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“I am now the second qualified assessor for psychometric testing. Additionally, when I have finished, I will be another member of staff qualified to give access arrangements. This will benefit the school in many ways, including assessing students for literacy needs and implementing relevant strategies to support them. Furthermore, the ability to provide access arrangements for the relevant students will have a great impact.” Vicky Hewlett.
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“The course supplemented my work at school and has enabled me to secure a job as SENCO next year. The reflective aspects of the programme encouraged me to identify areas of strength within my practice and highlight areas for improvement. It has enabled me to help improve SEND provision across the school.” Grace Arnstein, an SEN and EAL teacher in a bilingual school in China.
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“The course has given me the confidence to implement change within my school and offer CPD opportunities for staff to better support children with SEND in and out of the classroom. This has made SEND a priority within my setting. The biggest impact has been the implementation of a more child-centred approach and ensuring strong links and good communication between teachers, parents and the children.” Jessica Milnthorp, a SENCo/Inclusion Lead at a primary school.
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“I really enjoyed my journey with Real Training and the course has exceeded my expectations. The course itself has been planned out really well and each strand has covered topics in-depth. All the different modules and activities are both theoretical and practical. I prefer learning to be practical and not just theory-based, so this worked well for me. The course has allowed me to reflect on myself as a person and a professional and I would say that now, after completing the iSENCO course, I am a much better professional.” Rimante Songailaite, a Learning Support Coordinator in an international school in Malaysia.
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“The CPT3A course (made up of both CCET and AAC), that I undertook several years ago, had a direct impact on the school where I was working as a SENCO. It meant that as a qualified access arrangement assessor, the access arrangements testing could be brought in-house. This saved the school time and money.” Caroline Dodsworth, a freelance SEN consultant, assessor and tutor.
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“I came to Real Training with a substantial knowledge of differentiation and SEN teaching strategies gained in my 22 years as a teacher of Drama, EAL and SEN. The courses have been most valuable in cementing my existing knowledge within the official setting of SEN provision.” Dorthe Allen, an SEN consultant in a variety of international schools all over the world.
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“The course has given me a detailed look at the qualities needed to become a school principal, and what steps I can take to develop them. The forums include highly-experienced school leaders, and having the chance to talk with them and exchange ideas was invaluable. The feedback from Real Training’s own course leaders (all of them experienced principals) was excellent.” Mark Beales, Head of Senior School in an Australian International School in Ho Chi Minh City, Vietnam.
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“Through the Dyslexia: Leadership & Intervention course, I have learned how to design a professional presentation on dyslexia for training purposes. That experience has allowed me to train the rest of my team and also to prepare some whole staff training for September. Moreover, I have suggested a new template for the student profiles which again I have learned to design through my time studying with Real Training.” Maria Pantoulia, an Academic Support Assistant in an international secondary school in Luxembourg.
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“I have really enjoyed studying with Real Training and found the whole process of Campus Online straightforward and easy to navigate. I liked that the tasks were varied, but that you didn’t have to complete them in a specific order. This really helped me to make progress as it allowed me to complete tasks based on the timeframe I had available and make use of this effectively. I thought there was a good balance of ‘work based’ tasks involving some level of interaction with an aspect of school life, and research focused tasks asking for an opinion on a given text or concept.” Gillian holland, a music teacher and aspiring SENCO working at an international school in Malaysia.
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