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The journey so far – our delegates on studying with Real Training

We are always eager to collect the thoughts of our delegates. The majority come after they have completed their course. However, given the current circumstances, we felt it would be insightful to reach out to some of our current delegates to get their views on their course experience so far, and how studying during a global pandemic has affected their progress.

An interview with Eugene McFadden – NASENCO, intensive CPT3A

Eugene completed his intensive CPT3A course in 2017, and two and a half years later, joined Real Training again to begin his NASENCO qualification in January 2020, just as the enormity of the global pandemic was beginning to make itself clear. Here is his story so far.

How did you find out about Real Training and the CPT3A course?

“I became an assistant SENCO 3 or 4 years ago maybe, and I needed to do the access arrangements course because no-one else in the school was trained. I was speaking to one of the other SENCOs who said “You’ve got to do the Real Training one – it’s a lot quicker when you do the intensive course.” Because work is very busy and I have kids, I thought I’d rather have one, intensive hit. It was a really, really good course. It just worked really well. It was really professionally done, really well tailored to what was realistic and what we needed to do.

You’re now studying NASENCO with us. Tell us about why you chose Real Training for this qualification.

“I was looking around at other NASENCO courses, which looked mind-numbing, and then I saw Real Training’s course. For one, it was cheaper than local council’s one, and the fact that it’s all online and flexible. Some [school] weeks are 60 hours, so fitting things in is a bit of a nightmare, but with a course like this, I can think “oh, I have an hour to myself, I’m just going to hit it hard and do something”. The access to the big database is really helpful as well. I really like the bar at the top1. It’s actually really, really positive when you’re really busy.”

How has your experience with the online NASENCO course been versus your expectations, and versus your intensive experience with CPT3A?

“The intensive works really well with CCET as you’re learning to do one specific skill in testing, so you really want that intensity. This (NASENCO) is a bigger-picture thing. You need to step back and digest more. I have a two-year old who doesn’t sleep through the night yet, so I’d find myself rocking her to sleep at 2am reading things I’d downloaded. It gives you a chance to just think, make the notes and everything. A lot of the bigger articles I ended up printing out, to put in a folder where I can take it home and read it at my leisure.”

What parts of the NASENCO course have you found particularly interesting so far?

“There’s the wider reading; you’ve got the Lamb report, you can see how one thing informs another, which is actually really important. It’s interesting to have a timeline of when things happened and why. We’re kids of the 80s and things were very different back then. It’s good to have that time to just think and take it apart.”

Have you been able to put anything in particular into practice already?

“Well, ironically, I’ve been interviewing people for HLTA jobs through Google Meets. It’s been interesting to be having discussions with them, and having interviewed successfully, I’ve got someone to train up. I thought about how my training on the NASENCO course has informed me  and have been giving them reading to do from that course, which is quite helpful. So yeah, it’s definitely been having an impact. It’s interesting because I’ve been reading about outreach work into primary schools, because we’re quite a big MAT, and we’re going to have some primary schools placed in our secondary school for a few weeks for summer term 2. I want to incorporate that as my primary placement.”

How has the current lockdown situation influenced your studies?

“It’s actually given me more time to do it! It’s difficult, because the first few weeks were just trying to set things up, and I’ve been into school a fair bit as well running things on certain days, especially for some of our higher-needs kids. But the days when I’m home… the first few weeks were difficult, trying to get my head-space around being at home and working while at home with kids running around. Once I got the hang of it, I thought I’d set aside a day here and there, turn the emails off, and crack on with the NASENCO course. There’s always someone knocking on the door with a problem [when you’re in school]. My quality of life has actually improved – I’m not working 60 hours a week and have time to spend with the kids.”

What are your hopes and expectations for the rest of the course?

“Definitely to get it done – that’s the first thing! Definitely start to use what I’m learning to move forward. I’ve already kind of moved forward. I’ve been on a journey with my TAs (I’ve got TAs and HLTAs), and I’ve been on a journey with everyone’s practice board [a reflective practice of how staff are working with SEN pupils], tweaking that practice, fine-tuning it more and more. It’s good, because a lot of the things I’ve come across I already believed or knew or learned about already, so it’s nice to have those things reinforced. My focus has been on wave 1 teaching, and I’ve brought the SEN team so far, and now it’s all about raising all teaching and learning – the best input for an SEN kid is going to be in the classroom, the teacher teaching them right – it’s now given me that confidence to start addressing the bigger picture. It’s like “that’s gone alright, now we need to start doing this…” A rising tide raises all ships!”

¹ Campus Online holds a comprehensive online library containing all of the reading necessary for completing the courses. Additionally, access to EBSCO online journal databases allows for further reading to expand knowledge and understanding of the course material.


Dawn Johnson – SENCO, North West Kent Alternative Provision Service – NASENCO Course

What drew you to study with Real Training

I have heard of Real training as a reliable provider from a number of colleagues. Your company has a good reputation, and my DH/SENCO at the time had already mentioned your course before we had a little reshuffle of roles and I began to transition out of the English classroom and into the SENCO role.

How your experience has been vs your expectations so far

I have completed online training, including a PAPAA one-year course in the past with other providers and am very impressed with Real Training’s approach to online learning. I have found the site incredibly easy to use, the resources are quite varied and the discussion boards are well organised and easy to use. I am still learning how to use EBSCO but am sure, once I am used to they process, it will become faster and easier to access exactly what I want (I have only been enrolled since the end of April, so have not used every element of the site fully yet). The online notebook is very useful as I can make notes as I read or access slideshows. Overall, I would say it is a surprisingly well-presented, flexible course with an intuitive design for users.

What elements have been of particular interest/use to you so far

I have engaged far more with the discussion activities than on any previous course and have found the notebook, library of previous essays and general range of resources very helpful.

How you are managing your time to complete the work

I am stuck at home shielding with my husband who is also working from home. I work on the course more in weeks where I am needed less for school-based work, as I also run whole-school CPD and, during lockdown, we have had to adapt this rather a lot! The flexibility to use the course from half an hour to a whole day at any point has made this possible.

How the current lockdown has affected your studies

I have had a lot of tasks to complete at home for school but have had a lot more time that I had anticipated for the course. I was taking on areas of SENCO work while still preparing all of my classes for GCSEs and only working 3 days a week prior to Covid-19 – in a way, the lockdown has helped a lot with my availability to train! Being able to continue to work and train on something useful and relevant while shielding has definitely helped me to maintain good mental health during this time.

Your hopes/expectations/ambitions for the remainder of the course and beyond

Well, if we are talking hopes and dreams, I dream of a world where nobody has to use Harvard referencing ever again! (I completed my PGCE in 2000, that’s a long time to forget how to do these things…) Ultimately, I hope to be able to furnish myself with the theory and knowledge to succeed on my return to school, when I assume more of the role and responsibilities of the SENCO post. I would like to know I am doing everything I possibly can to support our pupils and this course will help me to ensure this. I have considered possibly using the points from the NASENCO course and my PAPAA to go on and complete a Masters…we’ll see.

July cohorts added to NASENCO and NPQ courses for 2020

July cohortsYou spoke, we listened.

With the current COVID-19 situation and how this is affecting schools, we have heard from many educational professionals who were not able to get enrolled on our May cohort for the National Award for SEN Coordination (NASENCO) or the National Professional Qualifications (NPQs) that they would like to get started before the next scheduled cohort in September. We fully understand that September might involve more work than usual after such disruption, and therefore starting your studies ahead of the new academic year could provide benefits for some.

As a result, we are delighted to announce we will be running July cohorts for NASENCO and NPQ 2020 courses. Both cohorts will start on 15 July. (NASENCO July start date subject to approval with Middlesex University). This will allow those delegates who feel they have the capacity in the current climate to get started on the course material before the new school year begins in September. With the uncertainty surrounding how universities and other face-to-face training providers will be able to deliver courses, many educational professionals are choosing Real Training to deliver their courses flexibly, online, just as it was designed to be.

“I took the course to deepen my own knowledge and to have a more structured approach to headship and you have met those needs head on and in an enjoyable but informative manner.” – Liam Bellamy, NPQH

“I feel the course has not only provided me with an exceptionally secure foundation but also a deepened knowledge and understanding of the role of a SENCO in order to successfully take the school in the direction that is required.” Danielle Brunton, NASENCO

This extra cohort is in no way a replacement for the scheduled September cohort. If you feel September works better for you, and you would rather use the summer break for a well-deserved rest, then we encourage you to enrol onto the September cohort. However, if you feel July would enable you to get ahead before the new school year commences, that option is open to you. If you have already booked onto the NASENCO or NPQ September cohorts, but would actually prefer to start in July, please contact us and we will be able to help in moving your start date. If you or your staff are interested in booking onto our July or September NASENCO or NPQ programmes, you can book your place here. If you have any questions with regards to anything relating to any of our courses, please do not hesitate to get in touch here.

Become your school’s Access Arrangements Assessor with our CPT3A course

One of the things we hear from school SENCOs consistently is the desire to have a greater number of qualified access arrangements assessors available at their schools. As valuable as it is to have someone in your educational setting with these skills, at exam time it can be of great benefit to have multiple members of staff to help with the workload associated with assessing and writing up Form 8s for what can be many pupils.

Now is the perfect time to prepare your educational setting by ensuring you have the necessary skills and capacity to deal with what can be a very busy period in schools.

If you have an undergraduate degree, and Qualified Teacher Status (QTS) or Qualified Teacher and Learning Skills (QTLS) status, you are one step away from having the complete Certificate in Psychometric Testing, Assessment and Access Arrangements (CPT3A).

Qualify as an access arrangements assessor

Our CPT3A course starts with our Certificate of Competence in Educational Testing (CCET) module, which will give you the fundamental principles upon which the various psychometric tests are based, and teach you how to choose appropriate tests and administer them effectively. This will lay the groundwork for progression onto the Access Arrangements Course (AAC), which focuses on applying these tests in exam access arrangements and how to complete the relevant forms for this process. The combination of these two courses results in the CPT3A, giving you the benefits detailed below:

Professional benefits of the CPT3A course

  • Meet the requirements of the Joint Council for Qualifications (JCQ) and the access arrangements’ regulations.
  • Know and apply the principles of access arrangements.
  • Understand the essence and implications of the relevant legislation.
  • Write suitable and appropriate assessment reports for submission to examination boards where required.

Not only does the completion of this course allow you to bring assessment and access arrangements in-school to save money and increase the professional capacity of your institution, but it will also allow you to better understand the needs of your vulnerable children and develop effective support for them. You will also get access to educational tests at a discounted rate through our own online shop, Dyslexia Action Shop.

CPT3A Testimonials

Learn what delegates think about our CPT3A course here.

Choose the study route that suits you

Understanding the demands on educational staff, Real Training has always been about flexible learning. This is why we have developed different study options to best fit your circumstances.

CPT3A Course

Online – The CCET and AAC online courses are delivered through our proprietary platform Campus Online. With this route, you can complete the content of the course in your own time, wherever you have an internet connection. This is the most flexible option, and you can start at any time.

Intensive – At present, all of our intensive courses are being hosted on Campus Live, our online classroom. If you prefer in-person, face-to-face learning, our intensive route is for you. CCET is a three-day course that will take you through the theoretical content, with only the practical work to be completed and uploaded via Campus Online. Following successful completion of CCET, AAC can be completed as an intensive one day course.

Upcoming CCET intensive dates are as follows:

Upcoming AAC intensive dates are as follows:

Classic (blended) – This is a combination of intensive and online learning, whereby you will complete CCET through the intensive route, and then AAC online.

What is Campus Live?

Campus Live is a browser-based solution that requires nothing to download, no software installation, and is optimized to deliver excellent video quality. It is as fully interactive, as if you were in the room with the tutors, with the ability to ask questions, work in groups, and get access to all the course materials you need, live within the online classroom environment. There is also the ability to screen-share and collaborate with fellow delegates, interactive whiteboards, and a live chat feature, ensuring your experience is fully immersive.

Temporary changes to assessment due to school closures

Due to the current situation with schools being closed, or partly closed, and therefore access to students is limited, we have made temporary changes to how the course is assessed. This applies to the test administration task and allows delegates to demonstrate the necessary skills and competencies required to complete the course, without necessitating in-person access to pupils. These changes will be in effect until such time as administering tests face-to-face becomes possible again.

Your journey can start today! Visit our website to book your place or for more information and to check your eligibility for the course, contact us or call us on +44 (0) 1273 35 80 80.

Mental Health Awareness Week – 18 – 24 May 2020

Celebrating kindness during Mental Health Awareness week

At this time, it is particularly meaningful to highlight and support Mental Health Awareness week. Never has it been more important to raise awareness and promote our conversations about well being.  The theme for this year has been chosen in response to the coronavirus outbreak and focuses on kindness.  It is often the simple acts of kindness that promote our connection with others.  We have collated a few resources below that we hope will be of some support considering the well being of the schools and communities in which we work.

Sharing the importance of kindness during transition

1  – Being kind to your students

Five ways to help children heal when schools reopen. With the recent information that the government hopes for schools to reopen in the near future, this article offers guidance and support with how to manage this transition with some of our most vulnerable young people.

Positive transitions. Many schools are thinking about how they manage transitions sensitively and kindly for their pupils and staff at the moment. This is a challenge with so much uncertainty. Northamptonshire Educational  Psychology Service have produced this helpful document (free to download) to support the thinking and planning process.

Helping children with loss

  • Schools reflecting on how best to support children and families through bereavement and loss may find the following recently released resource, produced by Dr Tina Rae and Nurture UK, to be a valuable reference.
  • In this video clip, Pooky Knightsmith (Child and Adolescent Mental Health Expert), outlines 3 activities that can be used to help children with managing their feelings around bereavement.
  • Another perspective on managing change in our communities comes from Stevan Hobfoll’s work on tragedy, disaster and loss. Professor Hobfoll lists here the following Five Essential Principles for caregivers to promote at times of disaster:
  1. Sense of safety
  2. Calming
  3. Self and community efficacy
  4. Social connectedness
  5. Hope

2 – Being kind to yourself and your colleague

Over the last few months, many teachers, teaching assistants, and other key education workers have been placed under huge pressure as they risk their own health to help children and young people in schools.  In such unprecedented times, being aware of, and positively managing our well-being is of utmost importance.

Teacher wellbeing. The Anna Freud National Centre for Children and Families has produced a list of eight tips for boosting wellbeing during periods of disruption.

Free webinar. Sue Roffey (Educational Psychologist; Honorary Professor at Exeter University and Western Sydney University) is delivering a free 45-minute webinar on Teacher wellbeing in challenging times at 8.30 am (BST) Monday 25th May. You can register here.

Resilience. The British Psychological Society has also produced some advice about teacher resilience during coronavirus school closures which can be found here.

Sleep. A good night’s sleep is as important to our well-being as eating, breathing and movement.  Difficulties sleeping can mean that we spend our days less able to concentrate, problem solve or fully engage with what is taking place around us.  Poor sleep is linked to physical problems such as weakened immune systems and it can also affect our mental health in terms of our ability to cope with stress and anxiety.  This handy guide describes the benefits of good quality sleep and tips for how to get it!

Counselling. Teachers and education staff who are feeling stressed or anxious during these uncertain times can get confidential emotional support from Education Support free and confidential helpline: 08000 562561.

3 – Encouraging kindness

Bring kindness. Education Support shares in this article five tips for ‘cultivating kindness’ in school settings:

  • Model kindness – lead by example and show your students what being kind looks like.
  • Encourage kindness – schools can get students and staff involved in supporting their local communities by organising collections for local food banks, continuing to make PPE, or creating art for local care homes.
  • Notice kindness – recognise and praise students when you notice them being kind and supportive to one another.
  • Cut some slack – understand that students and teachers will experience the effects of the pandemic differently. If students, parents or colleagues’ behaviour seems particularly ‘reactive’ cut them some slack and offer support and understanding.
  • Be kind to yourself – cut yourself (and others) some slack by not expecting perfection. Aim for ‘good enough’ and relax as it is.

Make a positive difference. The Place2Be Kindness Cups provide an opportunity to recognise the children, teachers, parents/carers, and other individuals who have made a positive difference through their kindness at this challenging time. You can read more about it here.

Gratitude has been identified as a well-being booster by research in the field of Positive Psychology. Have a look at this link here to find out more about Soul Pancake Happiness.

Training courses

If you are aspiring to create a positive impact and help support the most vulnerable children in your setting effectively, we offer a Postgraduate Certificate in Social, Emotional, and Mental Health Needs.

This PGCert is made up of two 30-credit modules and can be completed in one or two years. Based on our practice-led learning model, you will implement intervention strategies in school to make a difference for children with SEMH.

Our courses are designed from day one to be delivered fully online, with our unique practice-led model informed by evidence-based online pedagogy, positive psychology, and inclusive practice. Studying online with Real Training means you can develop your skills and expertise with confidence in the area of SEND, leadership, and inclusion. We train educators all around the world – in 86 countries so far. Here is a snapshot of what our delegates said about our SEMH course.

What leaders can do to maintain motivation during lockdown

Real Group Senior Educational Psychologist, Dr Joanna Wood has been examining what educational leaders can be doing to maintain motivation and their own wellbeing in these very trying times. During conversations with senior school staff, she observed that despite the compassion and good sense they were demonstrating in reflecting on the needs of the vulnerable children they support, they found it more difficult to answer questions relating to their own wellbeing. Although not being a surprise given how accustomed they are to putting the needs of these children above their own, as Dr Wood points out, it is a concern given the excessive “emotional labour” they are currently experiencing.

Dr Wood identifies four kinds of challenges school leaders are currently facing; loss (through both personal loss and also anticipated professional losses), uncertainty and the challenges this brings to strategic planning, role confusion in the form of home/school and family/work contexts, and system failure, through unavailability of tools and personal relationships at this time.

Happily, she identifies three areas that psychology can provide tools to help senior leaders “understand and process our responses to the current crisis.”

Models of grief

To become aware of the stages of grief that can help “make sense of the impact of uncertainty and unplanned change. These stages include shock/denial, anger/guilt/blame, depression and acceptance.

Positive psychology

Drawing from the principles of positive psychology and Martin Seligman’s PERMA model, Dr Wood points out that it is important to focus on what works well, not on what is wrong. These can include such elements as positive emotions, engagement (getting ‘lost’ in an activity), relationships, meaning (a sense of purpose) and accomplishment.


According to Ryan and Deci’s self-determination theory, concentration and motivation are hard to come by at present. In order to remain motivated, Dr Wood suggests we need to feel competent at what we do, related and connected to others, and autonomous, in that we have control over our lives. These are important touch-points for leaders to re-focus energy on in order to remain motivated.

To summarise, Dr Wood offers some useful tips to help leaders navigate the complex waters of the current lockdown:

  • Focus on what you can control
  • Remember you can’t look after everyone
  • Try to tune into your own emotions in a safe way (journal writing, for example)
  • Notice unhelpful negative thoughts and replace them with positive self-talk, such as “It will pass” or “this is outside of my control”
  • Don’t be afraid or ashamed to seek help if needed
  • Stay connected socially where possible
  • Consider distractions and new challenges, such as self-development, but don’t feel pressured to do so.

If you would like to find out more about our Educational Psychologists and they work they do under Real Psychology, please visit us our website.

The original article can be found on the TES website here.

Gain early access to our May MEd in SEND cohorts

MED SENDApplications for the 15 May cohort are now closed. To register for 15 September, please do get in touch with our course advisers here.

As a result of the ongoing COVID-19 situation, some of our delegates who are booked onto our courses beginning in May have found themselves with an unexpected amount of time on their hands, and have expressed an interest in using this to gain early access to our May MEd in SEND cohorts.

Those who are enrolled onto the MEd in SEND programme will be able to start their learning journey with us as soon as they are fully registered. There is, however, one module currently not available for an early start – Dyslexia Professional Report Writing – and this is due to the fact that the module is heavily focused on in-setting assessment and testing, though we are currently working on creating a flexible solution to address this.

How can I gain early access to Real Training May MEd in SEND cohorts?

This early start offer also applies to new bookings so if you, or any of your colleagues, are interested in booking onto our May cohorts, as soon as you are fully registered, you will gain access to the complete course content in order to allow you to get ahead while you have the opportunity to do so. This extra time will not be deducted from the end of the course – it is intended as a free extension as a gesture of goodwill, bearing in mind the current global situation. To find out more about the modules currently available for early starts, the links to the web pages are below:

If you are interested in booking onto our May cohorts, you can book your place here. If you have any questions with regards to anything relating to any of our courses, please do not hesitate to get in contact with us. 

Join us for our CCET Campus Live Event – 29 April – 1 May

Campus Live Interactive Event After months of careful planning, Real Training are very excited to announce the launch of Campus Live, with the Certificate of Competence in Educational Testing (CCET) Campus Live Event!

As an EdTech company, we have always placed flexible, online and blended professional development at the heart of everything we do. This CCET Campus Live Event offering is a valuable addition to our repertoire, allowing delegates to benefit from the advantages of the ‘intensive’ CCET programme, without the need to travel. Like our intensive courses, this takes place over the course of three days, and covers the vast majority of the theoretical work, along with some parts of the practical assignments. The only difference is it is brought to wherever you are, by expert trainers, through the Campus Live platform.

What is Campus Live?

Campus Live is a browser-based solution that requires nothing to download, no software installation, and is optimised to deliver excellent video quality regardless of internet speed. It is as fully interactive, as if you were in the room with the psychologists, with the ability to ask questions, work in groups, get one-to-one help and get access to all the course materials you need, live within the online classroom environment. There is also the ability to screen-share and collaborate with fellow delegates, interactive whiteboards and a live chat feature, ensuring your experience is fully immersive.

How is this CCET Campus Live Event delivered?

To reassure, the course content is no different from our normal intensive courses and requires nothing different from you as a delegate. All you need is a computer or tablet with either Chrome, Firefox or Opera browsers installed, an internet connection, a webcam, microphone and speakers or headphones. Of course, if you do happen to encounter any technical difficulties, our IT support team will be on hand throughout the course to swiftly get you back on track.

Campus Live has been designed to accommodate all delegates through a variety of different work environments, ensuring you will always feel supported. Equally the course has been designed with you in mind too, allowing for plenty of comfort breaks to ensure the smooth running of the course for the ultimate learning experience.

Our Certificate of Competency in Educational Testing (CCET) qualification

Our Certificate of Competence in Educational Testing (CCET) is an open-access course, meaning to be eligible to enrol, you only need to be working in or have access to an educational setting, and have access to the psychometric tests for the duration of study.

CCET allows schools to bring expertise in psychometric testing to assess children and determine their strengths and specific learning needs ‘in-school’, and in turn allows schools to work more effectively with their educational psychologists and make better use of their time.

With our CCET qualification, among other things, you will be able to identify, administer and analyse tests within an educational environment, understand how to write and interpret reports, understand the legislative and policy framework, as well as being able to identify and overcome barriers to learning. Other benefits to the school include:

  • Access to a wealth of practical resources, academic research, and interactive materials
  • Access to discounted educational tests and other resources
  • Development of effective support for the most vulnerable children in your school

If you do hold a qualification to teach, and would find it useful to be qualified to carry out access arrangements in your setting, you could enrol on the Certificate in Psychometric Testing, Assessment and Access Arrangements (CPT3A). This course combines CCET and the Access Arrangements Course (AAC) to give you the opportunity to become your educational setting’s qualified exam access arrangements assessor.

If you are interested in booking on this ground-breaking course, you can book your place here. It is ‘training as usual’ here at Real Training, so if you have any further questions, either in relation to the course or the Campus Live platform, please don’t hesitate to contact us here

Gain early access to our May cohorts for you and your staff

gain early access to our May cohortsAs a result of the ongoing COVID-19 situation, some of our delegates who are booked onto our courses beginning in May have found themselves with an unexpected amount of time on their hands, and have expressed an interest in using this time to get ahead on their course before the official start date. In order to support delegates in these uncertain times, we are doing exactly that – those who are enrolled onto the National Award for SEN Coordination (NASENCO), International Award for SEN Coordination (iSENCO), or National Professional Qualifications (NPQs) will gain early access to our May cohorts to start their learning journey with us as soon as they are fully registered so that they can make the best use of their time, while they have it.

Can anyone gain early access to our May cohorts?

This offer is not only available for existing bookings, but it is also available to anyone else who may be looking to start a course during this period of school closures. You may be finding that some of your teaching staff are looking to take advantage of this time for professional development. If they are interested in enrolling in our May cohorts, as soon as they are fully registered, they too will gain access to the complete course content straight away in order to allow them to get ahead while they have the opportunity to do so. This extra time will not be deducted from the end of the course – it is intended as a free extension as a gesture of goodwill, bearing in mind the current global situation.

If you or your staff are interested in booking onto our May NASENCO, iSENCO or NPQ  cohorts, you can book your places here . If you have any questions with regards to anything relating to any of our courses, please do not hesitate to get in contact with us, either by emailing us or by giving us a call on +44 (0) 1273 35 80 80.

Funded Places for all NPQ Courses with Real Training

Funded Places For All NPQ courses

We have heard from the Department for Education (DfE) that funded places will be available for all our NPQ courses from 1 April 2020 until the end of the current academic year.

Funded places for all NPQ courses are available for leaders and aspiring leaders in:

  • Maintained schools, academies, free schools and PRUs in category 5 and 6 areas
  • All schools in a MAT which includes at least one category 5 or 6 school
  • All schools in a Diocese which includes at least one category 5 or 6 school

Whether you’re thinking of taking the next step in your career or simply looking to develop your leadership skills in your current role, our online and inclusive National Professional Qualifications (NPQ’s) offer you a flexible route to achieve these high-quality qualifications approved by the Department for Education (DfE). Book now to secure your fully-funded place.

Please note: Places within a school, cluster, MAT or Diocese are not limited – so if you have colleagues who you think may also be interested, please don’t hesitate in forwarding this information to them.

Our NPQ courses are available at three school leadership levels – middle leaders (NPQML), senior leaders (NPQSL) and headship (NPQH) – please take a look at our dedicated pages online for more information on programme content, funding rules and what you can expect from our leading-edge, inclusive leadership programmes. If you have any questions, please call us on +44 (0)1273 35 80 80 to speak to one of our expert advisers or email us here.

Education Policy Institute/Wellcome report demonstrates effects of CPD on teachers and students

CPDIn a newly released report from the Education Policy Institute (EPI), commissioned by the Wellcome Foundation, continuing professional development (CPD), which includes training courses, mentoring and seminars has been found to play a crucial role in improving teaching quality, and the learning outcomes of pupils.  The report also goes on to demonstrate the positive effects on teacher retention, as well as how access to professional development for teachers has improved.

The impact of professional development on pupils

According to the report, CPD programmes “have the potential to close the gap between beginner and more experienced teachers”; the impact of CPD for a newly-qualified teacher on pupil outcomes is comparable to the impact of a teacher with ten year’s experience. The effect of CPD was also found to have similar attainment improvements as large, structural reforms to the school system.

In addition, the evidence suggests that CPD has a greater effect on pupil attainment than other interventions that might be considered by schools, such as performance-related pay for teachers or lengthening the school day. CPD is also relatively cost-effective; although one-to-one tutoring was found to impact pupil attainment to a higher degree, these can be very expensive, both financially and in terms of time.

Perhaps most tellingly, though, was that CPD programmes were more positively received by teachers when compared to other interventions, such as large structural changes to the school system. These can be expensive and cause higher staff turnover and dissatisfaction.

The impact of professional development on teacher retention

With an increase in high-quality CPD, retention problems improve, particularly for newly-qualified and early-career teachers. While it is understood that access to CPD is only one of many factors behind the number of teachers leaving the profession, targeted CPD programmes for teachers in the early stages of their careers can increase retention rate and instil an atmosphere of positivity and future ambition within them. Induction training and mentoring programmes are particularly effective for improving retention rates early on.

Improving access to professional development for teachers

It doesn’t seem that simply throwing CPD opportunities at teachers is sufficient, however. “Teacher turnover is a major impediment to the effectiveness of a CPD programme” the report states, suggesting that courses that offer flexibility, in terms of cohort start dates, deadlines and so on are more likely to be successful.  Furthermore, when the CPD programme receives sustained support from school leaders, it is found to have a greater impact on pupil attainment. Finally, understanding the high workload of teachers can make them more effective – “interventions are likely to see success if they are both attractive and strive to minimise the demands placed on teachers.”

Real Training – high-quality, flexible and effective professional development

This report supports what we at Real Training have long-believed to be the case; that providing professional development courses of the highest-quality, delivered flexibly through Campus Online leads to significant positive effects on pupil’s learning outcomes, across the full range of special educational needs. We understand that teachers are under a vast amount of pressure and have wildly varying workloads, which is why we allow you to work at your own pace and in your own time, from anywhere you have access to the internet. Our courses start at multiple points throughout the year, giving you the option to begin your journey when it suits you best.

Our courses and qualifications cover a vast array of SEND and leadership topics and include our

You can download the full report here.

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