UK Children’s Mental Health Week & Leading Inclusivity
This week is UK Children’s Mental Health Week. Set up by children’s mental health charity Place2Be, it aims to bring to national attention the importance of children and young people’s mental health. For 2021, the theme is ‘Express Yourself’’ and is all about finding ways to share feelings, thoughts, or ideas, through creativity. This could be through art, music, writing and poetry, dance and drama, photography and film, and doing activities that make you feel good. At a time of extreme mental and emotional stress for everybody, this can be an incredibly effective way to communicate difficult thoughts and feelings.
Understanding Social, Emotional and Mental Health Needs within your educational setting
According 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. In particular now in these unprecedented times, many will be dealing with issues they may not have faced before, such as isolation and loneliness, anxiety and depression. Having the theoretical understanding and practical skills to make a positive difference to young people with mental health challenges has become more vital than ever. 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 & Disabilities (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. After completing your mandatory Leadership of Inclusive Practice module, you are free to choose two from six 30 masters-credit modules, 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.
Our next MALIE cohort begins on 15 February, and we recommend registering as soon as possible to allow time to process your application and payment.
SEMH & MEd SEND
Social, Emotional and Mental Health Needs (SEMH) is also available as a skills & knowledge module in our SEND programme, recently shortlisted for the BETT 2021 Award in the Special Educational Needs Solutions Category. 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 in SEND: Social, Emotional and Mental Health Needs (60 credits), or you can take the 30 masters-level credits to work towards a the Postgraduate Diploma (120 credits) or MEd SEND (180 credits).
Our next SEND Programme cohort starts on 15 May, but you can book today.
SEMH CPD Unit with Real Group’s Dyslexia Action – The Emotionally Connected Classroom
The Emotionally Connected Classroom is a Level 5 unit provides an understanding of the impact of emotions on the thinking brain and its implications for learning. It aims to provide an introduction to key elements of current research and practice in mentalisation theory (understanding the mental state of oneself and others) and emotional coaching. The importance of connectedness and relationships is emphasised throughout.
This unit is suitable for TAs or those without a degree, as well as educational professionals looking for a shorter course. Like the MEd and MALIE modules above, this unit is delivered through our online learning platform Campus Online.
Our next cohort starts on 17 March. For more information on this course or to book your place, please click here.
If you have any further questions or queries about any of these courses or qualifications, please don’t hesitate to get in touch on +44 (0)1273 35 80 80 or info@realgroup.co.uk and we will be happy to help.
Kirsty Ann Gibson – Speech, Language and Communication Needs
Kirsty Ann Gibson is currently working in an International School (IB) in Hong Kong. She is a primary classroom teacher for Year 3 pupils. Kirsty has a special interest in Speech, Language and Autism.
She studied Speech, Language and Communication Needs with us at Real Training, one of our MEd in SEND programme modules. You can read a little more on Kirsty’s time with us below.
What made you choose the Real Training course over other options?
I like the manner in which the course is run. As a teacher, my schedule is very busy and unpredictable. With Real Training, you can work at your own pace. I also like the diverse range of modules that they offer. Most online Masters courses I looked at only offered training in Autism and Dyslexia.
What was your experience of learning with Real Training?
I found the tutor support to be exceptional. Janet always provided timely, constructive feedback. I have only been working with Sue for a few months, but she has been great too. The only stressful part of the course was trying to do the observations during COVID-19. I think that perhaps we could have been given videos to watch and analyse instead of trying to do everything over Zoom.
How has the course helped make an impact at school?
After I completed the module in Speech, Language and Communication Needs, I met with a few colleagues to discuss my findings. Due to Covid-19, the groups were small, however, I did receive some positive feedback. From the teachers who attended, we were able to discuss and define the difference between EAL and SLCN. Often, many of our students are misdiagnosed. We also spoke about Wave 1 interventions, identifying what we were doing well and how we could improve. We also spoke about how we can train new teachers and what kind of support they might need in order to best support students with SLCN. During the presentation, teachers and learning enhancement staff discussed ways in which we can make our joint working environment better.
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 feel more confident to identify and support students with SLCN and share my knowledge with other teachers. I hope to move into a learning enhancement teacher role when my master’s is complete.
Celia Mascher – iSENCO
Celia Mascher is the Lead Special Needs Coordinator (SENCO) at a private school in Kenya and has recently completed our International Award for SEN Coordination qualification. Most of the children she works with are Kenyan nationals and come from within the local catchment area. The school’s primary section goes from grades 1-8 and they have around 200 pupils with about 20% of them on the Special Education Needs and Disabilities (SEND) register.
Celia has a particular interest in supporting children who are struggling with reading, read below to see what she thought of our iSENCO qualification.
What made you choose the Real Training course over other options?
A friend recommended Real Training to me. I was interested in doing an MEd in SEND and had already checked out a number of universities. I chose Real Training because I liked the practical aspects of the courses offered. I wanted to be able to apply my learning directly within a teaching context. When I first looked at the courses available, I must admit that I was interested in doing almost all of them!
However, I had to narrow down my options. I started with the iSENCO course because I felt it would give me a solid foundation in the different areas to do with SEND. Going forward, I am still trying to decide which courses would be most beneficial. We have children in our school with Autism, Cerebral Palsy, Spina Bifida, Down Syndrome, and Muscular Dystrophy as well as those with speech, language and communication needs and learning disabilities. I am trying to decide which course would help me best support these children.
What was your experience of learning with Real Training?
Overall, I found learning with Real Training positive and helpful. The iSENCO course gave me the chance to assess the procedures in my school through the lens of research-based evidence. As a result, I ended the course with many ideas on how to improve and develop SEND provision within my school. I really valued the practical aspects of the course. The placement in a different school was eye-opening. The school I visited was very different from the one I work in both in terms of the student body as well as the level and type of learning support offered. I gained helpful new insights on how to deliver SEND provision.
Campus Online provides a forum where you can interact with other students as well as delve into the research library to find articles and books needed for the various assignments. I learned new ideas and different perspectives from otheIrs on the course. In general, I found it very beneficial to set aside time to do some research on areas to do with SEND. The various tasks and assignments broadened my thinking considerably. The tutor gave helpful feedback on the assignments and was willing to have a chat via Zoom when I needed extra clarification. It is important to remember that the tutor is there to give support where needed.
However, as this is an online course students may need to be more proactive in asking for help than perhaps would be the case with an in-person university situation. It is true that working online can be a challenge and requires a high level of self-discipline to get through the course material. There is also a lot to cover within the course itself so it can feel overwhelming at times, especially with the many other responsibilities in school. Despite the challenges, I learned a huge amount from the course and I am very glad I did it.
How has the course helped make an impact at school?
Following the completion of iSENCO course, we decided as a SEND team to carry out a thorough audit of our school’s data management systems. We realised that there was a communication breakdown in some areas, which meant that the progress of children with SEND was not being tracked effectively. We are now in the process of setting up procedures to ensure that all aspects of SEND provision are better documented. This includes setting up a detailed provision map and establishing a clearer referral procedure than the one we had before.
In addition, I have updated the school’s SEND policy to reflect a graduated Assess, Plan, Do, Review approach to SEND provision. I have carried out a series of training sessions with all the teaching staff to ensure that everyone is aware of the changes. The overall goal is to improve the communication and sense of partnership between the SEND team and class teachers. So far, the new procedures have been positively received.
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?
The iSENCO course has been a journey of discovery for me and has given me a lot more confidence in my role as a SENCO. I now feel able to assess the elements of SEND provision within my school and objectively review those areas that need to be developed or improved. I also feel more knowledgeable about how to build a team based on collaboration while focusing on each team members strengths.
One of the key aspects of my role is to promote and deliver continued professional development (CPD) for teachers in the school. The teachers have asked for further training differentiation strategies in their lessons. This course has given me the tools and ideas to implement CPD with greater self-assurance.
David Griffiths – NASENCO & CPT3A
David Griffiths completed the Certificate in Psychometric Testing, Assessment and Access Arrangements course (CPT3A) in 2019. He has since also completed our National Award for SEN Coordination (NASENCO).
David is currently the SENCO of a secondary school in the Midlands, he has a keen interest in psychometric testing and SEND. Read below to see how David felt about his time studying both these courses with Real Training.
What made you choose Real Training courses over other options?
Real Training was recommended to me in a SENCO network meeting. I did some research on the course, assessment material and previous student experiences. Based on what I had read, it definitely sounded well-organised and suitable for my learning style.
What was your experience of learning with Real Training?
Overall, it went above and beyond my expectations. I chose the intensive route to complete CPT3A. The face to face content was excellent and really useful. The tutors were supportive, knowledgeable and friendly. Everything was explained clearly and I received excellent feedback. Whilst studying NASENCO I found my tutor was really helpful and encouraging throughout. I received clear and concise feedback, regarding how to approach each assignment and meeting the assignment criteria. I was undoubtedly impressed and have since recommended Real Training to all of my colleagues and friends.
How have the courses helped make an impact at school?
Completing the CPT3A qualification has allowed me to conduct psychometric testing for Examination Access Arrangements. Resulting in better support for the pupils and broadening my skill set within the school.
How have the courses helped develop you as an educational professional and what do you hope to achieve with the new knowledge/skills in the future?
Studying with Real Training has strengthened my knowledge of Special Educational Needs and Disabilities.
Real Training has partnered with Whole School SEND to offer free, open-access courses for all educational professionals.
These courses are part of a wider Department for Education initiative to ensure that every child and young person with SEND can maximise their potential.
Real Training free courses are all delivered via our online platform Campus Online, meaning material can be covered wherever there is internet access, and whenever time allows.
Effective SEN Support Provision – Middle Leaders Course
Launched in January 2020 in partnership with Whole School SEND, the Effective SEN Support Provision – Middle Leaders course is a free-to-access course, open to all educational professionals. It outlines the principles of creating effective SEN support provision for middle leaders in all educational settings.
This Effective SEN Support Provision – Middle Leaders course offers the following benefits:
- 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 your 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
Delivered fully online through our Campus Online platform, this CPD course will take 15 hours in total. Remember, though, you can take as long as you want. This course is free, and you will have access to its content for one year, following your enrolment.
Feedback from past delegates
“Because I work as a SEN middle leader, this course was great because it made me evaluate what I was doing and how I was doing it. I loved the additional documents which are made available through this course as well as the analytical look at SEN support.”
“As I am the SENCO at my school, I wanted to see how useful this would be to my staff. I feel there are lots of things that would benefit NQTs and some of my middle leaders that need further guidance on how to support SEND pupils. For myself, I particularly liked the section on TA deployment that I could use to support my discussion when training staff on how they could do this more effectively.”
“This course has given me a clear insight on the role of the middle leader and how to manage the expertise in the inclusive school.”
“It has allowed me to reflect on areas that can be further developed within my SEND faculty to continue to support students in the best possible way.”
Online SEND Reviewer Training course
Whole School SEND’s Online SEND Reviewer Training course provides a framework that enables educational professionals to evaluate the effectiveness of current SEND provision. This is through a structured self-evaluation and peer review with another educational setting. The aim is to identify areas of potential improvement, and create and review improvement plans.
It is the only fully-online version of the SEND Reviewer Training course. It will enable more people within your setting to conduct quality reviews of SEND provision, thus empowering them to improve their practices.
The theoretical content is delivered fully online, hosted on our bespoke virtual learning environment, Campus Online. Furthermore, the course is free, and you will have access to its content for one year, following your enrolment.
How will you and your setting benefit?
As mentioned, the goal of this course is to enable educational professionals within a setting to understand, review and improve their SEND provision through self and peer-to-peer assessment. This results in a strong and supportive community of SEN professionals, providing the support and encouragement to continually improve SEN provision.
By completing this free course, you will be able to:
- Understand the aims of the SEND Review Process
- Engage in communities of practice – self-sustaining professional communities supporting each other to raise attainment for all
- Use the Review to drive school improvement in SEN provision
- Confidently and effectively execute all stages of the SEND Review Process
How to register your interest
If you are interested in having any of your staff enrol on these Real Training Free Courses, please visit the course pages linked above, where you will find a simple booking form to complete.
If you have any further questions regarding either of these courses, please don’t hesitate to contact us on info@realgroup.co.uk, or call +44(0) 1273 35 80 80, and we’d be happy to help.
Yassar Hussain – NPQH
Yassar Hussain completed the NPQH with us at Real Training in August 2020. He is currently working as a Lower Key Stage Two Coordinator at a Prep School in Jeddah – Saudi Arabia.
He has kindly provided his views on his time with Real Training and our delivery of the NPQH. Read on to see what Yassar had to say.
What made you choose the Real Training course over other options?
I discovered Real Training through a Google search and was delighted with the customer service I received. The form I had to fill out was simple and not as laborious as some of the others I had seen. The course was competitively priced for someone who was living and working abroad and the online portal suited my needs as there was a blended approach to learning with online material and webinars with one-to–one contact with your tutors.
What was your experience of learning with Real Training?
My experience with Real Training was fantastic. It certainly met my expectations and went beyond them. I was challenged and supported throughout. All three of my tutors were very experienced in their field, friendly and always at hand when I needed them. The pandemic was a worrying time for all candidates, however, the tutors were always reassuring and if they did not know the answers to my questions, they would go out of their way to find out and get back to me as soon as possible.
The support I received from my Project Reviewer was very valuable and John made it look simple. The feedback was very constructive and important when making the relevant links to the course material and when writing up my assignment.
How has the course helped make an impact at school?
The course allowed me to challenge myself, my colleagues and all stakeholders. My reading project had a huge impact on making all parties aware of the importance of reading and we raised attainment levels across the prep school.
The course material was relevant with many case studies that were current and relevant to what I was wanting to achieve from start to finish.
The second project allowed me to look at a different school’s budget and I really enjoyed working with different practitioners from all the different backgrounds who have a wealth of experience and knowledge. I also enjoyed looking at their accounts and helping them save money on resources and staff.
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?
The course has given me the theoretical knowledge needed to understand a school from a leader’s perspective. I understood everything about a school not only from a classroom but from a holistic perspective. This meant that I was able to develop and take my colleagues with me on the journey I embarked on to develop as a leader.
In the future, I hope the knowledge, skills and experiences I was able to gain and have exposure to, whilst on the NPQH will allow me to be a suitable candidate as a headteacher of a primary school.
Almas Iqbal – NPQH
Almas Iqbal is currently the Head Teacher at a Primary School in Croydon. She embarked on our NPQH in 2019 and completed it in March 2020.
You can read below how Almas found her time studying with us at Real Training and the impact the course had on her professionally and her school.
What made you choose the Real Training course over other options?
I was looking for a course which I could complete online with tutor support. After looking at a number of different options Real Training suited me best.
What was your experience of learning with Real Training?
I was impressed with the support that I received, my tutor was very helpful in alleviating any concerns and clarifying any queries that I had. It was easy to access and the process was straightforward. Overall, I had an enjoyable and rewarding experience.
How has the course helped make an impact at school?
My project was to establish a middle tier of leadership. The course was able to help me by giving me the confidence in bringing my ideas to life in a practical setting. I was able to develop a system which worked well for the school and benefitted the children. The school had an Ofsted inspection soon after I had completed my project. Middle leadership was a huge aspect of the inspection. The inspector was very impressed with the middle leadership structure and how it had been thought out and implemented throughout the school. The school received a grading of Good with Outstanding so I was very pleased.
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?
The course has provided me with confidence, I have knowledge of educational models around the world, this assists me in making informed decisions and has an impact on my decision making.
Real Training and Whole School SEND’s FREE Online SEND Reviewer Training course
At the end of 2019, Real Training and Whole School SEND partnered to offer the enormously successful, free Effective SEN Support Provision – Middle Leaders course. We are delighted to announce the launch of a second free course, aimed at all educational professionals – the Online SEND Reviewer Training. This course is now available to access through Campus Online.
It is the only fully-online version of the SEND Reviewer Training course. It will enable more people within your setting to conduct quality reviews of SEND provision, thus empowering them to improve their practices.
About the Online SEND Reviewer Training course
The SEND Review course provides a framework that enables educational professionals to evaluate the effectiveness of current SEND provision. This is through a structured self-evaluation and peer review with another educational setting. The aim is to identify areas of potential improvement, and create and review improvement plans.
The theoretical content is delivered fully online, hosted on our bespoke virtual learning environment, Campus Online. Furthermore, the course is free, and you will have access to its content for one year, following your enrolment.
How will you and your setting benefit?
As mentioned, the goal of this course is to enable educational professionals within a setting to understand, review and improve their SEND provision through self and peer-to-peer assessment. This results in a strong and supportive community of SEN professionals, providing the support and encouragement to continually improve SEN provision.
By completing this free course, you will develop an understanding the aims of the SEND Review Process, use the review to drive school improvement and execute the six stages of the SEND Review Process.
The course structure
Delegates will be paired with another participant, known as ‘SEND Professional Partners’, to train together online, and subsequently to undertake the school reviews together. This enables peer-to-peer use of the SEND Review Tool across two (or more) settings, and facilitates development of professional practice between the ‘SEND Professional Partners’.
Using the Whole School SEND Review Tool and with the support of the course ‘Professional Partner’, delegates will undertake a review of their own school SEND. They will then reciprocate this process in the partner’s school. In addition, we ensure that you are allocated an appropriate partner where you will be able to share similar challenges, experiences and best practice.
Within this structure, SEND Professional Partners will work together as ‘critical friends’, reviewing each other’s provision, learning from good practice and supportively challenging areas for development.
‘SEND Professional Partners’ will arrange to visit each other’s provision to support each other undertaking the review in each school. Where geographical or other factors preclude travel, the review discussions can be undertaken remotely via video conferencing to discuss practice, gather evidence, share good practice from other settings and think through areas of the framework which are not yet demonstrated. Where possible, we aim to partner you with participants from a similar setting (e.g. primary, secondary, special and alternative provision) as well as geographical location.
Am I eligible?
This course is aimed at SENCOs and SEN leaders working in educational settings, looking for the necessary tools to work through the various stages of SEND reviews (preparatory, during and post-review). From there, they will consider and action the outcomes in an effective and meaningful way.
How to book
Simply visit the Online SEND Reviewer Training page on our website, where you can pre-register your interest. It takes a matter of seconds to do, with no complicated forms to complete. We will provide you with your login to Campus Online, and you will be able to access the course as soon as you have this.
Sophia Beigon – Full MEd
Sophia Beigon has been studying with us since 2015 and is due to complete the final module of her MEd in SEND in August 2021.
We met up with Sophia to discuss how she found her time studying with us and how the programme’s flexibility has helped her to manage to study, work and raising a family over the past 5 years.
How did you find out about Real Training?
The SENCO at my school was completing a course with Real Training and pointed me in their direction. At the time I was interested in becoming a SENCO myself, as inclusion within education has always been important to me. I knew that I wanted to give myself a deeper understanding of SEND and therefore began the MEd with Skills and Knowledge courses.
As my SEND knowledge and school experiences progressed, I decided to change my initial pathway and not pursue the NASENCO route. Instead, I decided to focus on other MEd modules which would better complement my developing role in my school.
Why Real Training over other providers?
The fact that Real Training had a base in my area definitely made me feel a little less wary about the idea of an online learning experience. The affiliation with Middlesex also left a positive impression on me along with the high standards that were clear from my colleague’s recommendation. The courses looked interesting, well organised and challenging. Despite the fact that it’s not a face-to-face university experience, the high-quality standard of learning is most definitely still there. Real Training is a very professional and well set up provider.
What was your first experience of learning with Real Training?
I would not have considered Real Training if it wasn’t so flexible and allowed the setting of your own timelines. I am a working mother of two fantastic youngsters and learning how to balance life has been important. I didn’t know what to expect from the modules but appreciated the array of resources and videos and other multimedia that complimented reading and writing tasks. I appreciated the vast amount of links to government documentation/legislation as this gave me an insight into the bigger educational picture – and how schools subsequently need to engage. I enjoy learning about ‘what works’ according to educational researchers and being able to apply this to my school setting.
Upskilling myself throughout the MEd has allowed me to reflect upon how I learn best, which has definitely affected my practice positively.
How have the courses helped make an impact at the school?
Our school SENCO kindly commented that, “Sophia has developed bespoke packages of learning for students working within our specialist resource provision for SpLD. This is underscored by her wide understanding of cognitive and SEMH considerations. Sophia has delivered valuable whole school training and has created initiatives at all three tiers of intervention.”
From my point of view, my learning has given me the confidence to go into school and create training for colleagues and initiatives with students that I know are evidence-based; I have found this to be particularly powerful. I now also know where to look for additional resources such as government documents, or which SEND-focussed websites are best to access. Some aspects of the courses call for negotiations with staff which can be quite challenging as I am in school part-time. However, they are always so beneficial when completed. My newly acquired skills and knowledge have equipped me with efficiency to introduce appropriate and budget-fitting initiatives into school, such as reading tests, guidelines for literacy and development of a bespoke resourced provision.
How have the courses helped develop you as an educational professional and what do you hope to achieve with the new knowledge/skills?
Thanks to the courses I have gained a greater understanding of my students – seeing them not as a reflection of one single aspect of their learning or behaviour, but rather understanding them holistically. Working to the strengths of my students, working ‘outside the box’ when it comes to helping them access their learning is something that I feel proud about.
Another important mindset that I have picked up through my studies is an improved understanding of seeing SENDs from a parental perspective. I hope that I am a better practitioner because of it; I certainly feel that it has helped my own parenting skills! I ultimately hope to help my school create a learning environment that allows all types of learners to feel included – that they feel that they can achieve wonderful things without needing to fit into a one-size-fits-all box.
How was your experience of online learning vs. your expectations?
Campus Online has been really easy to use, with useful and accessible resources, such as EBSCO. Alongside this, their strong IT team has been really useful for me as I am not the most technically savvy! TheTeam was always easy to reach and happy to help, which put me at ease. In regard to tutor support – I cannot fault my tutors. They provided a challenge and got back quickly with knowledge and solutions. I was initially concerned about all the communication solely over email, however, I soon became comfortable with this. Studying online did actually help me ensure the flexibility I wanted and allowed me to manage my personal life, work commitments and studies.
Which parts have you found most interesting?
I have really enjoyed the literature reviews; finding out about educational paradigms and psychologies. The action research element of the EPI was challenging given my situation, however, I enjoyed collecting the data and watching the tool I created in action within the classrooms. Pushing myself as an educational professional has been such a beneficial process, especially understanding the importance of a critical eye, multiple perspectives and the ability to challenge viewpoints. Thanks to my training I feel so much more knowledgeable.
What are your hopes and expectations for the enquiry module and the future?
I have a few ideas for my enquiry module, but nothing solid as yet! I would love to further investigate the links between movement/sport and how this impacts cognitive processes or SEMH considerations. I would also really like to investigate the effects of engaging parents more obviously in the learning projects of our children. It seems hard at the moment to narrow my thoughts down! I do have some concerns due to the current pandemic and how this may impact my timetable and any personal limitations that may occur.
Jane Yeomans is my tutor for the Enquiry module however and I feel very confident that I am in good hands. I have done some pre-course reading and feel excited to start. After completing my Enquiry module and MEd, I will look to gain the SpLD Assessment Practicing Certificate so that I can assess for Dyslexia and Dyscalculia. I know that Real Training offers a route to gain this qualification.