the back of her mind made her an even better one! If this vital information was a big part of pre and antenatal care it could make such a difference. I am convinced that if parents knew the extent to which they could damage their children just by being lax in their parenting and not as emotionally available as possible then we could get a lot to change.



I work with many parents who can’t put their children 1st and this won’t change them. However I also work with many more who just weren’t aware of the damage they were doing. If we can help them by linking services, being proactive and informing them of potential harm, then surely that makes sense.


Graham Chatterley



Introducing our new North West Regional Manager….

Axcis are pleased to introduce our new North West Regional Manager, Emma Brown Lyons. Emma is managing our Manchester, Liverpool and North Wales Teams, so why not get in touch with Emma if you’re seeking work or staff in those areas?

We asked Emma to tell us about herself:

Emma Brown Lyons, Axcis North West Regional Manager

I hold a BA (Hons) in Physical Education and have four years of experience supporting children with additional needs in both mainstream settings and alternative provisions in the Manchester area.


This experience, combined with the fact that I live with a profoundly autistic individual gives me the understanding, passion and drive to ensure that I find excellent candidates for the provisions I work with.


My approach is very much to first understand – I do this by visiting your setting and listening to what works for you. Every provision is different and every child an individual, so their staffing needs must be met accordingly.


With regards to overseeing my teams, quality comes first! I would rather that we didn’t send candidates to our schools at all than send staff who are unsuitable, and I advise my teams to follow this mantra as well.


In my spare time, I enjoy running and I have recently developed a love for OCR (obstacle course racing) training – having now completed Total Warrior and Tough Mudder. Who knows – maybe there could be a NW team event here soon!


Would you like to work with Emma?

Emma oversees the North Wales, Manchester and Liverpool areas for Axcis. If you are seeking work (or staff) in this location, then get in touch with Emma today to see how she can help. Or if you’re seeking work in any other area, register online and we will put you in touch with your personal consultant in your local office.



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