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An Interview with Stephen Oswald

“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.

An Interview with Kirsty Ann Gibson

“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.

An Interview with Celia Mascher

“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.

An Interview with David Griffiths

“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.

An Interview with Yassar Hussain

“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.

An Interview with Almas Iqbal

“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.

An Interview with Sophia Beigon

“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.” Sophia Beigon.

An Interview with Christine Dehnel

“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.” Christine Dehnel, Progress Lead in an alternative secondary education provision for students with SEMH needs in Milton Keynes.

An Interview with Bronwen Brauteseth

“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.” Bronwen Brauteseth, an Inclusion Support Teacher working in Dubai.

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