Following a tendering process we’ve been accredited by the Department for Education (DfE) as a provider of the new National Professional Qualifications (NPQs).
Why have the DfE changed the NPQs?
Having reviewed the ever-changing demands on educational leaders at all levels, the DfE have reformed the NPQs so that they:
Real Training is offering NPQs at three levels – for Middle Leadership, Senior Leadership and Headship. These courses are suitable both for those currently in the relevant leadership role and those aspiring to move up into a leadership position.
All three courses are designed by education practitioners and educational psychologists to provide current, innovative and practice-focused training that will give school leaders the insight and tools they need to become highly effective leaders.
Launching these new NPQ courses alongside our established National Award for SEN Coordination, and the Masters in Leading Inclusive Education we’ve co-created with Middlesex University, we are continuing to develop new programmes – and constantly evolving existing ones – to foster a culture of outstanding leadership at all levels. And, as with all we do, this is with the aim of improving outcomes – for students, for education professionals and for schools.
Find out more about Real Training’s NPQ courses, and which could be right for you by visiting the NPQ page.
We were delighted to watch our MEd SEND, PGCert and PGDip graduands graduate at Middlesex University on 12 July. Congratulations to all of our 290 graduates this year. We’re really proud of you.
We’re at stand B9 of London’s Autism Show at the end of this week (16–17 June).
This Friday, Dr Sue Sheppard speaks about challenges and opportunities in supporting the needs of students in schools: current issues and research.
Our very own Sue can be found at The Hub: Theatre 2 on Friday 16 June 2017 (12.50–13.10).
In the words of Dr Lorna Wing, Lead Consultant at the Lorna Wing Centre for Autism:
‘Sue combines her extensive psychological knowledge with considerable problem-solving skills to devise unique, creative paths for each individual. Her flexible and pragmatic approach is at the heart of her practice and ensures achievable outcomes in each context.’
Issue 19 of The SEND Practitioner published on Sunday and features in-depth interviews with Professor Simon Baron-Cohen and Dr Sarah Hendrickx about autism and its diagnosis.
In this month’s issue, Professor Simon Baron-Cohen discusses how the social pressure on girls to fit in and conform can mask their autism, making it difficult for teachers and practitioners to identify. Dr Sarah Hendrickx also explores the issue of autistic girls ‘hiding in plain sight’, and what she feels are the advantages and disadvantages of the expansion of specialist support for girls. Dr Wenn Lawson draws on his own experience of gender dysphoria and autism, discusses the links between the two conditions and the ways in which he overcame barriers.
Issue 19 also includes an interview with Ruth Deutsch (educational and child psychologist, and co-author of CAP) about the foundations and history of CAP, and how the course has developed since its inception. We also speak to two CAP users, Dr Yehuda Marshall and Deborah Smith (a specialist teacher), and learn how the use of CAP has impacted on their practice and professional lives.
With our upcoming CAP course on the horizon, we were delighted to speak with some of our previous course delegates about how using CAP has benefitted their practice. Dr Yehuda Marshall (consultant clinical psychologist) and Deborah Smith (specialist teacher) discuss cognitive profile analysis, and how the domain structure of CAP has deepened their understanding of a client’s strengths and weaknesses. Head to our People page to read the interviews in their entirety, or find them in the forthcoming issue 19 of The Send Practitioner.
By Edward Farrow
Towards the end of March, Professor Simon Baron-Cohen and Dr Sarah Hendrickx took part in two key interviews for April’s forthcoming gender and autism issue of The SEND Practitioner, while Dr Wenn Lawson penned an important piece on autism and gender dysphoria. Issue 19 will also feature an overview of Brian Lamb’s recent webinar for our MEd and SEND Programme delegates and an in-depth interview with Ruth Deutsch (co-creator of the Cognitive Abilities Profile).
It will publish towards the end of April.
Please do feel free to sign up if you’d like to receive it by email.
In the most recent issue of The SEND Practitioner, we discuss a range of pressing SEND issues with Edward Timpson MP and Dr Adam Boddison. Brian Lamb OBE also offers his progress analysis on various topics, including education, health and care plans (EHCPs), the local offer, and strategic engagement.
We speak to Edward Timpson MP (the Minister of State for Vulnerable Children and Families) and Dr Adam Boddison (CEO of nasen) about what has been achieved and what has yet to be achieved since the SEND reforms published. They give us their thoughts on the advisory nature of the Rochford Review and how far they think the government will heed its advice. They also answer our readers’ questions on the Code of Practice, early identification, nominal budgets, the new national curriculum, SEND and teacher training courses, and 2017 and beyond.
Brian Lamb OBE is a renowned expert in the development of SEND legislation. His progress analysis focuses on EHCPs, how objectives are being met (such as greater parental confidence) and how local authorities are coping with the new plans. He looks at the DfE survey figures, sets out what they tell us about parental engagement with strategic planning and examines the National Autistic Society’s findings in relation to parental satisfaction when it comes to children’s SEND provision. Brian also considers the SEND reforms and how we can continue to build on the positive changes that have already begun as we move to the next stage of implementation.
Issue 18 also contains some valuable insights from a survey of hundreds of delegates who have successfully completed our Certificate in Psychometric Testing, Assessment and Access Arrangements (CPT3A). We ask them about their experience of our specialist assessor course and feature two interviews with previous CPT3A delegates on the positive impact that it’s had on their careers.
Two new 30-credit modules are in the pipeline for our jointly developed Leading Inclusive Education MA with Middlesex University (MU). Learning Differences and Communities and Culture will launch in 2017, and will complement the 60-credit Leading Inclusive Practice module that delegates started in October 2016.
These two modules are aimed at teachers who are, or aspire to be, leaders of inclusive practice in educational settings. As such, they will be of interest to senior leaders, inclusion managers, heads of year and pastoral leads, and will build on the core learning that delegates encounter in Leading Inclusive Practice. Each module contains thematic strands, each strand contains learning experiences, and each learning experience is made up of a range of activities.
NB: While both modules are aimed at teachers who work in SEND, Learning Differences may not be appropriate for fully-qualified SENCOs – as they may encounter content that they have previously covered.
This module will enable delegates to get to grips with a broad range of learning needs – including SEND, EAL, gifted and talented, and pupils with literacy difficulties. It will allow them to focus on needs that are useful to their practice and setting. Delegates will understand how contemporary thought, guidance, legislation and research in this area apply in their setting. They will evaluate, understand and apply their learning, and will think about how best to lead staff to make a difference to children and young people with learning differences.
In the first strand, delegates will understand learning differences and inclusion. The second strand will encourage them to review their provision for a particular area of learning difference. While the third and final strand will enable them to apply their learning to lead change in their setting.
Communities and Culture
This module will allow delegates to develop their understanding of the impact of culture and community on pupils and their families, and the implications of these for education settings. They will encounter a range of cultures and communities that are relevant to them and will get to grips with vital issues around community, culture, identity and multiculturalism. They will learn about the community-based resources that can support their practice and will think about how best to lead staff and evolve a cohesive approach for a diverse pupil population.
In the first strand, delegates will examine community and culture. In the second strand, they will look at understanding practice. In the third strand, they will be able to apply their learning by developing an action plan for change in their setting.
In September of last year, we were delighted to launch a brand-new MA in Leading Inclusive Education, jointly developed by Real Training and Middlesex University.
One of the most significant challenges that education professionals encounter, is the long overdue need for developing and supporting inclusive education practice in order to meet the needs of all learners. To cover this broad and ever-changing subject, our multifaceted course consists of a selection of modules that delegates can choose from. Among these are modules focusing on subjects such as gender and sexuality, communities and culture, and migration and language acquisition.
The MA in Leading Inclusive Education is a distance-learning package that is delivered entirely online. Using our state-of-the-art online learning platform, Campus Online, delegates are able to access the course from anywhere in the world. We’ve combined our extensive knowledge and expertise in delivering online courses with the physical resources of a major London university to produce a truly unique learning experience.
Ron Sergejev is the course leader for the MA in Leading Inclusive Education. Ron’s years of experience in the education sector, have given him great insight into the difficulties caused by the lack of training in inclusive education.
When asked what he believes makes our course unique, Ron had the following to say:
‘The modules that comprise this MA, cater for many professional requirements within education. Whether a student is aiming to become a head of department, or even head teacher, or solely seeks to gain a greater understanding of learning, social, and emotional difficulties, they will find that the course is thorough, and covers a great many aspects of inclusive practice.
‘This course is designed around sound learning principles, is practice-based, and can be done from anywhere in the world. The modules are designed to be part of the whole Masters programme, but they can also stand alone to enable education professionals to upskill in specific areas, without completing a full Masters.’
For more information, or to book a place, visit Middlesex University’s MA in Leading Inclusive Education web page.