An Interview with Lauren Millar

Lauren Millar – CPT3A

Lauren Millar is the Education Support Co-ordinator for the Northern Regional College in Northern Ireland. They are a Further Education College offering a comprehensive range of qualifications for school leavers, full and part-time courses for adults, apprenticeships, professional qualifications and university accredited courses.

We asked Lauren if she has any special interests surrounding SEND, and she said, “I am interested in Inclusive Education, particularly in identifying and reducing barriers to Education. I work with a cohort of students who have often disengaged in mainstream school. I do have a personal interest in Dyslexia and Autism as well.”

Completing the Certificate in Psychometric Testing, Assessment, and Access Arrangements qualification with Real Training this year, we spoke with Lauren to see what she made of the course and studied with us.

What made you choose the Real Training Course over other options?

Real Training was the best option for me as it gave me the flexibility to study around my working commitments. I originally wanted to complete the course to become an assessor for Access Arrangements but I enjoyed gaining in-depth knowledge about psychometric testing.

What was your experience of learning with Real Training?

Real Training provided excellent tutor support and gave me the tools and confidence to succeed in using this qualification to greatly advance the service we provide.

How has the course helped make an impact at school?

This course has greatly benefitted the service we provide in Education Support as it has increased the range of services I can offer to the students. I asked Stephen McCartney, our Head of Student Services, how he feels my completion of the course has had an impact. He said;

‘Apart from extending the knowledge of my staff, this course has allowed me to extend the services we provide to students who require Access Arrangements for exams. To have this capability on campus means that we can respond to student’s needs much more quickly and effectively. The quality of the provision we now offer is reflective of that provided by the course and we have been pleased to have been able to access such training’ 

How has the course helped develop you as an educational professional and what do you hope to achieve with the new knowledge/skills in the future?

Having completed the course, I have been able to reflect back on my own professional practice. Not only regarding Access Arrangements but how I work with and support students who have a range of needs. This has contributed to the service I provide within the College, not only about Access Arrangements but in all I do.
 

Nick Wilding – MEd SEND

Nick Wilding is the Head of Student Support Services at an international school in Vietnam. Beginning his studies with Real Training in 2017, Nick embarked on our National Award for SEN Coordination course. A couple of years later this was followed by the Enquiry-based SEND module.

Since then Nick has completed some of our free-to-access courses as well. Nick says that his special interests in SEN are; awareness, assessment and knowing the whole child, partnerships with specialist teams and development of staff.

To see what Nick made of his time studying with Real Training, please see below:

What made you choose Real Training over other options?

Initially, I chose Real Training because of its links with Middlesex University. I had studied previously at this university and therefore knew that the qualifications would be both recognised and credible. At the time I was working internationally and therefore required a course delivered 100% online. The costs were very competitive and the responses to my questions in the decision phase helped me decide that I should register and sign up because all of my questions and queries were answered clearly, quickly, and sincerely.

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.

Subsequently, my experiences have led me to recommend Real Training to many colleagues both in the UK and internationally.

What was your experience of learning with Real Training?

The first tutor feedback I received was both supportive and demanding. This set the tone for the academic standards. I was delighted that this was going to be a ‘real’ postgraduate course and not a ‘pay your money, get your certificate’ style course.

It had been so long since I had written academic essays, therefore the readily available access to advice on the Campus Online page, emails, and online tutorials with the tutor were invaluable. The response time of tutors and support with Campus Online helped with the momentum of my studies. I wasn’t able to study regularly each week so it was great that they were responsive when I most needed it.

I chose an online course to fit in and around my work and life. I must say the tutors and the design of the course allowed this flexibility. The setup of the course page allowed me to pick up where I had left off so I could clearly see what I had and hadn’t completed.

The links provided through all courses were essential to my success and to keep stress levels down. Living abroad limited my access to many texts and websites. Access to EBSCO, the library and Campus Buzz were all sources that provided me with the range of knowledge required to pass the academic requirements of the course, but to also feel that I had read extensively around the subject areas for personal growth also.

How has the course helped make an impact at school?

Firstly, it has kept me motivated in my career during a phase of questioning where I should go next. The ability to build my course to include areas of interest in addition to fundamental courses for anyone involved at the front line of SEND provision and the push for inclusion.

The NASENCO course allowed me to go back to basics and ask myself ‘why do I do this’, ‘what is the purpose of my role in this setting’. Moving on from these starting points, the course also allowed me to use experience combined with ongoing research and legislation. I believe this gave me a platform on which to improve my own working practices and school policy and procedures.

The research project that forms the Enquiry-based SEND module, has allowed me to appreciate the correct procedure to carry out and implement change within a setting. My project evolved around the need to improve staff awareness, confidence and training when working with a growing range of SEND within the school. The final project focussed on TA staff. Subsequently, individuals and small teams have taken on extra training linked to the following: PE lessons, assessment, observations and working with parents.

How has the course helped develop you as an educational professional and what do you hope to achieve with the new knowledge/skills in the future?

As the role of SENCO evolves it was essential to my career that I studied and passed the NASENCO course. The Access Arrangements and the Middle Leaders courses have allowed me to keep up to date and refreshed in these areas with the latter being the stimulus for the school to encourage a number of middle leaders to follow this course to bring more joined-up thinking in the school with regards to SEND and EAL students.

The research-based project has widened my appreciation of the purpose and importance of research to provide solid evidence, which can be woven with experience and the needs of the setting, with regard to training and change in a school. Therefore, the course has opened more opportunities for me when applying for roles in both academic and pastoral pathways

Finally, as the courses are validated by Middlesex University London, and the Professional Assessment Programme courses and qualifications also adhere to the standards set by the British Psychological Society (BPS), I am convinced that future courses targeting Psychology and Social/Emotional pathways will play a part in my training to help me evolve, explore and create wellbeing projects in the future.
 

Dr Sarah Alix – Autism Spectrum Conditions

Dr Sarah Alix is the current Programme Director for North Essex Teacher Training. When asked about any special interests she has in SEND, Sarah highlights Autism. Explaining that her son has Autism and it is a focus for her when training the trainee teachers at work.

Based in Essex, this module is not Sarahs first with Real Training. She has also completed our; National Award for SEN Coordination and is awaiting the start of her next module Evidence and Pedagogy for Inclusion. This will result in Sarah obtaining a PGCert SEND: Autism Spectrum Conditions. Sarah will also have 120 credits on our MEd SEND programme, requiring only the final Enquiry-based module to achieve the full MEd SEND. If you would like to know more about how Sarah has found her time with us, she has kindly shared her thoughts below.

What made you choose the Real Training courses over other options?

After looking at courses to gain further knowledge on SEND I decided to train with Real Training as I could do this online. I thoroughly enjoyed the NASENCO course. I liked the structure of the modules, it was easy to follow the process through with the tasks and tutor feedback before building up to the main assignment. A very good range of materials was provided, and reading was given and directed so I knew what to focus on. When I was looking for a course on autism and realised Real Training had modules on this, I decided this would be a good way forward due to my previous experience. I am glad I chose Real Training for this! I have learnt a great deal about the history and development of autism, and developing practice in schools and the tutor has challenged my thinking on the terminology used. A thoroughly enjoyable course!

What was your experience of learning with Real Training? 

I really like the structure of Campus Online, I can see what I have completed, what I need to do next and what to focus on. Tutor support has been excellent, with detailed feedback on tasks and assignments. The Reading has been focused and provides a challenge to my existing knowledge.

How has the course helped make an impact at school?

I am taking some of my learning and developing trainee teacher knowledge, in this area. I  am also applying my learning to consider how we support trainee teachers who have autistic spectrum conditions.

How has the course helped develop you as an educational professional and what do you hope to achieve with the new knowledge/skills in the future?

I have developed my understanding further of SEND and ASD. I can now transfer this knowledge enabling me to better support trainee teachers, through my own better understanding. Whilst also supporting those with SEND or Autism Spectrum Conditions who join our course. I would like to continue to undertake the research module with a research focus on autism and trainee teachers next year, possibly writing this into a publication once the research is complete.
 

Kasia Suchocka – Speech, Language and Communication Needs
 

Kasia Suchocka works as a Primary EAL Teacher in a British International School in Poland. She has recently completed our Speech, Language and Communication Needs – Skills & Knowledge module. This module carries 30 credits on our MEd SEND programme and is a great starting block toward either a PGCert, PGDip or MEd in SEND.

Kasia has special interests in Dyslexia and Dyscalculia, hoping to learn more about them in the future. We had a chat with Kasia about how she found her time studying with us, you can see what she had to say below.
 

What made you choose Real Training over other options?

I heard about Real Training from my line manager who also started out by completing the SLCN module. She enjoyed it so much that she went on to complete the full MEd in SEND with Real Training.

What was your experience of learning with Real Training?

At first, I was a bit worried that as a postgraduate course, it would be too academic but it turned out to be the most practical training at level 7 that I have ever done. It was intellectually challenging but closely linked to practice, meaning I could apply my knowledge straight away. Communication with my tutor was very efficient, she would reply to my emails literally within hours! Campus Online was very interactive with lots of opportunities to share ideas and learn from one another. I truly recommend Real Training.

How has the course helped make an impact at school?

The course has helped me to raise teachers’ awareness of SLCN. Alongside this, my profiling template has been adopted by our inclusion department.

How has the course helped develop you as an educational professional and what do you hope to achieve with the new knowledge/skills in the future?

I deepened my knowledge about SLCN and better understood how to differentiate between EAL and SLCN. Thanks to the collaboration with SLT and other SEN staff, I learnt how to support children with additional learning needs. I hope to make a positive impact on SEN assessment practice in my current school.
 

Andy Kingdon – CCET Intensive

Andy Kingdon recently took part in our Certificate of Competence in Educational Testing intensive January 2021 event. These events are usually held in various locations across 3 intensive learning days. Under the current circumstances, they are taking place intensively online via Campus Live.

Andy works as a Learning Support Teacher and SpLD literacy intervention teacher for an independent school in Devon. In regard to SEND he has special interests in Dyslexia and behaviour. Read on to see what Andy had to say about his time studying on our CCET Intensive course and his plans for the future.
 

What made you choose the Real Training course over other options?

I had colleagues at work who had also completed this course with Real Training. Thanks to their suggestion that this would be a good fit for what I needed, I went ahead and booked with Real Training as well.

What was your experience of learning with Real Training?

Firstly, the course was well run during the three-day intensive online learning. All three days were very intense but the delivery was brilliant and there was plenty of time built in to talk to other participants on the course and reflect upon the learning. Completing the three-day intensive course and completing the work set in the evenings helped to cement my understanding. Secondly, after the three-day part of the course, the support I was given from my tutor was brilliant. He replied to my emails very quickly and often marked my work within 24 hours, providing insightful feedback.

How has the course helped make an impact at school?

Thanks to my completion of the CCET Intensive course, I am now able to test all the pupils I teach. I am now actively doing this and assisting in making helpful judgements on what support they require.

How has the course helped develop you as an educational professional and what do you hope to achieve with the new knowledge/skills in the future?

Since completing CCET, I am now looking to continue my learning journey by enrolling on the AAC course. After this, I would like to look into becoming an Accredited Level 5 Dyscalculia and Maths Learning Difficulties Teacher.
 

Monique Van Zyl – iSENCO

Monique Van Zyl currently teaches English Literature and Studio Art at an IB International School in Beijing, China.

She has a keen interest in SEND but more specifically in Social Emotional Mental Health (SEMH). Completing her International Award for SEN Coordination qualification with us in 2021, Monique has now gone on to start our SEMH module as part of our MEd SEND programme.

Monique talks a little more about her learning experience with Real Training and why she has chosen to study further with us below.
 

What made you choose the Real Training course(s) over other options?

Real Training was recommended by a friend who had completed the course a few years ago. This program suited me because of the variety of options available to make up the master’s degree. The timing of the course was also very flexible and I appreciated the option of finishing modules sooner than the scheduled submission dates.

What was your experience of learning with Real Training? 

The support during the iSENCO module was incredible. Feedback happened much faster than I expected, and genuine efforts were made throughout to assist me during the tasks. As my teaching setting does not have a SEND department, I started this course with very little knowledge or experience in this area, but my tutor carefully guided me through my initial insecurities. The platform is intuitive and easy to use, which was quite different from what I had experienced before when studying with online universities.

How has the course helped make an impact at school?

The insight provided by the iSENCO course has been invaluable, not just for my own practice, but for my entire school setting. I have been able to share new ideas and practices that have had a direct positive impact on our learners. They have also been able to guide teaching staff to implement these strategies in their own classrooms. Although we are still a long way off from implementing the most up-to-date SEND policies in our school, with the help of Real Training’s iSENCO course, I have been able to persuade management to start improvements.

How has the course(s) helped develop you as an educational professional and what do you hope to achieve with the new knowledge/skills in the future?

As an educator, I have been able to grow in my understanding of SEND structures and the accompanying whole-school implementations thereof. Before the iSENCO course, I was unaware of the intricacies involved in running a SEND department, and I have a much more in-depth knowledge and understanding regarding the lack thereof in my setting. I am now, instead of finding fault and assigning blame to various departments, able to assist department heads in finding ways to support their pupils, usually by finding alternate and creative solutions to do so.

I believe as a future iSENCO, the creative problem-solving skills gained through this course will help me assist and support both teachers and students better than any other program I previously considered. I look forward to stepping into a new career with Real Training as my guide.
 

Stephen Oswald – CPT3A

When Stephen Oswald moved to the UK he sought ways of expanding his experience in primary and secondary teaching. He found working with young people post 16 was a refreshing challenge.

He is currently a Specialist Assessor and SENCO at a large multicultural sixth form college in south-east London and Kent, and has recently completed the Certificate in Psychometric Testing, Assessment, and Access Arrangements.
 

What made you choose Real Training over other options? 

When the college where I worked was taken over by a large collegiate early in 2013, more specialist assessors were needed as soon as possible. My senior colleague recommended Real Training for their efficiency, adding that I could qualify within a year.

What was your experience of learning with Real Training?

My colleague’s advice was sound. As soon as funds were available, I applied for CPT3A and finished this course ahead of schedule. Not long after qualifying, JCQ stipulated that the assessor’s qualification must be at level 7 and should reflect 100 hours of practical input. It was really helpful when Real Training re-issued my certificate in 2015 – with a supporting letter-  to confirm that these requirements indeed have been met.

Throughout all courses with Real Training, I really benefited from the prompt formative feedback on submitted work. The online programmes are easy to navigate, and progress can be self-monitored instantly. It is impossible to miss a component, which actually did happen when I followed another course with a different provider – luckily, they gave me an extension…

How has the course helped make an impact at school?

My CPT3A course has helped me to appreciate that a substantial number of young people in every cohort need an extra depth of understanding and guidance. For that reason, I continued studying ASD and Dyslexia at the Post-Graduate Diploma level. This extension has helped greatly in finding ways of making ILPs and EHCPs work as secondary school pupils transfer through to sixth form. Annually, I take care of around 45 EHCP reviews across sites.

How has the course helped develop you as an educational professional and what do you hope to achieve with the new knowledge/skills in the future?

Real Training has better equipped me for my role as a Specialist Assessor and SENCO. Per year I have meetings and administer assessments with over 300 students across sites. It is very rewarding playing a small part in the students’ progress and assisting them in overcoming obstacles – always realising that ultimately it is their endeavour that sees them through in triumph. 

Real Training has also prepared me to lead insets and training – for new teaching staff in particular. About meeting the needs of students with disabilities, learning difficulties and EAL. I have also been able to specialise in writing and illustrating training material for in-house use, aiming for the greatest clarity possible, through brevity, logic and humour. 

At present, most work in Additional Learning Support is done via video-link. This has for me only been possible thanks to a solid basis of practice-based training and application of skills in real-life pre-Covid, and I look forward to a safe opening up of society and seeing our students back again.
 

The implementation of evidence-based SEMH interventions by teaching assistants

In a recent webinar for the Federation of British Schools in Asia (FOBISIA), Real Training Educational Psychologist Dr. Hannah Fairall discussed the implementation of evidence-based Social, Emotional & Mental Health (SEMH) interventions by Teaching Assistants (TAs). The topics covered included how the rise of teaching assistants can be leveraged to deliver crucial support to pupils with SEMH needs, how universal targeted and specialist evidence-based approaches can be used to deliver targeted interventions in the classroom on a 1:1 or small group basis, and the importance of effective implementation.

With the current pandemic, SEMH needs amongst school-aged children have become a central concern, addressing issues such as anxiety, depression, isolation, and grief management. Even prior to this, 1 in 10 pupils aged 5-16 suffer from a clinically significant mental health illness, and 1 in 7 have less severe problems that nonetheless interfere with their development and learning.
 

The rise of Teaching Assistants, and how to maximise their impact

The rise of Teaching Assistants in classrooms has been meteoric since 2000, with 35% of staff in primary schools and 15% of staff in secondary schools being TAs in 2015. This rise, coupled with the governmental efforts to raise educational standards and reduce teacher workloads, leads naturally to the question of how to effectively leverage this workforce, particularly in the field of SEN. Blatchford et al (2015) found lower levels of progress amongst pupils receiving most support from TAs. The proposed explanation was that TA resource was not being effectively utilised, possibly because TAs were used as an alternative to ‘teacher time’, and that those with greatest need were often taught by the least qualified to do so.
 

Interventions for supporting SEMH and the three-tiered structure

According to Carroll & Hurry (2018), there are three ‘tiers’ of approach when it comes to SEMH support within schools:

1. Universal – whole-school initiatives which foster an environment of emotional wellbeing; for all students
2. Targeted – small group or one-to-one support inside or outside of the classroom; for some students
3. Specialist – intensive one-to-one which can involve contact with professionals from different agencies; for few students
   
   
    

Universal Interventions

Universal initiatives are those such as the PACE model, developed by Dr Daniel Hughes. This aims to enable staff to engage with children who have experienced neglect, abuse and trauma. Although there is little research of its use in isolation, there is considerable practice-based evidence from parents, staff and professionals of its use as part of a wider intervention.

The PACE model contains four elements:

Another possible universal-level intervention is mindfulness. The aim of this is to learn to be aware of thoughts and bodily sensations in order to be able to better cope with daily emotions and challenges. This has shown promising impacts on wellbeing, aspects of cognition, physical health, and academic grades.
 

Targeted Interventions

Targeted, one-on-one or small group interventions, delivered by TAs, have the potential to deliver tangible positive effects on the mental health of children in the classroom.
 

Six evidence-based interventions are discussed:
 

Emotional Literacy Support Assistant Training (ELSA)

This training enables TAs to deliver 1:1 or small group interventions in several areas of need, including managing emotions, social skills, and bereavement. This covers all age groups.
 

The Homunculi Approach

This flexible cognitive behavioural therapy is a 10-week programme and seeks to identify emotions and social situations to build social and emotional resilience. This can be especially appropriate for children who have high-functioning ASD.
 

LEGO-based Therapy

There, children work collaboratively to create models. This approach works well with ASD or other social communication difficulties at primary and secondary levels.
 

Nurture Groups

Supported by two members of staff, groups of between 6 and 12 spend part of the school day in a nurture group setting. This has been seen to have a positive impact on emotional, behaviour, and learning.
 

Circle of friends

A support network developed around individuals in the school community that helps with social skills and friendships. There is evidence this approach has positive benefits, which are likely impacted by teacher attitudes, classroom climate and school ethos.
 

CBT Programme approaches

Books such as ‘Starving the Anger’, ‘Gremlin’ and ‘Think Good Feel Good’ are widely available, and help children to understand emotions and physical responses. The efficacy of CBT is supported by a strong evidence base.
 
 

The importance of implementation

Dr Fairall points out that understanding the implementation of these approaches is key. Implementation is the process by which an intervention is put into practice, and concerns what an intervention consists of when delivered and thus the enactment by school staff. This highlights the importance of proper training for educational staff involved in this implementation. Implementation is linked strongly to the intervention’s outcomes, thus the chances of success.
 

The process is four-fold. It begins with identifying the priority and exploring the available practices to best address this within the school setting. After this adoption decision, a clear, logical plan is outlined and the readiness of the school to deliver is considered and staff and infrastructure prepared. Once delivery has begun, implementation data is used to drive adoption and adaptation, reinforcing initial training with follow-on support to solve problems that might arise. Finally, the stable use of the intervention is established, scaling up begins, and good implementation practices are rewarded.
 

Finding the optimal conditions through which to deliver effective implementation is key. School staff must be aware and committed to the intervention. Those delivering the intervention must be properly supported through the process. Additionally, the wider ethos and climate of the setting must be conducive to the intervention being implemented effectively.

Furthermore, research from Humphrey (2013) suggests three elements that influence outcomes of SEMH interventions:

• Participant reach is crucial for equality of access to interventions. Educational settings should consider how students are referred, and that the correct interventions are available to all those who could benefit from them.
• Fidelity is the extent to which critical components of a programme are present. This may manifest itself in such ways as schools adapting interventions to suit their setting, which can lead to positive outcomes for students.
• The number of sessions, much like a medicinal dosage, should be sufficient to encourage the intended positive outcomes. Those schools that deliver the required number of sessions achieve better outcomes than those who do not.
   

Implementation of Emotional Literacy Support Assistant Training (ELSA) (Fairall, 2020)

Finally, Dr. Fairall presented her own doctoral project on the implementation of the ELSA programme. It was found that schools can implement the programme in different ways, and there was a range of factors at different stages of implementation which supported effective implementation. 

An implementation resource has been created for schools, which draws on the findings of the present research in conjunction with implementation literature. This resource is aimed at Senior Leadership/SENCOs, and may also be discussed in conjunction with the ELSA. The resource aims to provide guidance and support specific to the stage of implementation the school are in. This resource can be adapted in light of further research into this area.
 

Conclusion

In summary, with the correct training, implementation, and support in the teaching space, TAs can be more than capable of delivering evidence-based SEMH-related interventions that have tangible positive effects on the pupils who take part. In line with the Educational Endowment Foundation guidance, TAs can be effectively used to deliver 1:1 targeted interventions, and are a largely untapped educational resource that can be better utilised for the betterment of the educational setting at large. It is possible to support student’s SEMH needs through the tiered approach, and TAs are a key part of the successful delivery of these interventions. In order to achieve the best results, it is important to school staff understand and are fully behind the interventions, and understand the practice behind effective implementation.
 

Find out more

You can find out more about this topic through our Social, Emotional and Mental Health Needs SEND Programme module. Alternatively, our sister company Dyslexia Action has a short level 5 CPD course The Emotionally Connected Classroom. Please don’t hesitate to contact us at info@realgroup.co.uk or on +44 (0)1273 35 80 80 if you have any questions.