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An interview with Stephanie Evans

Stephanie Evans – Masters in SEND and Inclusion | Certificate of Competence in Educational Testing | Psychology for Education | Social and Emotional Mental Health Needs Stephanie Evans completed her Masters in SEND and Inclusion with us while she was a SENCO at Bangkok Patana School in Thailand. She has recently returned to the UK […]

An Interview with Nick Wilding

“The NASENCO award through Real Training became the obvious choice compared to other providers as they met my fundamental requirements. Due to the advice and support of the course leaders and tutors, the decision to study further with Real Training was made easy due to their expertise and the range of subject-specific courses. The Courses and Qualifications page on their website is like a ‘one-stop shop’ for a career in SEND provision.” Nick Wilding, Head of Student Support Services at an international school in Vietnam.

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 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 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.

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.

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