Speak to us 01273 35 80 80
or Make a Booking
Sign up to TSP Briefing
Confidence through competence
Course Browser

Delegate Feedback

Stephen Oswald – CPT3A

An Interview with Stephen Oswald – CPT3A

When Stephen moved to the UK he sought ways of expanding his experience in primary and secondary teaching. He found working with young people post 16 was a refreshing challenge. He is currently a Specialist Assessor and SENCo at a large multicultural sixth form college in south-east London and Kent. 

What made you choose Real Training over other options? 

When the college where I worked was taken over by a large collegiate early in 2013, more specialist assessors were needed as soon as possible. My senior colleague recommended Real Training for their efficiency, adding that I could qualify within a year. 

 

What was your experience of learning with Real Training?

My colleague’s advice was sound. As soon as funds were available, I applied for CPTA3A and finished this course ahead of schedule. Not long after qualifying, JCQ stipulated that the assessor’s qualification must be at level 7 and should reflect 100 hours of practical input.  It was really helpful when Real Training re-issued my certificate in 2015 – with a supporting letter-  to confirm that these requirements indeed have been met.

Throughout all courses with Real Training, I really benefited from the prompt formative feedback on submitted work. The online programmes are easy to navigate, and progress can be self-monitored instantly. It is impossible to miss a component, which actually did happen when I followed another course with a different provider – luckily, they gave me some extension…

How has the course helped make an impact at school?

My CPT3A course has helped me to appreciate that a substantial number of young people in every cohort need an extra depth of understanding and guidance. For that reason, I continued studying ASD and Dyslexia at Post-Graduate Diploma level. This extension has helped greatly in finding ways of making ILP’s and EHCP’s work as secondary school pupils transfer through to sixth-form. Annually, I take care of around 45 EHCP reviews across sites.

How has the course helped develop you as an educational professional and what do you hope to achieve with the new knowledge/skills in the future?

Real Training has better equipped me for my role as a Specialist Assessor and SENCo. Per year I have meetings and administer assessments with over 300 students across sites. It is very rewarding playing a small part in the students’ progress and assisting them in overcoming obstacles – always realising that ultimately it is their endeavour that sees them through in triumph. 

Real Training has also prepared me to lead insets and training – to new teaching staff in particular. About meeting the needs of students with disabilities, learning difficulties and EAL. I have also been able to specialise in writing and illustrating training material for in-house use, aiming for the greatest clarity possible, through brevity, logic and humour. 

At present, most work in Additional Learning Support is done via video-link. This has for me only been possible thanks to a solid basis of practice-based training and application of skills in real-life pre-Covid, and I look forward to a safe opening up of society and really see our students back again.  

Kirsty Ann Gibson – Speech, Language and Communication Needs Skills & Knowledge

                            

An Interview with Kirsty Ann Gibson – Speech, Language and Communication Needs

Kirsty is currently working in an International School (IB) in Hong Kong. She is a primary classroom teacher for Year 3 pupils. Kirsty has a special interest in Speech, Language and Autism. She studied Speech, Language and Communication Needs with us at Real Training, one of our MEd in SEND programme modules. You can read a little more on Kirstys time with us below.

What made you choose the Real Training course over other options?

I like the manner in which the course is run. As a teacher, my schedule is very busy and unpredictable. With Real Training, you can work at your own pace. I also like the diverse range of modules that they offer. Most online Masters courses I looked at only offered training in Autism and Dyslexia. 

What was your experience of learning with Real Training? 

I found the tutor support to be exceptional. Janet always provided timely, constructive feedback. I have only been working with Sue for a few months, but she has been great too. The only stressful part of the course was trying to do the observations during COVID. I think that perhaps we could have been given videos to watch and analyse instead of trying to do everything over Zoom.

How has the course helped make an impact at school?

After I complete the module in Speech, Language and Communication Needs, I met with a few colleagues to discuss my findings. Due to Coid, the groups were small, however, I did receive some positive feedback. From the teachers that attended, we were able to discuss and define the difference between EAL and SLCN. Often, many of our students are misdiagnosed. We also spoke about Wave 1 interventions, identifying what we were doing well and how we can improve. We also spoke about how we can train new teachers and what kind of support they might need in order to best support students with SLCN. During the presentation, teachers and learning enhancement staff discussed ways in which we can make our joint working environment better. 

How has the course helped develop you as an educational professional and what do you hope to achieve with the new knowledge/skills in the future?

I feel more confident to identify and support students with SLCN and share my knowledge with other teachers. I hope to move into a learning enhancement teacher role when my masters is complete. 

Celia Mascher – iSENCO

 

An Interview with Celia Mascher – iSENCO

Celia is the Lead Special Needs Coordinator (SENCO) as a private school in Kenya and has recently completed our iSENCO qualification. Most of the children she works with are Kenyan nationals and come from within the local catchment area. The school’s primary section goes from grades 1-8 and they have around 200 pupils with about 20% of them on the Special Education Needs and Disabilities (SEND) register. Celia has a particular interest in supporting children who are struggling with reading, read below to see what she thought of our iSENCO qualification.

What made you choose the Real Training course over other options?

A friend recommended Real Training to me. I was interested in doing an MEd in SEND and had already checked out a number of universities. I chose Real Training because I liked the practical aspects of the courses offered. I wanted to be able to apply my learning directly within a teaching context. When I first looked at the courses available, I must admit that I was interested in doing almost all of them! However, I had to narrow down my options. I started with the iSENCO course because I felt it would give me a solid foundation in the different areas to do with SEND. Going forward, I am still trying to decide which courses would be most beneficial. We have children in our school with Autism, Cerebral Palsy, Spina Bifida, Down Syndrome, Muscular Dystrophy as well as those with speech, language and communication needs and learning disabilities. I am trying to decide which course would help me best support these children. 

What was your experience of learning with Real Training?

Overall, I found learning with Real Training positive and helpful. The iSENCO course gave me the chance to assess the procedures in my school through the lens of research-based evidence. As a result, I ended the course with many ideas on how to improve and develop SEND provision within my school. I really valued the practical aspects of the course. The placement in a different school was eye-opening. The school I visited was very different from the one I work in both in terms of the student body as well as the level and type of learning support offered. I gained helpful new insights on how to deliver SEND provision. Campus Online provides the forum where you can interact with other students as well as delve into the research library to find articles and books needed for the various assignments. I learned new ideas and different perspectives from others on the course. In general, I found it very beneficial to set aside time to do some research on areas to do with SEND. The various tasks and assignments broadened my thinking considerably. The tutor gave helpful feedback on the assignments and was willing to have a chat via Zoom when I needed extra clarification. It is important to remember that the tutor is there to give support where needed. However, as this is an online course students may need to be more proactive in asking for help than perhaps would be the case with an in-person university situation. It is true that working online can be a challenge and requires a high level of self-discipline to get through the course material. There is also a lot to cover within the course itself so it can feel overwhelming at times especially with the many other responsibilities in school. Despite the challenges, I learned a huge amount from the course and I am very glad I did it. 

How has the course helped make an impact at school?

Following the completion of iSENCO course, we decided as a SEND team to carry out a thorough audit of our school’s data management systems. We realised that there was a communication breakdown in some areas, which meant that the progress of children with SEND was not being tracked effectively. We are now in the process of setting up procedures to ensure that all aspects of SEND provision are better documented. This includes setting up a detailed provision map and establishing a clearer referral procedure than the one we had before. In addition, I have updated the schools SEND policy to reflect a graduated Assess, Plan, Do, Review approach to SEND provision. I have carried out a series of training sessions with all the teaching staff to ensure that everyone is aware of the changes. The overall goal is to improve the communication and sense of partnership between the SEND team and class teachers. So far, the new procedures have been positively received. 

How has the course helped develop you as an educational professional and what do you hope to achieve with the new knowledge/skills in the future?

The iSENCO course has been a journey of discovery for me and has given me a lot more confidence in my role as a SENCO. I now feel able to assess the elements of SEND provision within my school and objectively review those areas that need to be developed or improved. I also feel more knowledgeable about how to build a team based on collaboration while focusing on each team members strengths. One of the key aspects of my role is to promote and deliver continued professional development (CPD) for teachers in the school. The teachers have asked for further training differentiation strategies in their lessons. This course has given me the tools and ideas to implement CPD with greater self-assurance. 

David Griffiths – NASENCO & CPT3A

 

An Interview with David Griffiths  – NASENCO & CPT3A

David completed the Certificate in Psychometric Testing, Assessment and Access Arrangements course (CPT3A) in 2019. He has since also completed our National Award for SEN Coordination (NASENCO). David is currently the SENCO of a secondary school in the Midlands, he has a keen interest in psychometric testing and SEND. Read below to see how David felt about his time studying both these courses with Real Training. 

What made you choose Real Training courses over other options? 

Real Training was recommended to me in a SENCO network meeting. I did some research on the course, assessment material and previous student experiences. Based on what I had read, it definitely sounded well organised and suitable for my learning style.

What was your experience of learning with Real Training?

Overall, it went above and beyond my expectations. I chose the intensive route to complete CPT3A. The face to face content was excellent and really useful. The tutors were supportive, knowledgable and friendly. Everything was explained clearly and I received excellent feedback. Whilst studying NASENCO I found my tutor was really helpful and encouraging throughout. I received clear and concise feedback, regarding how to approach each assignment and meeting the assignment criteria. I was undoubtedly impressed and have since recommended Real Training to all of my colleagues and friends. 

How have the courses helped make an impact at school? 

Completing the CPT3A qualification has allowed me to conduct psychometric testing for Examination Access Arrangements. Resulting in better support for the pupils and broadening my skill set within the school. 

How have the courses helped develop you as an educational professional and what do you hope to achieve with the new knowledge/skills in the future?

Studying with Real Training has strengthened my knowledge of Special Educational Needs and Disabilities. 

Yassar Hussain – NPQH

 

An Interview with Yassar Hussain – NPQH

Yassar completed the NPQH with us at Real Training in August 2020. He is currently working as a Lower Key Stage Two Coordinator at a Prep School in Jeddah – Saudi Arabia. He has kindly provided his views on his time with Real Training and our delivery of the NPQH. Read on to see what Yassar had to say.

What made you choose the Real Training course over other options?

I discovered Real Training through a Google search and was delighted with the customer service I received. The form I had to fill out was simple and not as laborious as some of the others I had seen. The course was competitively priced for someone who was living and working abroad and the online portal suited my needs as there was a blended approach to learning with online material and webinars with one to one contact with your tutors. 

What was your experience of learning with Real Training?

My experience with Real Training was fantastic. It certainly met my expectations and went beyond them. I was challenged and supported throughout. All three of my tutors were very experienced in their field, friendly and always at hand when I needed them. The pandemic was a worrying time for all candidates, however the tutors were always reassuring and if they did not know the answers to my questions, they would go out of their way to find out and get back to me as soon as possible.

The support I received from my Project Reviewer was very valuable and John made it look simple. The feedback was very constructive and important when making the relevant links to the course material and when writing up my assignment.

How has the course helped make an impact at school?

The course allowed me to challenge myself, my colleagues and all stakeholders. My reading project had a huge impact on making all parties aware of the importance of reading and we raised attainment levels across the prep school.

The course material was relevant with many case studies that were current and relevant to what I was wanting to achieve from start to finish.

The second project allowed me to look at a different school’s budget and I really enjoyed working with different practitioners from all the different backgrounds who have a wealth of experience and knowledge. I also enjoyed looking at their accounts and helping them save money on resources and staff.

How has the course helped develop you as an educational professional and what do you hope to achieve with the new knowledge/skills in the future?

The course has given me the theoretical knowledge needed to understand a school from a leaders perspective. I understood everything about a school not only from a classroom but from a holistic perspective. This meant that I was able to develop and take my colleagues with me on the journey I embarked on to develop as a leader.

In the future, I hope the knowledge, skills and experiences I was able to gain and have exposure to, whilst on the NPQH will allow me to be a suitable candidate as a headteacher of a primary school.

Almas Iqbal – NPQH

An Interview with Almas Iqbal – NPQH

Almas is currently the Head Teacher at a Primary School in Croydon. She embarked on our NPQH in 2019 and completed it in March 2020. You can read below how Almas found her time studying with us at Real Training and the impact the course had on her professionally and her school.

What made you choose the Real Training course over other options? 

I was looking for a course which I could complete online with tutor support. After looking at a number of different options Real training suited me best.

What was your experience of learning with Real Training?

I was impressed with the support that I received, my tutor was very helpful in alleviating any concerns and clarifying any queries that I had. It was easy to access and the process was straightforward. Overall, I had an enjoyable and rewarding experience.

How has the course helped make an impact at school? 

My project was to establish a middle tier of leadership. The course was able to help me by giving me the confidence in bringing my ideas to life in a practical setting. I was able to develop a system which worked well for the school and benefitted the children. The school had an Ofsted inspection soon after I had completed my project. Middle leadership was a huge aspect of the inspection. The inspector was very impressed with the middle leadership structure and how it had been thought out and implemented throughout the school. The school received a grading of Good with Outstanding so I was very pleased.

How has the course helped develop you as an educational professional and what do you hope to achieve with the new knowledge/skills in the future?

The course has provided me with confidence, I have knowledge of educational models around the world, this assists me in making informed decisions and has an impact on my decision making.

An Interview with Sophia Beigon – MEd SEND

 

An Interview with Sophia Biegon – Full MEd

Sophia has been studying with us since 2015 and is due to complete the final module of her MEd in SEND in August 2021. We met up with Sophia to discuss how she found her time studying with us and how the programme’s flexibility has helped her to manage to study, work and raising a family over the past 5 years.

How did you find out about Real Training?

The SENCO at my school was completing a course with Real Training and pointed me in their direction. At the time I was interested in becoming a SENCO myself, as inclusion within education has always been important to me. I knew that I wanted to give myself a deeper understanding of SEND and therefore began the MEd with Skills and Knowledge courses. As my SEND knowledge and school experiences progressed, I decided to change my initial pathway and not pursue the NASENCO route. Instead, I decided to focus on other MEd modules which would better compliment my developing role in my school.

Why Real Training over other providers?

The fact that Real Training had a base in my area definitely made me feel a little less wary about the idea of an online learning experience. The affiliation with Middlesex also left a positive impression on me along with the high standards that were clear from my colleague’s recommendation. The courses looked interesting, well organised and challenging. Despite the fact that it’s not a face-to-face university experience, the high-quality standard of learning is most definitely still there. Real Training is a very professional and well set up provider.

What was your first experience of learning with Real Training?

I would not have considered Real Training if it wasn’t so flexible and allowed the setting of your own timelines. I am a working mother of two fantastic youngsters and learning how to balance life has been important. I didn’t know what to expect from the modules but appreciated the array of resources and videos and other multimedia that complimented reading and writing tasks. I appreciated the vast amount of links to government documentation/legislation as this gave me an insight into the bigger educational picture – and how schools subsequently need to engage. I enjoy learning about ‘what works’ according to educational researchers and being able to apply this to my school setting. Upskilling myself throughout the MEd has allowed me to reflect upon how I learn best, which has definitely affected my practice positively.

How have the courses helped make an impact at the school?

Our school SENCO kindly commented that “Sophia has developed bespoke packages of learning for students working within our specialist resource provision for SpLD. This is underscored by her wide understanding of cognitive and SEMH considerations. Sophia has delivered valuable whole school training and has created initiatives at all three tiers of intervention.” From my point of view, my learning has given me the confidence to go into school and create training for colleagues and initiatives with students that I know are evidence-based; I have found this to be particularly powerful. I now also know where to look for additional resources such as government documents, or which SEND-focussed websites are best to access. Some aspects of the courses call for negotiations with staff which can be quite challenging as I am in school part-time. However, they are always so beneficial when completed. My newly acquired skills and knowledge have equipped me with efficiency to introduce appropriate and budget-fitting initiatives into school, such as reading tests, guidelines for literacy and development of a bespoke resourced provision.

How have the courses helped develop you as an educational professional and what do you hope to achieve with the new knowledge/skills?

Thanks to the courses I have gained a greater understanding of my students – seeing them not as a reflection of one single aspect of their learning or behaviour, but rather understanding them holistically. Working to the strengths of my students, working ‘outside the box’ when it comes to helping them access their learning is something that I feel proud about. Another important mindset that I have picked up through my studies is an improved understanding of seeing SENDs from a parental perspective. I hope that I am a better practitioner because of it; I certainly feel that it has helped my own parenting skills! I ultimately hope to help my school create a learning environment that allows all types of learners to feel included – that they feel that they can achieve wonderful things without needing to fit into a one-size-fits-all box.

How was your experience of online learning vs. your expectations?

Campus Online has been really easy to use, with useful and accessible resources, such as EBSCO. Alongside this, their strong IT team has been really useful for me as I am not the most technically savvy! TheTeam was always easy to reach and happy to help, which put me at ease. In regard to tutor support – I cannot fault my tutors. They provided a challenge and got back quickly with knowledge and solutions. I was initially concerned about all the communication solely over email, however, I soon became comfortable with this. Studying online did actually help me ensure the flexibility I wanted and allowed me to manage my personal life, work commitments and studies.

Which parts have you found most interesting?

I have really enjoyed the literature reviews; finding out about educational paradigms and psychologies. The action research element of the EPI was challenging given my situation, however, I enjoyed collecting the data and watching the tool I created in action within the classrooms. Pushing myself as an educational professional has been such a beneficial process, especially understanding the importance of a critical eye, multiple perspectives and the ability to challenge viewpoints. Thanks to my training I feel so much more knowledgeable.

What are your hopes and expectations for the enquiry module and the future?

I have a few ideas for my enquiry module, but nothing solid as yet! I would love to further investigate the links between movement/sport and how this impacts cognitive processes or SEMH considerations. I would also really like to investigate the effects of engaging parents more obviously in the learning projects of our children. It seems hard at the moment to narrow my thoughts down! I do have some concerns due to the current pandemic and how this may impact my timetable and any personal limitations that may occur. Jane Yeomans is my tutor for the Enquiry module however and I feel very confident that I am in good hands. I have done some pre-course reading and feel excited to start. After completing my Enquiry module and MEd, I will look to gain the SpLD Assessment Practicing Certificate so that I can assess for Dyslexia and Dyscalculia. I know that Real Training offers a route to gain this qualification.

Interview with Christine Dehnel – NPQSL

 An Interview with Christine Dehnel – NPQSL

Christine is currently the Progress Lead in an alternative secondary education provision for students with SEMH needs, she is based in Milton Keynes. Christine says in her school all of the students have an EHCP for SEMH needs as their primary need however 70% of our population also have ASD as a secondary need. She says her “passion lies in allowing ASD students greater access to the curriculum with minor classroom modifications.” 

What made you choose the Real Training course over other options? 

My Deputy Head recommended me to do it, and I chose to do so based on the online flexibility in learning the modules, and the research-based assessment to drive forward attainment at our provision was a perfect fit.

What was your experience of learning with Real Training? 

I found Real Training really supportive throughout the course. I had reminders and check-ins if I hadn’t logged in for a few weeks. I found the modules informative and easy to access and my tutor really available to offer help and guidance throughout the course. As a professional qualification gaining my NPQSL was a really rewarding process

How has the course helped make an impact at school? 

My course project has made all staff more aware of how to approach their subject to allow ASD students greater confidence in accessing the curriculum. We have also increased communication with parents at home by releasing a school app, this allows everyone to keep up to date on school events. Not only has my project made an impact over the duration of my course but these are changes we will continue to support moving forward.  

How has the course helped develop you as an educational professional and what do you hope to achieve with the new knowledge/skills in the future?

This course has allowed me to understand the minor classroom modifications that we as educators can make, to allow ASD students greater accessibility to our lessons. I plan to move forward in applying to study my Educational Doctorate and develop our school as leading experts in this field.

An Interview with Bronwen Brauteseth

 

An Interview with Bronwen Brauteseth – iSENCO

Bronwen is currently an Inclusion Support Teacher working in Dubai. Her special interest in SEND include; Social, Emotional and Mental Health and Learning Difficulties. She completed the iSENCO qualification with us in January 2020 and has since then enrolled on our Social Emotional and Mental Health module. This means Bronwen has 60 credits on our MEd SEND programme and is working toward another 30.

What made you choose the Real Training course over other options?

It gave me the option of studying and working at the same time, through distance learning. I found the opportunity of selecting course credits for an M.Ed programme was exactly what I was looking for.

What was your experience of learning with Real Training? 

I initially found the academic reading and writing tasks overwhelming but after setting up a study timetable and getting into a routine, I found the layout of the course extremely helpful for building your work towards the larger written assignments. While the course work is a lot to get through, with discipline and a good support team, I was able to get through it all. 

My tutor, Colette,  was extremely helpful and encouraging. I found that being in regular contact with my tutor helped to keep me on track and accountable. Colette has been extremely supportive throughout my learning journey as well as giving me guidance on various questions I have had during the programme. Her feedback on assignments has not only improved my confidence in writing the longer assignments but she also included very practical guidelines for each assignment.

How has the course helped make an impact at school?

The course has given me the confidence to successfully implement interventions for students with SEND that are research-based and in doing so, I am able to support school-wide improvement targets. Leading the Teaching Assistants is a new role for me that was offered to me after completing the iSENCO course. By running regular training programmes on the various aspects of learning for students with SEND has allowed for further improvement of school-wide provision. 

How has the course helped develop you as an educational professional and what do you hope to achieve with the new knowledge/skills in the future?

The course has helped me understand Inclusion and SEND provision in-depth and on practical levels, which has in turn given me the confidence to recommend and adjust school practices based on research as required. It has inspired me to implement new changes for the benefit of the students in need and supporting various staff members to better understand their role in supporting students with SEND. The course has given me the confidence to look at my leadership skills in a different light and challenge myself to continue my M.Ed studies. 

I found the practical assignments were extremely helpful in developing professional and reflective skills while the longer research assignments developed knowledge and a deeper understanding of the topics. Tasks with conversations with colleagues were helpful for guiding and improving practice.

An Interview with Priya Shah – MEd SEND

What does graduating from this course mean to you on a personal and a professional level?

On both a personal level and a professional level, acquiring an M.Ed in SEND after 22 years as a teacher has really raised my confidence in general, whether it be listening for the sake of listening to gain all perspectives of an idea or argument, or responding after critically analysing the information (in oral or written form, or writing professional reports, or carrying out action research, etc.

What made you choose the Real Training courses over other options?

I was looking to gain membership on Register for Qualified Test Users (RQTU) with the British Psychological Society (BPS). I found the CPT3A course online. As I work overseas, Real Training offered a user-friendly online platform and the turn-around time for replies to emails or queries was very quick. Also, I found that all the tutors I had were educational psychologists which have a lot to offer in terms of knowledge, experience and wisdom. The school that I work in then approached me and encouraged me to continue courses to achieve a Masters. And so I did!

What was your experience of learning with Real Training?

The online platform was easy to use and the readings and videos were relevant to my work, thus the experience of learning was pleasant and interesting yet very rigorous. The amount of work to be done was vast but manageable once one gets organized.

How have the courses helped make an impact at school?

I have used the skills of administering standardized tests and writing reports for external exam boards from the CPT3A course and the students have thus benefitted from exam access accommodations.

I have utilized the knowledge and skills from the NASENCO course for my role as the Learning Support Case Manager of grade 11 and 12 and as the untitled team leader of our Learning Support department in the high school and work very closely with the Student Support Services Coordinator of the school as well as the grade level leaders who manage the Response to Intervention framework.

The Social, Emotional Learning course was a great learning experience and the knowledge gained has enhanced my skills as a teacher and advisor. It has been particularly useful in these unusual times of COVID-19 when we went virtual.

The Enquiry-based research module was excellent as I got exposure to action research and got to investigate the efficacy of an online math intervention in terms of raising mathematical resilience of students with needs in an international setting using the RADIO framework. This has helped me as a co-teacher in math classes.

How have the courses helped develop you as an educational professional and what do you hope to achieve with the new knowledge/skills in the future?

My personal goal next academic year is to develop Social Emotional Learning in all my work in school, especially as we return to the school building on September 1st after the virtual learning environment since March 23rd. I have already started a virtual Meditation course for students for our optional summer school. As a lifelong learner, I am learning more and more about meditation and how it helps both professionally as a teacher and in my personal life as well.

How has the experience changed your view on continued professional development for your own career?

This experience has made me see that I can step out of my comfort zone in terms of professionally developing my own career. As all my tutors have been educational psychologists, I feel like I am ready to take the next step and pursue a doctorate in educational psychology. I completed my BSc (Hons) Psychology in the UK in 1993 and wanted to become an educational psychologist after that. In those days one also had to have Qualified Teacher Status (QTS) and a minimum of 2 years of teaching before applying for a Masters in Educational Psychology. I became a teacher and loved it so much that I stuck to it for 22 years. Now things have changed. One does not need to be a qualified teacher to pursue a career as an educational psychologist in the UK but one does need some experience with working with children or young people and then one pursues a 3-year Doctorate in Educational Psychology. As I do not live in the UK anymore and have responsibilities of taking care of a family overseas, I cannot go to the UK to train as an educational psychologist at the moment. I have yet to find a rigorous blended online course to fit my needs to pursue a course that will qualify me as an educational psychologist. My only wish now is that Real Training develops an online program that one can pursue to qualify as a working educational psychologist. If they do, I would have no hesitation in taking it up!

Speak to us

01273 35 80 80

or Make a booking

Complete the online booking form to
enrol on one of our training courses