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An Interview with Sarah Johnson-Motyl

“I completed the NASENCO course and was able to apply this to both KS1 and KS2 cohorts. By achieving the assessor qualification, I complemented my practice as a SENCO to deepen understanding of complex needs as well as train staff to further enhance their own CPD within SEN. As an experienced SENCO, I mentored international students on their SEND doctorate and MA courses from Exeter University, as well as participated in their research into Lesson Study.” Sarah Johnson-Motyl

An Interview with Catrin Brauner

“The CPT3A allowed me to have a deeper understanding of the pedagogy behind a lot of teaching tools and assessments. This has helped me use data to better understand, and therefore support, children’s needs on an individual level. On the other hand the NASENCO course has taught me more about leadership, strategy and bringing about positive change. I believe both courses have allowed me to be better at my job and allow me to be a better leader and teacher.” Catrin Brauner

An Interview with Poonam Ahir

“The course has helped me to set up the correct targets, create an action plan and put the right provision in place for the children in my school. It has also given me the right guidance to enable me to hold key meetings with staff, parents and external agencies.” Poonam Ahir.

An Interview with Karen Cameron

“It got me back into rigorous academic habits – critical analysis, research methods and theory. It also enabled me to be much more circumspect about silver bullet approaches – if you do this, this child will be able to read immediately, etc. Moreover, it encouraged real critical research, which is crucially important, because a lot of money is wasted implementing changes in schools that haven’t been tested in research.” Karen Cameron.

An Interview with Littlue Smith

“It’s been absolutely invaluable on a number of fronts. I set up my own business as an SEN advisory teacher and one of the key parts of that was assessment. Without the course, I would not have understood what the test materials were; what the language meant; what the data showed; and how to check for a valid test.” Littlue Smith, Senior Inclusion Leader and SENCO in a junior school of 520 pupils in Dorset.

An Interview with Natalie Ghattas

“It has helped me to administer the assessment across my organisation. It has enabled me to approach students; carry out the assessment; and provide feedback to parents too. I manage the assessments and love to do them myself too.” Natalie Ghattas, General Manager of the ABC Diagnostic and Learning Centre in Riyadh in Saudia Arabia.

An Interview with Dr Yehuda Marshall

“The course has enabled me to administer a detailed cognitive assessment in a significantly shorter amount of time than I perhaps could with traditional and regular DA tests. Being able to compare the profile of parents and teachers is also very helpful, as it tells me firstly whether they are seeing the same things and secondly, if not, then it enables me to generate some hypotheses about why this may be the case.” Dr Yehuda Marshall, a Clinical psychologist in a private practice.

An Interview with Jo Miller

“The activities, the assignments and the development of real practical skills to carry out a comprehensive school audit. It enabled me to think about and tackle the future of autism in my school. Dubai is very different from the UK and autistic children can sometimes be stigmatised. I wanted to change that and Real Training enabled me to start that journey.” Jo Miller, a Learning Support Teacher in Key Stage 2 in a British school in Dubai.

An Interview with Alison McHugh

“It’s really helped me prioritise things; it’s helped on the managerial side too: the paperwork, the organisation. It’s helped me to be proactive. I’ve carried out in-depth studies of TAs which have enabled me to go to the head and say: ‘We need to change the way in which we are working and here’s the evidence to back it up.’.” Alison McHugh, a SENCO at a primary school.

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