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“Since completing the course I have successfully undertaken a schedule of different assessments to include the YARC, CTOPP2 and DASH. This was only possible through the experience gained in the CCET course. I have also put through a number of online applications for Access Arrangements for our GCSE students. The AAC section of the CPT3A was excellent in guiding me through the process.” Katie Lohan, a SEND Teacher at an International School in Oman.
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“Without hesitation, the support from the leadership team has been essential in the impact and outcomes. However, the knowledge that you develop enables you to motivate and enrich the learning of all staff within the school setting, which in turn enables them to support pupils with SEND. This ensures quality first teaching is at the forefront.” Ceri Matty, a Full-time Middle Leader.
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“The course has resulted in a complete re-working of our SEND provision. This started with the visit to my placement school where I discovered how they developed their TAs and also the types of intervention they had to offer. I was also able to improve publications that we had on our website, including the SEND Information Report so that they met the requirements of the Code of Practice. My leadership approach has also been reflected upon and has resulted in a style that has now empowered the Teaching Assistants and given them a greater sense of responsibility. Basically, everything that is now in place is down to this course.” Anna Louise Davies, an Assistant Headteacher and SENCO at a mainstream 11-18 secondary school in Westbury, Wiltshire.
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“Despite not having completed the full CPT3A, I have already been able to push for more test kits to be purchased and streamline the process a little bit with our SENCO – who is already a qualified EAA assessor. Once I am also fully qualified, this will help a great deal.” Emma Sison, a Deputy Examination Manager at a mainstream secondary school and sixth form in Suffolk.
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“The course has had a direct impact on the work we have been completing at school in terms of inclusion. In the last two years, we have redefined what inclusion means to us as a school and changed our model moving forward. This has involved whole school reflection, professional learning and intense professional development days.” Colette Davis, the Leader of Inclusion for Beacon Hill School in Hong Kong
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“I found the course excellent in terms of materials, assessment and support. The first thing I received was the folder of resources which was great to have as a source of reference that I could look back at if I was stuck on anything. There was a very comprehensive section on statistics that enabled me to understand and explain some of the statistical terminology used in testing. The videos were also helpful in explaining key areas and it was useful to be able to refer to previous students’ work for help with assignments.” Rachel Trigg, a Learning Support Tutor at a university in Newport, Shropshi
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“I enjoyed studying the courses with Real Training, they were challenging academically but I saw this as a positive. If I needed additional support and guidance, it was easy to contact my tutor and the help was always constructive, clear and accessible. I found this gave me confidence in my own development. There was the opportunity for one to one contact either via Zoom or phone. I found this really valuable. Each course did meet my expectations in terms of challenge, professional development and new learning. I particularly enjoyed the library resources and reading academic articles and journals. These led to greater knowledge around subjects such as developments in Dyslexia.” Tina Thompson, an Academic Support Teacher and Assessor for Access Arrangements in an Independent Senior School based in Bedford.
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“Completing the course has improved my confidence in the work I do. Secondly being able to share information with colleagues has led to greater consistency in the team’s report writing. It has certainly made me a more reflective practitioner. I look forward to obtaining my APC but irrespective of this, my overall understanding in putting together all the elements involved in diagnosing Dyslexia has been improved.” Karen Goulden, a Specialist Teacher for the Dyslexia Outreach Service.
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“The course has helped me to better understand SEND and the role of the SENCO. The modules have allowed me to identify the strengths of SEND in my setting and the areas of development.
Creating an action plan was the best activity for me as it allowed me to prioritise areas to work on over the next year in the most effective way. I have already delivered some training to all staff on the Graduated Approach and I feel like I have a much better understanding of this after working through the modules. Prior to the course, I don’t think I would have felt so confident!” Samantha Blackwood, a SENCO Teacher at a primary school in South Shield.
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