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Darleen Grimsby – MEd SEND and Inclusion | NASENCO Darleen Grimsby is currently Deputy Head of a complex special needs school in Norfolk. Recently she has been promoted to a SENCO position with responsibilities across the entire Trust, something she believes her master’s degree played a pivotal role in helping her achieve. We caught up […]
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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 […]
Read more“The real benefit in both cases is that the course fits in with what we need to do in school. After studying the Senior Mental Health Advanced Award, I developed a training package for staff around trauma, and was able to give this to staff to support individual pupils. I was able to think more widely around mental health and how to support parents and staff as well as children.” Andrew Chadwick, the Safeguarding, Ambition and Inclusion Lead for Focus-Education.
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“It really went above my expectations as I thought distance learning would mean researching everything independently. This was not the case, the up-to-date research being all in place really helped develop subject knowledge and the support given by my tutor was amazing. She really provided me with in-depth support and guidance. Support was consistently given so I never felt alone. Questions were answered immediately, and guidance was step-by-step so that I could fully understand.” Jemini Patel, a SENCO and Assistant Head Teacher at an all-through school for children aged 4-19 years old..
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“The course was fantastic and extremely informative, my tutor was absolutely amazing and she always supported me with constructive feedback. The course was really helpful and it helped me to understand some areas I wasn’t so comfortable with (founding, leadership).” Susana Cortez, a SEND Specialist Lecturer.
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“Without hesitation, the support from the leadership team has been essential in the impact and outcomes. However, the knowledge that you develop enables you to motivate and enrich the learning of all staff within the school setting, which in turn enables them to support pupils with SEND. This ensures quality first teaching is at the forefront.” Ceri Matty, a Full-time Middle Leader.
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“The course has resulted in a complete re-working of our SEND provision. This started with the visit to my placement school where I discovered how they developed their TAs and also the types of intervention they had to offer. I was also able to improve publications that we had on our website, including the SEND Information Report so that they met the requirements of the Code of Practice. My leadership approach has also been reflected upon and has resulted in a style that has now empowered the Teaching Assistants and given them a greater sense of responsibility. Basically, everything that is now in place is down to this course.” Anna Louise Davies, an Assistant Headteacher and SENCO at a mainstream 11-18 secondary school in Westbury, Wiltshire.
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“The course has helped me to better understand SEND and the role of the SENCO. The modules have allowed me to identify the strengths of SEND in my setting and the areas of development.
Creating an action plan was the best activity for me as it allowed me to prioritise areas to work on over the next year in the most effective way. I have already delivered some training to all staff on the Graduated Approach and I feel like I have a much better understanding of this after working through the modules. Prior to the course, I don’t think I would have felt so confident!” Samantha Blackwood, a SENCO Teacher at a primary school in South Shield.
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“The course has given me the confidence to implement change within my school and offer CPD opportunities for staff to better support children with SEND in and out of the classroom. This has made SEND a priority within my setting. The biggest impact has been the implementation of a more child-centred approach and ensuring strong links and good communication between teachers, parents and the children.” Jessica Milnthorp, a SENCo/Inclusion Lead at a primary school.
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