Speak to us 01273 35 80 80
or Make a Booking
Sign up to TSP Briefing
Confidence through competence
Course Browser

News

Middlesex University launches MA in Leading Inclusive Education with Real Training

In September of last year, we were delighted to launch a brand-new MA in Leading Inclusive Education, jointly developed by Real Training and Middlesex University.

One of the most significant challenges that education professionals encounter, is the long overdue need for developing and supporting inclusive education practice in order to meet the needs of all learners. To cover this broad and ever-changing subject, our multifaceted course consists of a selection of modules that delegates can choose from. Among these are modules focusing on subjects such as gender and sexuality, communities and culture, and migration and language acquisition.

The MA in Leading Inclusive Education is a distance-learning package that is delivered entirely online. Using our state-of-the-art online learning platform, Campus Online, delegates are able to access the course from anywhere in the world. We’ve combined our extensive knowledge and expertise in delivering online courses with the physical resources of a major London university to produce a truly unique learning experience.

Ron Sergejev is the course leader for the MA in Leading Inclusive Education. Ron’s years of experience in the education sector, have given him great insight into the difficulties caused by the lack of training in inclusive education.

When asked what he believes makes our course unique, Ron had the following to say:

‘The modules that comprise this MA, cater for many professional requirements within education. Whether a student is aiming to become a head of department, or even head teacher, or solely seeks to gain a greater understanding of learning, social, and emotional difficulties, they will find that the course is thorough, and covers a great many aspects of inclusive practice.

‘This course is designed around sound learning principles, is practice-based, and can be done from anywhere in the world. The modules are designed to be part of the whole Masters programme, but they can also stand alone to enable education professionals to upskill in specific areas, without completing a full Masters.’

For more information, or to book a place, visit Middlesex University’s MA in Leading Inclusive Education web page.

Read every issue of The SEND Practitioner in our archive…

Earlier this month, issue 18 published. Our first 2017 issue features Edward Timpson MP, Dr Adam Boddison and Brian Lamb OBE.

In the past 18 issues, we’ve interviewed a host of nationally and internationally respected experts about the essential topics that matter to our readers.

If you’d like to read a particular e-zine, simply click on the blue text below:

Access the archive.

Sign up to receive The SEND Practitioner.

Corrections and clarifications

An article by Brian Lamb OBE in issue 18 of The SEND Practitioner has been amended.

One sentence of Brian Lamb’s piece (‘The SEND reforms: Where are we now?’) was changed and an additional sentence was added as follows.

From:

‘A survey carried out by the parent carer forums found that 84% of parents were fully or largely engaged in the strategic planning and co-production of SEND services…’

To:

‘A DfE survey of local authorities found that 84% of parents were fully or largely engaged in the strategic planning and co-production of SEND services and that 83% of parents were fully or largely engaged in making decisions about their own SEND provision. The DfE survey of parent carer forums found lower satisfaction: 64% felt that parents were fully or largely engaged in strategic planning, while 51% felt that parents were fully or largely engaged in decisions about their children – the latter an improvement on the previous survey.’

Read issue 18 of The SEND Practitioner.

If you have any questions about this amendment, please contact the editor.

The government confirms funding for SEN support

The government has recently announced a new multi-million pound fund to support children and families with SEN.

Edward Timpson announced this news on [Monday] 9 January at the Department for Education. The funding, totalling almost £60million, will be available from April of this year.

The government’s recent SEN support press release

‘The funding announced includes:

  • £15 million for the Independent Supporters programme in 2017 to 2018, run by the Council for Disabled Children, this has been a real driver of change for families navigating the SEND system and improving the experience for them
  • £2.3 million for Parent Carer Forums in 2017 to 2018, who bring parents together and provide a voice to influence local decision-making
  • £1.8 million to Contact a Family, to support individual Parent Carer Forums and their National Network, and to run a national helpline for families

The package also includes funding for councils worth £40 million, which the minister wrote to them about shortly before Christmas. This investment, an increase of £4.2 million from last year (2016 to 2017) will support them to make effective plans for this important final year of the transition to the new SEND system.

Minister Edward Timpson said:

“These reforms are the most significant we’ve made to the support for children and young people with special educational needs and disabilities in a generation and we know that they are making a difference, thanks to the passion and dedication of all those involved.

“As we enter the final year of the transition, I know there are still challenges to overcome, to ensure that the inspiring work going on in many parts of the country is shared with areas where improvements still need to be made.

“That’s why I’m delighted to be able to confirm this additional funding for councils and for the groups playing such a vital role in supporting children with SEND. All children, no matter the obstacles they face, should have the same opportunities for success as any other.”‘

Editor’s note

Read the government’s press release in full.

In addition to this, our recent interview with Edward Timpson MP appeared in issue 18 of The SEND Practitioner.

Read the latest issue of The SEND Practitioner.

Issue 18 of The SEND Practitioner published recently

Issue 18 published on Sunday 8 January 2017 and features a cornucopia of expertise.

Edward Timpson MP (Minister of State for Vulnerable Children and Families) and Dr Adam Boddison (CEO of nasen) answer our readers’ questions on the Code of Practice, early identification, nominal budgets, the new national curriculum, the Rochford Review, SEND and teacher training courses, and 2017 and beyond. While Brian Lamb OBE looks at the SEND reforms and asks where are we now?

There’s a summary of  a recent research study that we carried out with hundreds of our Certificate in Psychometric Testing, Assessment and Access Arrangements’ (CPT3A) delegates and a couple of Q&As with two of our most recent CPT3A graduates.

Read issue 18.

Real Group welcomes new head of marketing and sales

We are delighted that Stuart Curry has recently joined the company as Real Group’s head of marketing and sales.

Prior to this, Stuart worked across a variety of sectors, including not-for-profit, consumer and business publishing, membership bodies, and finance. He is based at our Greenwich office and will support the marketing and sales team, while working closely with all departments and directors to continue Real Group’s financial growth. He will also assist with the development of new business propositions and areas of activity.

Stuart emphasised how much he has relished working with the team and learning about the positive aspects of our work:

‘I am really enjoying working with an incredibly dedicated and committed small team and getting to learn about the fantastic, valuable work that the company does in the sector – helping to change lives.’

He looks forward to working with Real Group to expand and meet the many challenges facing education professionals and their pupils.

What SEND practitioners must know about the latest Joint Council for Qualifications’ (JCQ) regulations – a clarification

Alan Macgregor discusses the latest JCQ requirements for SEND practitioners

 

Since Alan Macgregor’s previous blog, we have received a number of calls about the 100-hour requirement.

We stated in the previous blog that:

‘…all access arrangements assessors need to have a postgraduate qualification at, or equivalent to level 7; and, as part of that qualification, they are also required to have carried out at least 100 hours relating to individual specialist assessment.’

We have realised that this wording seems to imply that the 100 hours all has to relate to individual specialist assessment. This was unintentional. In fact it is the course that has to exceed the 100 hours criterion, so a better phrasing might have been:

‘…all access arrangements assessors need to have a postgraduate qualification at, or equivalent to level 7; and, as part of that qualification, they are also required to have completed a course of at least 100 hours relating to individual specialist assessment.’

It was our intention to highlight and clarify the first option below listed in the JCQ regulations which states:

A head of centre will appoint:

  • an access arrangements assessor who has successfully completed a postgraduate course at or equivalent to Level 7, including at least 100 hours relating to individual specialist assessment. An access arrangements assessor may conduct assessments to be recorded within Section C of Form 8; and/or
  • an appropriately qualified psychologist registered with the Health & Care Professions Council who may conduct assessments to be recorded within Section C of Form 8 and where necessary undertake full diagnostic assessments; and/or
  • a specialist assessor with a current SpLD Assessment Practising Certificate, as awarded by Patoss, Dyslexia Action or BDA and listed on the SASC website, who may conduct assessments to be recorded within Section C of Form 8 and where necessary undertake full diagnostic assessments.

So we would like to be really clear that the first bullet point above means that the course, whichever course that is, must cover at least 100 hours of study relating to assessment this doesn’t mean 100 hours of psychometric testing. While at Real Training we generally do not give an exact number of hours that any course will take, as different people progress at different rates, the CPT3A course is accredited in such a fashion that it comfortably exceeds this requirement. In summary, by completing and passing CPT3A delivered by Real Training, you can be assured that this requirement is met.

The other thing we would like to clarify is that this change does not apply to HCPC-registered psychologists or to those that hold an Assessment Practising Certificate (APC), who are still covered by the second and third options on the list. We had not anticipated that either of these groups would think that they might be affected, but we are happy to reassure them that they do not have to take notice of this change.

Please accept our apologies for any confusion, which was not our intention. And please do contact us if you would like to discuss this further.

What SEND practitioners must know about the latest Joint Council for Qualifications’ (JCQ) regulations

Alan Macgregor discusses the latest JCQ requirements for SEND practitioners

 

With only ten months to go until the JCQ qualification requirements come into force, Alan Macgregor (one of Real Training’s directors) highlights the key changes that every practising access arrangements assessor must meet before 1 September 2017.

Every year, the JCQ brings out new regulations that affect teaching professionals who assess candidates with SEND for exam access arrangements. In recent years, the adjustments have been gradual and it’s been easy for practitioners to adapt to them. By 1 September 2017, however, all existing access arrangements assessors (formerly specialist assessors) must comply with two critical elements if they are to continue to practise.

The two critical changes that must be met

Before 1 September 2017, all access arrangements assessors need to have a postgraduate qualification at, or equivalent to level 7; and, as part of that qualification, they are also required to have carried out at least 100 hours relating to individual specialist assessment. So, if the person responsible for exam access arrangements in a setting does not meet these essential requirements, then they will need to ensure that they meet them before 1 September 2017. If they do not do this within this timeframe, then all access arrangements in their setting will need to be carried out by someone else who meets the new requirements – either an internal member of staff or an external consultant.

Who is likely to be affected by these changes?

We’ve received quite a few calls from SENCOs who have a postgraduate SEND qualification and have carried out assessments in their setting for many years. However, come 1 September 2017, they will simply not be able to practise, because either their postgraduate qualification is not level-7-equivalent, or their level-7-equivalent qualification did not include at least 100 hours relating to individual specialist assessment.

What about Form 8?

The latest Form 8 has caused a few problems for those who do not have a postgraduate qualification at, or equivalent to level 7, with at least 100 hours relating to individual specialist assessment. Why? Because there used to be a section for them to complete in Form 8, which has since been removed in anticipation of the 1 September 2017 deadline. Access arrangements assessors who do not meet the key requirements will not be able to complete Form 8 and their setting will need to employ someone else who meets the new requirements – either an internal member of staff or an external consultant.

What course can access arrangements assessors take to fully meet the new requirements?

Access arrangements assessors who need to upskill between now and 1 September 2017, can take our Certificate in Psychometric Testing, Assessment and Access Arrangements (CPT3A). This course is made up of the Certificate of Competence in Educational Testing (CCET) and the Access Arrangements Course (AAC), both of which can be studied online or intensively. This joint course will enable delegates to learn how to use psychometric instruments effectively (CCET) and apply them in exam access arrangements (AAC) confidently and competently. Those who already have CCET, can take AAC on its own.

If you have any queries, or would like to know how we can help you navigate these changes, take a look at our website, or get in touch.

The Rochford Review: final report is out

On 19 October 2016, the Rochford Review: final report published. It sets out the recommendations of the independent Rochford Review group and follows on from the Rochford Review’s interim recommendations, which were published in December of last year.

The government aims to consult on the recommendations of this review in early 2017. Final decisions will be made in the wake of that consultation.

In the interim, the government suggests that ‘schools should continue to use the pre-key stage standards and P scales for the statutory assessment of pupils working below the standard of the national curriculum tests’.

The ten recommendations of the Rochford Review: final report are set out verbatim below:

Recommendations

‘The review makes the following recommendations to government for the statutory assessment of pupils working below the standard of national curriculum tests at the end of key stages 1 and 2:

  1. The removal of the statutory requirement to assess pupils using P scales.
  2. The interim pre-key stage standards for pupils working below the standard of national curriculum tests are made permanent and extended to include all pupils engaged in subject-specific learning.
  3. Schools assess pupils’ development in all 4 areas of need outlined in the SEND Code of Practice, but statutory assessment for pupils who are not engaged in subject-specific learning should be limited to the area of cognition and learning.
  4. A statutory duty to assess pupils not engaged in subject-specific learning against the following 7 aspects of cognition and learning and report this to parents and carers: responsiveness, curiosity, discovery, anticipation, persistence, initiation, investigation
  5. Following recommendation 4, schools should decide their own approach to making these assessments according to the curriculum they use and the needs of their pupils.
  6. Initial teacher training (ITT) and Continuing professional development (CPD) for staff in educational settings should reflect the need for teachers to have a greater understanding of assessing pupils working below the standard of national curriculum tests, including those pupils with SEND who are not engaged in subject-specific learning.
  7. Where there is demonstrable good practice in schools, those schools should actively share their expertise and practice with others. Schools in need of support should actively seek out and create links with those that can help to support them.
  8. Schools should work collaboratively to develop an understanding of good practice in assessing pupils working below the standard of national curriculum tests, particularly across different educational settings. Schools should support this by actively engaging in quality assurance, such as through school governance and peer review.
  9. There should be no requirement to submit assessment data on the 7 areas of cognition and learning to the DfE, but schools must be able to provide evidence to support a dialogue with parents and carers, inspectors, regional schools commissioners, local authorities, school governors and those engaged in peer review to ensure robust and effective accountability.
  10. Further work should be done to consider the best way to support schools with assessing pupils with EAL.’

Read the Rochford Review: final report.

Speak to us

01273 35 80 80

or Make a booking

Complete the online booking form to
enrol on one of our training courses