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2019 Delegate Feedback Review

Feedback from our delegates is very important to us. This is why we ask every delegate to complete a feedback form upon completion of their course. This provides us with extremely valuable data on what we’re doing right, and what we can improve upon. We’ve been carefully analysing the data from over 1,000 delegates in 2019, and below are highlights of the results.

  • 96% of delegates rated our course as good or very good.
  • 97% of delegates rated the extent to which their course met their developmental priorities as good or very good.
  • 93% of delegates rated the course tutors as good or very good.
  • 93% of delegates rated their experience of the course administration from Real Training as good or very good.
  • All metrics have improved year-on-year from 2018 to 2019, reflecting how we strive to improve, always.

Nearly 3/4 of our delegates report that they are considering studying further modules with us.

Some comments from our delegates

“An amazing course. I loved how accessible it was. I could work in the evenings/ weekends/ holidays etc. It fitted around my workload easily as there are no formal deadlines apart from the one a year on from when you start. As everyone’s workloads are different this is ideal. There were no university visits so no time off of work. The website was easy to use and navigate around. My Tutor was fantastic, and always available for support. I would really recommend booking a course with Real Training.” – Sarah Phillips, NASENCO

“It is an excellent organisation which will help you advance in terms of your personal development, knowledge and understanding whilst providing all the support you may require, want or need.” – Daniel Smith, AAC Online

“I have recommended Real training to several colleagues from the North east who are in the process of completing this accreditation.” – Dawn Ablewhite, CCET Intensive

“The tutoring I have received through Real Training has been far superior to that during my undergraduate degree or masters both of which were face to face not distance learning. My tutor has been encouraging and supportive throughout and offered really clear feedback. Overall it has been brilliant! With the support of my tutor I have had everything I needed to complete this course. I loved how easy everything was and how varied the online journals etc there were for you to access. It was also so lovely to have an online community. It’s a brilliant way to complete the task especially if you’re a parent. Very supportive tutors and community.” – Ella Browning, NASENCO

If you are thinking of enrolling on a course with us, either for the first time or a returning delegate, please don’t hesitate to get in touch with us on +44 (0)1273 35 80 80 or contact us here.

UK Children’s Mental Health Week & Leading Inclusivity

 

This week is the UK Children’s Mental Health Week. Set up by children’s mental health charity Place2Be, UK Children’s Mental Health Week aims to bring to the national attention the importance of children and young people’s mental health. For 2020, the theme is ‘Find your Brave’ and the organisers will be asking everyone to think about what makes them feel brave, what bravery means to them and tips for young people on how to be brave.

Understanding Social, Emotional and Mental Health Needs within your educational setting

UK Children’s Mental HealthAccording to Place2Be, around one in three children in every primary school class has a mental health difficulty, and many others struggle with challenges including bullying and bereavement. The issue has never been more apparent with the rise in importance of social media in the lives of young people. Having the theoretical understanding and practical skills to make a positive difference to young people with mental health challenges has become very desirable in educational settings. Fortunately, these topics and more are covered in our module; Social, Emotional and Mental Health Needs (SEMH). This 30 masters-level credits module is available as part of our Masters in Leading Inclusive Education (MALIE) Programme, and our Master of Education in Special Educational Needs & Disability (MEd SEND) programme.

SEMH & MALIE

MALIE is an exciting, distance-learning pathway for education professionals from all phases and settings, who wish to progress into leadership roles or to develop their leadership skills, in the crucial area of inclusion. Developing inclusive education practice to support the needs of all learners is one of the most important challenges facing education professionals today. The programme includes the completion of two 30 masters-credit modules from a choice of six, of which Social, Emotional and Mental Health Needs (SEMH) is one. The MALIE Programme aims to develop your skills and confidence to enable you to lead inclusive practice in your setting, allowing you to create a safe, supportive learning environment for students with special mental health needs.

SEMH & MEd SEND

Social, Emotional and Mental Health Needs (SEMH) is also available as a skills & knowledge module in our award-winning SEND programme. This module has been designed to develop your understanding of social, emotional and mental health needs, understand the skills that you need to use to make a positive difference to your setting, and develop the essential knowledge of the latest policies, theories, and research. Completion of this module along with the Evidence and Pedagogy for Inclusion module leads to the Postgraduate Certificate SEND: Social, Emotional and Mental Health Needs, or you can take the 30 masters-level credits to work towards a Postgraduate Diploma (120 credits) or MEd SEND (180 credits).

The Effective SEN Support Provision – Middle Leaders course is live!

Effective SEN Support Provision - Middle Leaders course

We are pleased and proud to announce that a brand new Effective SEN Support Provision – Middle Leaders course we have created in partnership with Whole School SEND is now live – and all educators can access it free of charge!

This course is aimed at current and aspiring middle leaders who want to develop, embed and enact new skills in SEN support and provision.

You can learn more about the course and how it could benefit your teams by accessing the dedicated page here. If you think some of your colleagues may be interested, all they need to do to register here and to enter their name, school name and email address and they’ll be given access immediately.

How this course benefits participants and their schools?

By completing this free CPD course, delegates will be able to:

• Understand how middle leaders can support strategic SEND provision while identifying opportunities to coordinate with other leaders in the school #

• Consider how effectively whole school approaches are implemented in their subject area

• Reflect on how line management can support effective SEND provision.

• Identify strategies and resources to support colleagues, including early career teachers, within a department to develop their practice

• Reflect on how subject-specific content can be presented to pupils with SEND

• Consider how assessment and tracking can support the identification of pupils with SEND

• Assess the learning environment for pupils with different needs, then identify and implement key strategies and resources that will support them

How is the course delivered and how long does it take?

The Effective SEN Support Provision – Middle Leaders course is delivered fully online and should take most current or aspiring middle leaders no more than 15 hours. The great news is you’ll be able to access the course for 12 months, so you can enjoy the course at a time, place and pace which works for you. However, there is no time like the present to continue to develop your inclusive leadership skills and knowledge.

What is more, there is no limit at all to how many people from one setting can take this course, so if you think several colleagues might benefit from taking this CPD course, please forward this email to them. Alternatively, if you or a colleague have any questions about this course, or any of our other programmes, please don’t hesitate to contact us either by email at info@realgroup.co.uk or call on 01273 358080.

National Professional Qualifications in Qatar

 National Professional Qualifications in QatarOur flexible National Professional Qualifications in Qatar allow you to develop the knowledge, skills and leadership abilities to take you to the next step in your career. We are proud to partner with the Qatar International School in Doha to deliver our online National Professional Qualification in Senior Leadership (NPQSL) and National Professional Qualification in Headship (NPQH) courses with additional face-to-face support sessions. The next Doha cohort starts in February 2020.

How you benefit from the NPQSL and NPQH qualifications

The two courses are designed by expert education practitioners and educational psychologists to provide current, innovative and practice-focused training that will give school leaders the insight and tools they need to become highly effective leaders.

  • NPQH (National Professional Qualification for Headship) for those who aspire to rise to the position of Headteacher in the next 12-18 months.
  • NPQSL (National Professional Qualification for Senior Leadership) – for current and aspiring senior leaders with responsibilities across an education setting.

These Department for Education (DfE) approved qualifications in leadership aim to help staff in education settings at all levels to develop their knowledge, skills, and confidence to lead teams, departments, and entire schools successfully. Our colleagues in international schools are informing us that NPQs is being viewed as a necessity rather than simply desirable to being considered for leadership roles.

The majority of our NPQ course content is delivered online via our proprietory Campus OnlineTM platform, allowing you to be completely flexible with your learning schedule, as well as giving you access to support from course tutors, fellow delegates and a wealth of resource materials.

Additional face-to-face sessions facilitated by Qatar International School in Doha

For both the NPQSL and NPQH qualifications, our colleagues at Qatar International School will be facilitating seven additional face-to-face sessions aimed at enhancing the predominantly online content, allowing opportunities for discussion, networking and support and to practice skills in key areas.

The sessions focus on the following areas:

NPQSL

• Leading with impact

• Strategy & improvement

• Increasing capability

• Teaching and curriculum excellence

• Preparation for assessment

NPQH – As above, and in addition:

• Working in partnership 

• Managing risks and resources

These sessions run from February to November. Please contact us for more details.  

Book now to avoid disappointment! The next National Professional Qualifications in Qatar starts on 15 February 2020, so to ensure you are ready to start by that date, visit our booking page to secure your place. If you would like to know more, contact us or call us on +44 1273 35 80 80.

iSENCo: Award-winning training for your international setting

iSENCoiSENCo: a unique qualification designed for educational professionals working in an international setting. This year has been one of professional recognition for Real Training. In April, we were awarded SEN Resource Supplier of the Year at the GESS Global Awards ceremony in Dubai. Then to top off a fantastic year, our SEND programme was awarded the top 5-star award in the CPD category of the Teach Primary awards in October. The acknowledgement from established industry awards is extremely important to us, as it demonstrates our courses are valued by leaders and experts in the education sector as well as employers and our own delegates. One of the latest additions to our award-winning SEND Programme is our International Award in SEN Coordination (iSENCO).

The iSENCo course

This is a unique qualification designed for educational professionals working in an international setting. The aims are:

  • To develop effective leadership and management skills in relation to SEND coordination within an international school setting.
  • To develop an understanding of how wider cultural, political, historical and community contexts influence SEND provision internationally.
  •  To engage with international research and evidence-based practice regarding inclusive education.
  • To critically examine the research on interventions in the field of SEND and demonstrate both knowledge and understanding of both its applications and limitations.
  • To develop different models of partnership within their setting, with an understanding of the place of power and ethics in listening to and understanding children, parents and carers

What’s more, our Campus Online platform allows you to be completely flexible with your learning schedule, as well as giving you access to support from course tutors, fellow delegates and a wealth of resource materials. The iSENCO course will fully enable SEN professionals in an international setting to deal with the unique challenges associated with working with third culture kids, students with EAL and students with SEN who may require additional support.

Who is it for?

The iSENCO represents a fantastic opportunity for career growth for school SENCOs, inclusion managers or teaching staff who aspire to become a leader in SEND. Unlike the UK-focused NASENCO course, they do not need to hold the UK Qualified Teacher Status (QTS), unless they wish to complete an additional module to gain the UK’s mandatory qualification for mainstream school SENCOs – the NASENCO qualification.

When can I start the course?

The iSENCO runs three times a year: 15 January, 15 May and 15 September.

If this is a course that would benefit your school and pupils and you would like to know more, contact us or call us on +44 1273 35 80 80

Read what some of our past delegates have said about our iSENCO course

“The tutoring I have received has been really helpful, the advice given has been clear along with any questions I have had about a module, or assignment – I have felt supported throughout the course and Katie has been really quick with her responses.” – Sophie Kilding

“It is a fantastic opportunity for correspondence learning to complete courses and attain qualifications in fields of study that are not readily available in this country.” – Amanda Varkel

“[The tutor] was an excellent support, as were all of the Real group staff. My tutor was always very supportive, gave good and constructive feedback.” – Stacy Coombs

“I’d thoroughly recommend it … The course has helped me delve deeper into things like academic language, and think about the effect of culture on motivation for example.” – Louise Linton

UK Anti-Bullying Week and Leading Inclusivity

UK Anti-Bullying Week Promoting UK Anti-Bullying Week 2019

As you are no doubt already aware, this week is Anti-Bullying Week in the UK. Organised by the Anti-Bullying Alliance, UK Anti-Bullying Week runs in schools across England with the goal to inform schools and settings, children and young people, parents and carers to know that it takes a collective responsibility to stop bullying. Whether it is verbal, physical, online or in-person, bullying has a significant impact on a child’s life well into adulthood.

Creating and leading a fully-inclusive setting

So what better time than now to focus on ensuring your setting is fully-inclusive. Have you ever considered how diverse your curriculum is with respect to gender and sexuality? Do you think you use the best strategies to promote inclusion whilst respecting and valuing different cultures and additional learning needs? All these topics and more are covered in Real Training’s Masters in Leading Inclusive Education (MALIE) Programme

MALIE is an exciting, distance-learning pathway for education professionals from all phases and settings, who wish to progress into leadership roles or to develop their leadership skills, in the crucial area of inclusion. Developing inclusive education practice to support the needs of all learners is one of the most important challenges facing education professionals today. With modules such as Gender & Sexuality, Communities & Culture, and Migration & Language Acquisition, the MALIE Programme aims to develop your skills and confidence to enable you to lead inclusive practice in your setting, allowing you to create a safe, supportive learning environment for those at most risk from bullying and social exclusion.

Inclusive National Professional Qualifications

For those looking to attain a DfE-accredited NPQ in middle, senior or headship, Real Training also offers practice-led, fully-online courses to provide current, innovative and practice-led training that will give school leaders the insight and tools they need to become highly effective leaders, with a particular focus on inclusion.

Supporting children with SEND

In addition to these qualifications, Real Training’s 5 star award-winning SEND programme, ranging from the NASENCO course; a mandatory qualification for all SENCOs in schools, right up to the MEd in SEND. These focus on the inclusive education for all children with SEND, and can be tailored to suit your individual institution’s needs. To celebrate recently winning the 5-star Teach Primary Award in the CPD category, 5 lucky winners who book a SEND Programme module for the January 2020 cohort by 31 December 2019 will win a £60 Love2Shop voucher. A perfect excuse to hit the January sales!

MA in Leading Inclusive Education – The challenges, and opportunities, of an inclusive and diverse society

Masters in Leading Inclusive EducationJoining MA in Leading Inclusive Education 

The Department for Education has recently released a consultation response on the government’s new forward-thinking proposal surrounding relationship and sex education in state schools. The range of the responses to the proposal demonstrates the array of views held by teachers, parents, and Heads about what and how we teach children in primary and secondary about relationship/sex education. Whilst the government’s new initiative is broadly to be welcomed, it is equally reasonable to say that it isn’t without controversy.

The interplay of some sincerely held cultural and religious beliefs and the mandatory teaching on relationships and sex education cannot be tackled easily or without friction, evidenced by some recent, high-profile school gate protests. The new policy places greater responsibly on schools and senior leaders to manage the process of informing students about healthy relationships and sex while, all maintaining sensitivity to differing cultural and religious views in their communities.

Leading in an inclusive environment with confidence

Senior school leaders and the community have raised concerns about support at hand to help communicate these topics in a sensitive way, particularly in regard to the teaching of LGBTQ+ relationships.

This was why we, in partnership with Middlesex University, created a new Masters programme – MA in Leading Inclusive Education.

The MA in Leading Inclusive Education is modular, allowing delegates to pick and choose the subject areas most relevant to them, with a wide range of topics covered, including Migration and Language Acquisition, Learning Differences and others. In light of this new government initiative, two modules that may be of most interest are Gender and Sexuality and Communities and Culture. These 30-credit modules can help educators to bridge this gap and help you in navigating, planning and collaborating in the new curriculum with confidence.

The programme is designed to be entirely flexible, allowing NASENCO graduates to select anything from one 30-credit module, or continuing to gain a Postgraduate Diploma or the full MA. And as it is delivering fully online, fully supported by one-to-one expert tutors, modules are designed to work around educators’ real lives.

In such a multicultural nation such as our own, the importance of inclusive education cannot be understated. School leaders, in particular, understand this- they just may not have the tools and skills available yet to ensure cohesive and positive outcomes for all students.

To find out more about the programme, modules and if your National Award in SEN Coordination can be transferred as 60 credits into this Masters, get in touch with on +44 (0)1273 358080 or email info@realgroup.co.uk

New Nurture Practitioner Research

Nurture Practitioner ResearchDr Richard Lewis is an experienced Educational, Community and Child Psychologist, having worked for many years in Surrey, as well as lecturing on the Tavistock & Portman doctoral training programme.  We were delighted when he recently joined Real Group as a professional and academic lead.

In the latest issue of the International Journal of Nurture in Education, Richard and research partner Dr Amy Gibb investigate how nurture group practitioners make sense of their relationship with the nurture group child. Through interviews with the practitioners they interrogated the development path of the relationship; what enables a relationship to form, as well as the related challenges.

What formed from the analysis of these interviews was that there is an emergent journey that develops through a process of an anxious period of ‘getting to know each other’, or ‘beginnings’ as Gibb and Lewis put it, through gaining an understanding of the child and beginning to meet the child’s needs, to trust, and eventually, a close relationship.

The study is also careful to highlight the challenges that are faced by practitioners, such as the child’s behaviour making it difficult to facilitate change for the child. This creates a barrier to the formation of a connection between the child and the practitioner. Revealingly, the research also points out the importance of support for the practitioner, in response to the heavy emotional load they carry.

The implications of the study, the authors point out, are for training and development of nurture group practitioners; to inform them how to create successful relationships and manage the challenges that they face. The links to the psychodynamic and attachment theories can improve the theoretical understanding of the process. Additionally, the findings can help ensure that sufficient supportive structures are in place to help the practitioners manage the emotional load. If you would like to learn more about this research, visit https://www.nurtureuk.org/sites/default/files/ijne_vol_5_final.pdf for the full, published paper.

Real Training is an EducationInvestor Awards Finalist!

Joining the BPS RQTUJust a matter of weeks after being awarded the top 5-star award for our SEND programme by Teach Primary Awards, Real Training has also reached the finals of the EducationInvestor Awards as Provider of the Year for Content & Education Provision Skills.  In 2018, we were finalists in the category of Exporting Excellence, recognising our efforts in developing and delivering courses and qualifications to suit the international market, such as our innovative iSENCO qualification and delivering our CCET programme as a face-to-face course overseas. This year, the Skills Provider of the Year award recognises how we support a large number of educators, both in the UK and overseas, with our full range of qualifications including our professional assessment courses, our qualifications for SENCOs, the SEND Programme, our MA in Leading Inclusive Education and also our DfE-accredited NPQ qualifications.

After each course, we gather and review feedback from our delegates to ensure that our qualifications continue to meet the needs the schools, educators and the children that they are supporting. In the 2018/19 academic year, we launched new modules in our SEND Programme which were developed as a result of us listening to this customer feedback and monitoring the needs of the ever-changing education sector in the UK and worldwide. These include the International Award in SEN Coordination (iSENCO), Psychology for Education, Cognitive & Learning and Evidence & Pedagogy for Inclusion. iSENCO is a unique qualification developed for SENCOs and Inclusion Managers working in international settings. This qualification combines key skills and knowledge required for all SENCOs with expert guidance for SEN professionals facing unique and specific challenges in international education, such as local legislation and culture, the impact on learning of third culture kids and language challenges for EAL students.

This time last year, we had delegates in 50 territories worldwide. Over the past year, we have extended our reach to almost 80 regions. This is something we are incredibly proud of as it means we are making an impact all over the world, not just with the educational professionals we are training but also with the children and families they are supporting.

We believe in supporting educators to improve the outcomes for ALL children, regardless of background, circumstance or challenge. If you believe in the same goal, get in touch with one of our course advisors on +44 (0)1273 35 80 80, email info@realgroup.co.uk or visit our website and we’ll be happy to help you and your educational institution achieve the goals of identifying and improving the outcomes for vulnerable learners in an inclusive environment.

Our SEND Programme is a 5-Star WINNER!

 
5-Star WINNERWe are now delighted to announce, with an enormous amount of excitement, that our SEND Programme is a 5-Star WINNER in the CPD category of the Teach Primary Awards 2019! We were also finalists for two Teach Secondary Awards for our Certificate in Psychometric Testing, Assessment & Access Arrangements (CPT3A) qualification and our sister company Dyslexia Action’s Dyslexia & Literacy CPD Programme.

The Teach Company Awards are designed to help teachers seek the very best educational resources, and the finalists and winners are decided by a panel of education experts, based on how the entries score in key areas such as originality and educational impact.

Here’s what one of the judges had to say:

“The SEND Programme recognises that by improving the professional learning of teachers and staff in regards to specific pupil needs, schools can raise pupil attainment, with a disproportionate benefit to the most vulnerable learners. The online learning modules are challenging and rigorous, with Masters level courses quality assured by Middlesex University offered at comparatively low rates compared to many face-to-face courses. The resource is innovative in its flexibility for busy primary school staff; offering the individual to tailor their choice of modules and plan in studying alongside their own timetable.”

– Maria Cunningham, Teach Primary Awards judge for the CPD category

We are absolutely delighted to be a 5-Star WINNER in the CPD category, and also to have reached the finals for two other awards! You can read more about the awards here.

Book a place on our 5-Star WINNER SEND Programme for January 2020 and enter our PRIZE DRAW!*

To celebrate the 5-Star WINNER award for our SEND Programme, 5 lucky winners who book a SEND Programme module for the January 2020 cohort by 31 December 2019 will win a £60 Love2Shop voucher

Choose from any of our SEND Programme courses:

Our SEND Programme has been developed to give you confidence and core skills to meet the needs of the most vulnerable learners and provide benefits to your school. You will receive first-class instruction and support, all from a programme that is quality-assured by Middlesex University. All modules have been developed in conjunction with leading SEND experts, educational psychologists, and partners, providing you with complete flexibility to plot a career development path that best suits you and your school’s needs. Please contact our course advisers on 01273 35 80 80 or info@realgroup.co.uk if you have any questions about the programme or the prize draw.

*Winners will be contacted on 2 January and vouchers will be distributed once your booking is confirmed (when initial payment is made and your registration forms are complete).

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