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An Interview with Priya Shah

“This experience has made me see that I can step out of my comfort zone in terms of professionally developing my own career. As all my tutors have been educational psychologists, I feel like I am ready to take the next step and pursue a doctorate in educational psychology. I completed my BSc (Hons) Psychology in the UK in 1993 and wanted to become an educational psychologist after that. In those days one also had to have Qualified Teacher Status (QTS) and a minimum of 2 years of teaching before applying for a Masters in Educational Psychology. I became a teacher and loved it so much that I stuck to it for 22 years. Now things have changed. One does not need to be a qualified teacher to pursue a career as an educational psychologist in the UK but one does need some experience with working with children or young people and then one pursues a 3-year Doctorate in Educational Psychology.” Priya Shah.

An Interview with Emma Gray

“Completing the NASENCO course has enabled me to feel confident about the provision that I am organising in my setting. I have acquired the knowledge and skills necessary to liaise between class teachers, parents and external specialists in order to better support pupils with SEND. The course involved Applied Practice tasks which gave me the opportunities to apply new learning to my setting and served as a platform on which to engage in professional dialogue around SEND.” Emma Gray, a Learning Support Teacher in an international private school in Singapore.

An Interview with Elizabeth Chadwick

“The courses have improved teaching standards and resulted in updated best practice. They have provided me with the ability to have discussions on best practice during discussions with colleagues in the maths department. I also now feel more confident giving advice to my colleagues on teaching methods that work well for students with Dyscalculia.” Elizabeth Chadwick, Head of the Educational Achievement Development/SENCO at the British school in Bogota, Colombia.

An Interview with Jennifer Root

“I feel that now, being a qualified SENCo, I have a greater knowledge and understanding of the role and the ways in which I can lead the staff team to implement change for the benefit of our children and young people. I am now conversant in the theoretical framework and am able to use my learning to underpin my experiences. I found the course hugely valuable and am now more able to perform the role of SENCo within my SEN setting. I encourage any aspiring SENCos to go ahead and enrol on this program, its engaging, varied and informative. Real Training and the tutors invest time and effort into people so that they can really make the most of this learning opportunity.” Jennifer Root, a Teacher working in a school in East Sussex for children and young people aged 7-19.

An Interview with Wirdani Yusoff

“The course has totally changed my view in dealing with students who are often marginalized by society. I have also successfully changed the perspective of my colleagues through a change project I undertook as a part of a requirement for the Practice Analysis Assignment. As a result of the project I led, students’ performance has increased significantly by 40%.” Wirdani Yusoff, a University Lecturer working in Istanbul, Turkey.

An Interview with Ian Woollard

“I found the CCET intensive course to be an enjoyable and informative course with high-quality resources and support. I would recommend Real Training. The Campus Online learning environment, the support from tutors, and the course content were all excellent. In particular, I would commend the tutors who were friendly, approachable and prompt in their feedback.” Ian Woollard, Vice Principal of an International school in Japan.

An Interview with Kerry Jordain

“The course has given me not only the knowledge to carry out my ‘ever-growing’ role of specialist assessor and EAA office; it has also given me the confidence to attend and run meetings with senior members of staff to implement various ways of tracking a child which will produce the evidence required by JCQ.” Kerry Jordain, a Specialist Assessor for SEND & EAA at Brixham College.

An Interview with Taneisha Pascoe Matthews

“The courses I have completed have developed my SEND knowledge to expert level and provided the skills to complete my job with the level of competence that is needed to make a difference for young people. I have been promoted to Assistant Headteacher in the past year and have spoken at several educational conferences both locally and internationally (via Zoom). I am now the specialist assessor for exam dispensations at my school.” Taneisha Pascoe Matthews, Assistant Headteacher.

An Interview with Peter Willis

Peter Willis – MEd SEND Peter Willis, Assistant Head and SENCO at The Bewdley School & Sixth Form was kind enough to share his experiences of completing his MEd SEND through Real Training. Achieving the Master of Education and SEND Programme (MEd SEND) To achieve the Masters’ qualification, our MEd SEND Graduate 2020 Peter Willis […]

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