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“I deepened my knowledge about SLCN and better understood how to differentiate between EAL and SLCN. Thanks to the collaboration with SLT and other SEN staff, I learnt how to support children with additional learning needs. I hope to make a positive impact on SEN assessment practice in my current school.” Kasia Suchocka, a Primary EAL Teacher in a British International School in Poland.
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“Thanks to my completion of the CCET Intensive course, I am now able to test all the pupils I teach. I am now actively doing this and assisting in making helpful judgements on what support they require.” Andy Kingdon, a Learning Support Teacher and SpLD literacy intervention teacher for an independent school in Devon.
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“The insight provided by the iSENCO course has been invaluable, not just for my own practice, but for my entire school setting. I have been able to share new ideas and practices that have had a direct positive impact on our learners. They have also been able to guide teaching staff to implement these strategies in their own classrooms.” Monique Van Zyl, English Literature and Studio Art Teacher at an IB International School in Beijing, China.
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“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.” Stephen Oswald, a Specialist Assesor and SENCo at a large multicultural sixth form college in south-east London and Kent.
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“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.” Kirsty Ann Gibson, a primary classroom teacher for Year 3 pupils.
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“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 strength.” Celia Mascher, Lead Special Needs Coordinator (SENCO) at a private school in Kenya.
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“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.” David Griffiths, SENCO of a secondary school in the Midlands.
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“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.” Yassar Hussain, a Lower Key Stage Two Coordinator at a Prep School in Jeddah – Saudia Arabia.
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“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.” Almas Iqbal, Head Teacher at a Primary School in Croydon.
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