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An Interview with Jemini Patel

“It really went above my expectations as I thought distance learning would mean researching everything independently. This was not the case, the up-to-date research being all in place really helped develop subject knowledge and the support given by my tutor was amazing. She really provided me with in-depth support and guidance. Support was consistently given so I never felt alone. Questions were answered immediately, and guidance was step-by-step so that I could fully understand.” Jemini Patel, a SENCO and Assistant Head Teacher at an all-through school for children aged 4-19 years old..

An Interview with Aaron Pape

“Real training provided very good provision of guidance in how to navigate around the website and how to access the resources available to the delegates. The tutoring was also of a good standard, guiding myself on where to improve certain aspects of my work but also allowing myself to steer the ship of my own learning.” Aaron Pace, a Sociology Teacher at a Sixth Form College in Bexhill-On-Sea.

An Interview with Susana Cortez

“The course was fantastic and extremely informative, my tutor was absolutely amazing and she always supported me with constructive feedback. The course was really helpful and it helped me to understand some areas I wasn’t so comfortable with (founding, leadership).” Susana Cortez, a SEND Specialist Lecturer.

An Interview with Catherine Burton

“My qualification has had a significant impact on the school. The knowledge I have gained has allowed me to audit the current documentation which has resulted in four students now having Access Arrangements in place. We also have had several students whose parents have been challenging the school about what support their child should get, the knowledge which I have obtained has allowed me to advise the SENCO on what is and isn’t allowed.” Catherine Burton, a teacher at a Catholic Secondary School in West Yorkshire.

An Interview with Katie Lohan

“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.

An Interview with Ceri Matty

“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.

An Interview with Anne Louise Davies

“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.

An Interview with Emma Sison

“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.

An Interview with Colette Davis

“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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