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An Interview with Lucy Wayman

“The three days of teaching were incredibly enjoyable, and very full on. You really felt like every minute was accounted for and designed with a purpose. I came away from those days much better informed about psychometric testing, clear about the assignments I had to do, and enthused about getting my independent study done.” Lucy Wayman, a Freelance Maths Tutor.

An Interview with Aaron Pape

“Real training provided very good provision of guidance in how to navigate around the website and how to access the resources available to the delegates. The tutoring was also of a good standard, guiding myself on where to improve certain aspects of my work but also allowing myself to steer the ship of my own learning.” Aaron Pace, a Sociology Teacher at a Sixth Form College in Bexhill-On-Sea.

An Interview with Catherine Burton

“My qualification has had a significant impact on the school. The knowledge I have gained has allowed me to audit the current documentation which has resulted in four students now having Access Arrangements in place. We also have had several students whose parents have been challenging the school about what support their child should get, the knowledge which I have obtained has allowed me to advise the SENCO on what is and isn’t allowed.” Catherine Burton, a teacher at a Catholic Secondary School in West Yorkshire.

An Interview with Katie Lohan

“Since completing the course I have successfully undertaken a schedule of different assessments to include the YARC, CTOPP2 and DASH. This was only possible through the experience gained in the CCET course. I have also put through a number of online applications for Access Arrangements for our GCSE students. The AAC section of the CPT3A was excellent in guiding me through the process.” Katie Lohan, a SEND Teacher at an International School in Oman.

An Interview with Emma Sison

“Despite not having completed the full CPT3A, I have already been able to push for more test kits to be purchased and streamline the process a little bit with our SENCO – who is already a qualified EAA assessor. Once I am also fully qualified, this will help a great deal.” Emma Sison, a Deputy Examination Manager at a mainstream secondary school and sixth form in Suffolk.

An Interview with Tina Thompson

“I enjoyed studying the courses with Real Training, they were challenging academically but I saw this as a positive. If I needed additional support and guidance, it was easy to contact my tutor and the help was always constructive, clear and accessible. I found this gave me confidence in my own development. There was the opportunity for one to one contact either via Zoom or phone. I found this really valuable. Each course did meet my expectations in terms of challenge, professional development and new learning. I particularly enjoyed the library resources and reading academic articles and journals. These led to greater knowledge around subjects such as developments in Dyslexia.” Tina Thompson, an Academic Support Teacher and Assessor for Access Arrangements in an Independent Senior School based in Bedford.

An Interview with Karen Goulden

“Completing the course has improved my confidence in the work I do. Secondly being able to share information with colleagues has led to greater consistency in the team’s report writing. It has certainly made me a more reflective practitioner. I look forward to obtaining my APC but irrespective of this, my overall understanding in putting together all the elements involved in diagnosing Dyslexia has been improved.” Karen Goulden, a Specialist Teacher for the Dyslexia Outreach Service.

An Interview with Sadie Wilkinson

“This course, and my completion of AAC, will make a huge impact on our school. Being the only member of staff holding this qualification at present I will be able to promptly assess any students who require it without having to wait for the specialist assessor. We currently pay for an external specialist assessor to come in and assess our students, having me in school able to do this will greatly reduce the wait time and cost, and give the SENCo relevant information on these students as quickly as needed.” Sadie Wilkinson, a Science Teacher in a selective secondary school in Lincolnshire.

An Interview with Lisa Pongpiriyaporn

“The course has definitely supported my professional growth and enabled me to be a more informed instructional coach and leader of teams. As an ELL Coordinator, part of a multidisciplinary student support team, I have a deeper understanding of my context and feel up-to-date with current research and evidence-based practices, meaning I feel better skilled to impact others.” Lisa Pongpiriyaporn, the K-12 ELL Coordinator at the KAUST IB School in Saudi Arabia.

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