Real Training
We’re delighted to have attended the launch of the Nurture Portrait: A snapshot of the social, emotional and behavioural difficulties in pupils throughout the UK.
We will publish a blog piece examining the report in the near future. In the meantime, you can read the report here.
Real Training
Since Alan Macgregor’s previous blog, we have received a number of calls about the 100-hour requirement.
We stated in the previous blog that:
‘…all access arrangements assessors need to have a postgraduate qualification at, or equivalent to level 7; and, as part of that qualification, they are also required to have carried out at least 100 hours relating to individual specialist assessment.’
We have realised that this wording seems to imply that the 100 hours all has to relate to individual specialist assessment. This was unintentional. In fact it is the course that has to exceed the 100 hours criterion, so a better phrasing might have been:
‘…all access arrangements assessors need to have a postgraduate qualification at, or equivalent to level 7; and, as part of that qualification, they are also required to have completed a course of at least 100 hours relating to individual specialist assessment.’
It was our intention to highlight and clarify the first option below listed in the JCQ regulations which states:
A head of centre will appoint:
So we would like to be really clear that the first bullet point above means that the course, whichever course that is, must cover at least 100 hours of study relating to assessment – this doesn’t mean 100 hours of psychometric testing. While at Real Training we generally do not give an exact number of hours that any course will take, as different people progress at different rates, the CPT3A course is accredited in such a fashion that it comfortably exceeds this requirement. In summary, by completing and passing CPT3A delivered by Real Training, you can be assured that this requirement is met.
The other thing we would like to clarify is that this change does not apply to HCPC-registered psychologists or to those that hold an Assessment Practising Certificate (APC), who are still covered by the second and third options on the list. We had not anticipated that either of these groups would think that they might be affected, but we are happy to reassure them that they do not have to take notice of this change.
Please accept our apologies for any confusion, which was not our intention. And please do contact us if you would like to discuss this further.
Real Training
With only ten months to go until the JCQ qualification requirements come into force, Alan Macgregor (one of Real Training’s directors) highlights the key changes that every practising access arrangements assessor must meet before 1 September 2017.
Every year, the JCQ brings out new regulations that affect teaching professionals who assess candidates with SEND for exam access arrangements. In recent years, the adjustments have been gradual and it’s been easy for practitioners to adapt to them. By 1 September 2017, however, all existing access arrangements assessors (formerly specialist assessors) must comply with two critical elements if they are to continue to practise.
The two critical changes that must be met
Before 1 September 2017, all access arrangements assessors need to have a postgraduate qualification at, or equivalent to level 7; and, as part of that qualification, they are also required to have carried out at least 100 hours relating to individual specialist assessment. So, if the person responsible for exam access arrangements in a setting does not meet these essential requirements, then they will need to ensure that they meet them before 1 September 2017. If they do not do this within this timeframe, then all access arrangements in their setting will need to be carried out by someone else who meets the new requirements – either an internal member of staff or an external consultant.
Who is likely to be affected by these changes?
We’ve received quite a few calls from SENCOs who have a postgraduate SEND qualification and have carried out assessments in their setting for many years. However, come 1 September 2017, they will simply not be able to practise, because either their postgraduate qualification is not level-7-equivalent, or their level-7-equivalent qualification did not include at least 100 hours relating to individual specialist assessment.
What about Form 8?
The latest Form 8 has caused a few problems for those who do not have a postgraduate qualification at, or equivalent to level 7, with at least 100 hours relating to individual specialist assessment. Why? Because there used to be a section for them to complete in Form 8, which has since been removed in anticipation of the 1 September 2017 deadline. Access arrangements assessors who do not meet the key requirements will not be able to complete Form 8 and their setting will need to employ someone else who meets the new requirements – either an internal member of staff or an external consultant.
What course can access arrangements assessors take to fully meet the new requirements?
Access arrangements assessors who need to upskill between now and 1 September 2017, can take our Certificate in Psychometric Testing, Assessment and Access Arrangements (CPT3A). This course is made up of the Certificate of Competence in Educational Testing (CCET) and the Access Arrangements Course (AAC), both of which can be studied online or intensively. This joint course will enable delegates to learn how to use psychometric instruments effectively (CCET) and apply them in exam access arrangements (AAC) confidently and competently. Those who already have CCET, can take AAC on its own.
If you have any queries, or would like to know how we can help you navigate these changes, take a look at our website, or get in touch.
Real Training
On 19 October 2016, the Rochford Review: final report published. It sets out the recommendations of the independent Rochford Review group and follows on from the Rochford Review’s interim recommendations, which were published in December of last year.
The government aims to consult on the recommendations of this review in early 2017. Final decisions will be made in the wake of that consultation.
In the interim, the government suggests that ‘schools should continue to use the pre-key stage standards and P scales for the statutory assessment of pupils working below the standard of the national curriculum tests’.
The ten recommendations of the Rochford Review: final report are set out verbatim below:
‘The review makes the following recommendations to government for the statutory assessment of pupils working below the standard of national curriculum tests at the end of key stages 1 and 2:
June
July
August
Real Training
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This summer, we’ve employed new members of staff to meet the growing demand for our training and services. We’re therefore delighted to bolster our psychology and operations departments with four capable individuals.
Hannah Fairall, Assistant Psychologist (Greenwich)
Before joining us as an assistant psychologist, Hannah completed an MPhil in Psychology and Education at the University of Cambridge. She feels that her new role has been very interesting and varied so far, which involves tutoring for the Certificate of Competence in Educational Testing (CCET), CCET course development, publishing MEd SEND and National Award for SEN Coordination (NASENCO) delegate assignments, and planning projects for future work in schools.
Abby Grieve, Assistant Psychologist (Greenwich)
Prior to joining our team, Abby worked in a school as a learning support assistant. As an assistant psychologist, she is a CCET tutor, while working to develop the course itself. Abby also works in schools, and assists in publishing the assignments of MEd SEND and NASENCO delegates.
Andrew Heap, Head of Operations (Canterbury)
Previously, Andrew was head of student operations at a language school based in France and Italy. His role is to work with the directors to continue the improvement of operation efficiency, understand the student journey, and enhance our customer services. Andrew will work closely with our marketing team to ensure a consistent approach across the business that drives operations and marketing performance.
Katie Hickmott, Administration Assistant and Receptionist, NASENCO Tutor and Course Developer (Canterbury)
Katie started out as a classroom teacher and for the last six years has been working as a SENCO for schools in special measures. She has an MEd in Educational Research Practice from the University of Cambridge, and jointly led the Good to Outstanding Teaching Programme in her school. She’ll split her role between the administration of NASENCO and the MEd SEND, tutoring NASENCO students, and helping to develop the course content.
A word from one of our directors
Siobhan Mellor emphasised that the need for the recent recruitment drive is in direct response to the growing requirement for more training among teachers:
‘We are keen to support the current growth of the company. We are proud of our reputation for providing great practice-led courses, with flexible learning solutions and high-quality tutoring, leading to positive outcomes for our delegates in their work with children, and young people with SEND. The Real Group team has always focused on providing great support at each stage of the process for delegates, and now that we have 1,617 delegates studying modules with us, we are committed to maintaining our services, to deliver excellent quality in the support and advice we provide.
‘We have expanded all departments within the company, and this will also enable the directors to focus on developing the strategy and approach for Real Group in the next few years, so that we can respond to the new challenges and exciting opportunities that lie ahead in our sector.’
Maddie Ralph
We were pleased to have the opportunity to interview Children’s Commissioner Anne Longfield OBE on 3 August, for next month’s issue of The SEND Practitioner.
The interview will feature in issue 17 of the free-zine and will give an insight into the progress being made when safeguarding children’s rights and the impact that Anne and her team have had so far.
Anne’s statutory duty is to champion and safeguard the rights of every child in England in line with the United Nations Conventions on the Rights of the Child. The role has been strengthened by the Children and Families Act of 2014 and this has seen the organisation’s duty of care shift to protecting and promoting the rights of children.
A number of pressing questions were asked regarding mental health issues, CAMHS cuts, and SEN school exclusions. Among these vital issues, we also discussed SEN GAG funding, how legal aid has changed, and what the post-Brexit landscape could mean for children and young people’s outcomes.
Issue 17 of The SEND Practitioner will publish in September.
Real Training
Editor’s note: towards the end of last month, there was quite a bit of chat about whether or not initial teacher training should include specialist autism training. With that in mind, I approached Dr Sue Sheppard, our resident specialist educational psychologist, renowned autism expert and friend and colleague of the late Lorna Wing. With customary clarity, Sue sets out her thoughts on this important question.
The complexity and broadening out of the autism spectrum has significantly increased the number of individuals diagnosed and this brings many challenges within increasingly inclusive education systems. This, coupled with a recognition that there are many females who have previously not been identified, means that the numbers of students that a teacher may encounter has risen in recent years. Many newly qualified teachers find themselves in a situation where they are having to cope with the demands of a student who requires more personalised approaches and adaptations than they expect.
It is for this reason that those completing initial teacher training require a basic level of awareness, which enhances their understanding of the autism spectrum and provides knowledge of some principles relating to appropriate
When teaching undergraduates who were following initial teacher training, I have always found high levels of motivation when I have presented lectures and workshops relating to autism. The main feedback has tended to focus on the fact they would like more training and opportunities to learn. They especially enjoy hearing the insider view and are interested in the sensory difficulties experienced and the high levels of anxiety which may present in school settings. Many teachers in training have been educated in inclusive schools and learnt alongside students with autism. Others have personal experience of family members with a diagnosis. This tends to mean that they bring their own insights, which can be shared as part of the learning process.
Maybe there is the scope to ensure that all teachers in training have a basic level of autism training, while recognising that others may be more strongly motivated to become autism ‘champions’ and ‘specialists’ and wish for something additional within their training. Perhaps, in recognition of this natural variation, a range of optional modules could be created that meets the teachers in training at the particular level that they need to enhance their career.
Sue is a senior specialist educational psychologist who is a consultant to the Lorna Wing Centre for Autism (part of the National Autistic Society). She has been a specialist ASD advisor/EP for a number of London boroughs for over 20 years and has also worked as a specialist teacher. Sue has been instrumental in setting up provision for children and young people with ASD across early years, primary and secondary, and has an eclectic career portfolio covering lecturing, training, consultancy and diagnosis and assessment. She is a specialist speaker in autism for EPs in training at University College London and has worked in collaboration with other universities – her doctoral research focused on autism outreach services.
Sue has significant experience of supporting learners online and has been a module leader on a number of ‘special needs’ programmes for various universities. Sue works with Real Psychology to provide extensive specialist EP services across London. She is also the module leader for Real Training’s Autism Spectrum Conditions: Skills & Knowledge (S&K) and Application & Reflection (A&R) modules, which are part of Real Training’s MEd SEND Programme.
Find out more about our modules on Autism Spectrum Conditions.
Real Training
Just a few days ago, the DfE updated its statistics for pupils with SEN. According to the data, those pupils who receive SEN support are falling. We will look at these stats in more detail and will publish a blog piece in September.
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