In March, we were so pleased to welcome a new addition to the Real Group team: Mark Farthing.
As our new head of operations, Mark will be overseeing and managing many different elements of the business, to ensure that we continue to provide a consistently efficient and outstanding experience for our delegates as we grow. We spoke to Mark about his professional background and the effect he hopes his new role will have on the company.
What were you doing in your previous role, before joining Real Group?
‘Before joining Real Group, I was employed as a master scheduler at a company called Cummins. I worked in a few different roles during my seven years at the company, but that was what I was doing most recently. The role involved taking orders and then planning all of the production for the plant, on the basis of what the best plan would be for the lines to actually build the product.’
What is your background in terms of previous employment and education?
‘My role at Cummins has really been the central point of my career so far – which was based in manufacturing – but my degree was actually based in psychology and music technology. There wasn’t a particularly clear path for me in those subjects at the time, so I started to build a career in management: managing people, production lines, and professional staff as well, and also planning large portfolios of work.’
What particularly attracted you to the role within Real Group?
‘I’m really passionate about managing people and helping them to develop, it’s something that I really enjoy. As well as that, the role is very local to me, and Real Group is of course based in the field of psychology, which was a real draw – it’s very exciting to be part of that world again. I didn’t think that I would get the opportunity to be part of it because I didn’t pursue any postgraduate study.’
What is the main purpose of your role?
‘My role is still very new and will develop more over time, but I will mainly be managing the team and bringing an operational standpoint to the role. So, for example, I will be looking at data analysis, process improvements, mapping out our processes in the department, looking at our budgets and hourly costs – all things that I have experience of, which are quite important for us to know. I want to make sure that people are given the opportunity to progress in the way that they would like to and that they can see a clear path to the next stage of their development. It’s important that people have a vision of how they would like to progress because I believe that is how you get bigger and grow as a business.
‘I think it’s a very exciting time to be part of a business like Real Group, as we are in a massive period of growth in which the company is becoming a real, professional entity. We have to be very careful operationally as we move from looking after hundreds of delegates, to thousands. That is what I believe my role will be based around largely – looking at whether we need to increase our resources to facilitate that kind of growth. I haven’t been here very long so I have a lot to learn, but it’s a really good challenge to have.’
What have you particularly enjoyed since joining the company?
‘So far I have really enjoyed meeting and getting to know the team. Everyone I have spoken to has been so welcoming and nice and they are all really helping me to learn – so I feel like I have hit the ground running. It’s nice to work with people who have such a historical insight into the company, are open and willing to learn, and help others to learn. Some members of the team used to do multiple roles and as the company gets bigger that isn’t really viable anymore. My role – as I see it – is to ensure staff members take ownership of what is theirs, with a broader view of the business, and that is quite a fine balance to strike with people. It’s a good challenge to have, that we are looking at growth.’
Is there anything you are particularly looking forward to within your role at Real Group? Perhaps something you are planning on implementing or launching?
‘I am still very new to the role of course, but I am working on analysing course feedback at the moment which is very exciting; I really want to use that to its full potential. We know that we are already doing a great job, but it is important to calibrate yourself with that feedback constantly, so that we know how we are seen by our customers. We are making a lot of changes within the organisation and looking at those changes from an internal point of view, so we must make sure that we hear the customer’s voice and understand how they see things. We also have a lot of IT projects underway, which I am working to prioritise and make sure that we focus our efforts appropriately, as those projects affect marketing, operations, and our delegates.’
What are your interests outside of work?
‘I play saxophone in a band and we regularly play shows on weekends. I also go running every day and I play cricket as much as I can in the summer.’
By Edward Farrow
Towards the end of March, Professor Simon Baron-Cohen and Dr Sarah Hendrickx took part in two key interviews for April’s forthcoming gender and autism issue of The SEND Practitioner, while Dr Wenn Lawson penned an important piece on autism and gender dysphoria. Issue 19 will also feature an overview of Brian Lamb’s recent webinar for our MEd and SEND Programme delegates and an in-depth interview with Ruth Deutsch (co-creator of the Cognitive Abilities Profile).
It will publish towards the end of April.
Please do feel free to sign up if you’d like to receive it by email.
Edward Farrow
On Thursday 23 February, I was thrilled to pop along to the Whole School SEND Summit for a smorgasbord of speeches, panels and roundtable workshops on building a community in SEND provision. Edward Timpson MP (our most recent contributor to The SEND Practitioner) delivered the keynote and set the tone for an edifying day. Post-lunch and post-roundtable workshops, I returned to the lecture hall to see a panel of speakers discuss how to ‘make the invisible visible’. This energetic debate, chaired by Simon Knight, featured a panel of people from across the education sector. At the very heart of this discussion was the need to ‘look outside of the SEN community to learn from the experiences of others’.
During the debate, I was struck by George Fielding’s (chair of the Whizz–Kidz Kidz Board) impassioned introduction and Simon Knight’s (Director of Education at the National Education Trust) forensic response to a parent’s question on the Code of Practice. Why? Because neither George nor the parent hailed from the typical conference complement of senior school leaders and teaching professionals. And this fact is refreshing and pressing and important, because if we are to really make a difference to the lives of those with SEND, then engaging fully with parents and those with SEND in this way will help us to ensure that we are truly ‘school-led and user-informed’.
With this in mind, I have transcribed George’s and Simon’s excellent speeches. If you get a moment, they’re really worth a read.
George Fielding
‘It’s what you do with what you’ve got’
‘Hello, my name is George Fielding, I am the chair of the board of young trustees at Whizz-Kidz, which is the largest organisation representing wheelchair users across the UK and so it is my great, great pleasure to represent them today and hopefully give you some sort of a sense of where I’m coming from and what I think needs to be changed in order to make the education system better and more accommodating for those with SEND.
‘What’s the use of two strong legs if you only run away? What’s the use of the finest voice if you’ve got nothing good to say? What’s the use of two strong arms if all you do is push and shove? What’s the use of two good ears if you can’t hear those you love?
‘That was a verse in a song that I was listening to a week ago called: “It’s what you do with what you’ve got”. And as I was listening to it I was thinking about what I was going to say today. And what those four lines reflected to me was [that] actually either everybody has a disability or nobody does. That I don’t want to sound controversial, but we all thrive in different environments, we all have different talents, abilities, different backgrounds, different experiences, different values, different beliefs and a different culture.
‘Put me on a stage and ask me to sing and dance and I can’t do it. So, I am better than my non-disabled peers in some environments, but I am much worse compared to them in others. That is just human nature, we’re all human beings. And I think that, really, what we have to do (without trying to preach to the crowd) is champion difference. There is one word that I do not like that I hear all the time and it is curriculum.
‘I do not like the word curriculum because the three core subjects that you have: English, maths and science. To me, they all seem to champion some sort of formula, some of structure, some sort of way of doing things. And the message is that if you learn that structure and repeat that structure again and again and again, you’ll always come out with an acceptable answer. You may disagree about English, but what is punctuation for if not to be put in the right place. And I don’t wish to say that to be controversial, but I wish to say – in a sense – that I think that a lot of people, they sit in class, and they don’t think their school/their society fits. They don’t think that their society is accessible or accommodates them.
‘There are four Ls to the education of people with SEND for me. People with SEND can Love, they can Learn and they can Lead. They can Learn because they can move around, they can meet and they can be mobile and they can have their voice heard. By having their voice heard they can Lead and they can be fantastic representatives in society and they can Love too. We have passions, we have desires we are, as I have said, human beings. Play on those emotions, use them, tap into the great swathes of talent that [are] currently untapped in society and you will see a much more colourful, much more vibrant and sustainable society. Because it is through teachers…parents and everyone in this room learning those three Ls, that there’s a fourth – and that is that people with SEN will Learn.
‘The most important point to me is that an education doesn’t have to have happened in a classroom. My education has happened by meeting people, by speaking with people and by voicing my opinion and by campaigning. If we limit education to a classroom and we don’t actually think about what is educational and we don’t use our expertise to help young people with disabilities/SEN transition and be proud of who they are, then we won’t get anywhere.
‘I am a proud wheelchair user, I am a proud Brit and a proud man. There aren’t many people who would say that for fear that in my community they won’t be understood. So thank you for giving me a stage on which to speak on and give up that platform to others too and I will champion you and all that you do in the future. But accept that difference [and] diversity is what makes Britain, is what makes our country, is what makes society liveable. It’s what makes us thrive and sometimes conversations need to start and people need to speak up if we ever want to see change at all. Thank you very much.’
Simon Knight
Responding to a parent’s question about chapter six of the Code of Practice
A parent’s question
‘Do you think that enough is being done about implementing chapter six of the Code of Practice (SEN support in schools’ barriers to learning) – in terms of a shift from IEPs to the graduated approach?… The graduated approach itself is a different way of doing things and I just wonder whether enough support has gone in to schools to actually enable them to see the difference and the shift in thinking that’s required to make that work well.’
Simon’s answer
‘I think that that’s a really important question. I think that it’s one of those ones that probably needs to be dealt with in two different ways. There’s a policy and accountability piece that sits with that and there is a pedagogical and a pragmatic piece that sits with that.
‘So, the accountability structures are such that quite often teachers do not feel particularly compelled to put their hands up and say “I don’t do this very well, I would like to do it better”. And so the nature of performance-related pay, appraisals and Ofsted makes it difficult for people to be truly honest about [what] their professional capabilities are and some of the work that we’ve talked about a little bit here today is about trying to create structures where we can support that. Because the barrier to learning is not always a learning difficulty, sometimes it’s a teaching difficulty, and we need to understand how that relationship works – and we need to be much more honest about that.
‘The other challenge that we’ve got, which is kind of a structural challenge, is the fact that a graduated approach, even a targeted approach is a developmental approach – and yet [has] all of the accountability of the chronological approach. So we talk about having mastery of the curriculum, but we want chronologically determined accountability structures. Those two don’t work. You cannot have a developmentally prescribed curriculum based upon the individual needs of a person and expect them all to be at a certain level by the time that they’re 11. So there’s a real challenge there for school leaders, a real challenge to be able to implement, which I suspect that the vast majority would want to be able to do, which is to focus on meeting the needs of the child. Because, at the moment, what we’re doing is that we’re focusing on meeting the needs of the system. And that system doesn’t actually reflect the needs of the children that they have within it. So that’s part of it.
‘And the other side is the amount of support that teachers are given to actually develop those skills. And so I spend quite a lot of my time working with people who find it quite tough working with kids with SEN. And it basically comes down to confidence and competence, [which] is that nobody’s actually shown how to do it so they don’t think that they can. And actually there isn’t anything special really about what we do in the specialist sector, despite its name, I wish it was something remarkable. It’s just really really good teaching based on really really good evidence that comes from the child rather than some sort of overarching structure.
‘So from two directions: we need to challenge the accountability and policy piece and we need to support and encourage practitioners to be more honest about what they do well and what they need to do better. And where families come into that is that teachers need to be much more confident about using the knowledge that sits within the family unit. Being able to draw that into the classroom so that those barriers to learning are not just being challenged by professionals who perceive themselves as being the fount of all knowledge, but work collaboratively with families who actually have an awful lot [to share] to drive the progress of children much more rapidly when we work in partnership.’
An article by Brian Lamb OBE in issue 18 of The SEND Practitioner has been amended.
One sentence of Brian Lamb’s piece (‘The SEND reforms: Where are we now?’) was changed and an additional sentence was added as follows.
From:
‘A survey carried out by the parent carer forums found that 84% of parents were fully or largely engaged in the strategic planning and co-production of SEND services…’
To:
‘A DfE survey of local authorities found that 84% of parents were fully or largely engaged in the strategic planning and co-production of SEND services and that 83% of parents were fully or largely engaged in making decisions about their own SEND provision. The DfE survey of parent carer forums found lower satisfaction: 64% felt that parents were fully or largely engaged in strategic planning, while 51% felt that parents were fully or largely engaged in decisions about their children – the latter an improvement on the previous survey.’
We are delighted that Stuart Curry has recently joined the company as Real Group’s head of marketing and sales.
Prior to this, Stuart worked across a variety of sectors, including not-for-profit, consumer and business publishing, membership bodies, and finance. He is based at our Greenwich office and will support the marketing and sales team, while working closely with all departments and directors to continue Real Group’s financial growth. He will also assist with the development of new business propositions and areas of activity.
Stuart emphasised how much he has relished working with the team and learning about the positive aspects of our work:
‘I am really enjoying working with an incredibly dedicated and committed small team and getting to learn about the fantastic, valuable work that the company does in the sector – helping to change lives.’
He looks forward to working with Real Group to expand and meet the many challenges facing education professionals and their pupils.
We’re delighted to have attended the launch of the Nurture Portrait: A snapshot of the social, emotional and behavioural difficulties in pupils throughout the UK.
We will publish a blog piece examining the report in the near future. In the meantime, you can read the report here.
Since Alan Macgregor’s previous blog, we have received a number of calls about the 100-hour requirement.
We stated in the previous blog that:
‘…all access arrangements assessors need to have a postgraduate qualification at, or equivalent to level 7; and, as part of that qualification, they are also required to have carried out at least 100 hours relating to individual specialist assessment.’
We have realised that this wording seems to imply that the 100 hours all has to relate to individual specialist assessment. This was unintentional. In fact it is the course that has to exceed the 100 hours criterion, so a better phrasing might have been:
‘…all access arrangements assessors need to have a postgraduate qualification at, or equivalent to level 7; and, as part of that qualification, they are also required to have completed a course of at least 100 hours relating to individual specialist assessment.’
It was our intention to highlight and clarify the first option below listed in the JCQ regulations which states:
A head of centre will appoint:
- an access arrangements assessor who has successfully completed a postgraduate course at or equivalent to Level 7, including at least 100 hours relating to individual specialist assessment. An access arrangements assessor may conduct assessments to be recorded within Section C of Form 8; and/or
- an appropriately qualified psychologist registered with the Health & Care Professions Council who may conduct assessments to be recorded within Section C of Form 8 and where necessary undertake full diagnostic assessments; and/or
- a specialist assessor with a current SpLD Assessment Practising Certificate, as awarded by Patoss, Dyslexia Action or BDA and listed on the SASC website, who may conduct assessments to be recorded within Section C of Form 8 and where necessary undertake full diagnostic assessments.
So we would like to be really clear that the first bullet point above means that the course, whichever course that is, must cover at least 100 hours of study relating to assessment – this doesn’t mean 100 hours of psychometric testing. While at Real Training we generally do not give an exact number of hours that any course will take, as different people progress at different rates, the CPT3A course is accredited in such a fashion that it comfortably exceeds this requirement. In summary, by completing and passing CPT3A delivered by Real Training, you can be assured that this requirement is met.
The other thing we would like to clarify is that this change does not apply to HCPC-registered psychologists or to those that hold an Assessment Practising Certificate (APC), who are still covered by the second and third options on the list. We had not anticipated that either of these groups would think that they might be affected, but we are happy to reassure them that they do not have to take notice of this change.
Please accept our apologies for any confusion, which was not our intention. And please do contact us if you would like to discuss this further.
With only ten months to go until the JCQ qualification requirements come into force, Alan Macgregor (one of Real Training’s directors) highlights the key changes that every practising access arrangements assessor must meet before 1 September 2017.
Every year, the JCQ brings out new regulations that affect teaching professionals who assess candidates with SEND for exam access arrangements. In recent years, the adjustments have been gradual and it’s been easy for practitioners to adapt to them. By 1 September 2017, however, all existing access arrangements assessors (formerly specialist assessors) must comply with two critical elements if they are to continue to practise.
The two critical changes that must be met
Before 1 September 2017, all access arrangements assessors need to have a postgraduate qualification at, or equivalent to level 7; and, as part of that qualification, they are also required to have carried out at least 100 hours relating to individual specialist assessment. So, if the person responsible for exam access arrangements in a setting does not meet these essential requirements, then they will need to ensure that they meet them before 1 September 2017. If they do not do this within this timeframe, then all access arrangements in their setting will need to be carried out by someone else who meets the new requirements – either an internal member of staff or an external consultant.
Who is likely to be affected by these changes?
We’ve received quite a few calls from SENCOs who have a postgraduate SEND qualification and have carried out assessments in their setting for many years. However, come 1 September 2017, they will simply not be able to practise, because either their postgraduate qualification is not level-7-equivalent, or their level-7-equivalent qualification did not include at least 100 hours relating to individual specialist assessment.
What about Form 8?
The latest Form 8 has caused a few problems for those who do not have a postgraduate qualification at, or equivalent to level 7, with at least 100 hours relating to individual specialist assessment. Why? Because there used to be a section for them to complete in Form 8, which has since been removed in anticipation of the 1 September 2017 deadline. Access arrangements assessors who do not meet the key requirements will not be able to complete Form 8 and their setting will need to employ someone else who meets the new requirements – either an internal member of staff or an external consultant.
What course can access arrangements assessors take to fully meet the new requirements?
Access arrangements assessors who need to upskill between now and 1 September 2017, can take our Certificate in Psychometric Testing, Assessment and Access Arrangements (CPT3A). This course is made up of the Certificate of Competence in Educational Testing (CCET) and the Access Arrangements Course (AAC), both of which can be studied online or intensively. This joint course will enable delegates to learn how to use psychometric instruments effectively (CCET) and apply them in exam access arrangements (AAC) confidently and competently. Those who already have CCET, can take AAC on its own.
If you have any queries, or would like to know how we can help you navigate these changes, take a look at our website, or get in touch.
On 19 October 2016, the Rochford Review: final report published. It sets out the recommendations of the independent Rochford Review group and follows on from the Rochford Review’s interim recommendations, which were published in December of last year.
The government aims to consult on the recommendations of this review in early 2017. Final decisions will be made in the wake of that consultation.
In the interim, the government suggests that ‘schools should continue to use the pre-key stage standards and P scales for the statutory assessment of pupils working below the standard of the national curriculum tests’.
The ten recommendations of the Rochford Review: final report are set out verbatim below:
Recommendations
‘The review makes the following recommendations to government for the statutory assessment of pupils working below the standard of national curriculum tests at the end of key stages 1 and 2:
- The removal of the statutory requirement to assess pupils using P scales.
- The interim pre-key stage standards for pupils working below the standard of national curriculum tests are made permanent and extended to include all pupils engaged in subject-specific learning.
- Schools assess pupils’ development in all 4 areas of need outlined in the SEND Code of Practice, but statutory assessment for pupils who are not engaged in subject-specific learning should be limited to the area of cognition and learning.
- A statutory duty to assess pupils not engaged in subject-specific learning against the following 7 aspects of cognition and learning and report this to parents and carers: responsiveness, curiosity, discovery, anticipation, persistence, initiation, investigation
- Following recommendation 4, schools should decide their own approach to making these assessments according to the curriculum they use and the needs of their pupils.
- Initial teacher training (ITT) and Continuing professional development (CPD) for staff in educational settings should reflect the need for teachers to have a greater understanding of assessing pupils working below the standard of national curriculum tests, including those pupils with SEND who are not engaged in subject-specific learning.
- Where there is demonstrable good practice in schools, those schools should actively share their expertise and practice with others. Schools in need of support should actively seek out and create links with those that can help to support them.
- Schools should work collaboratively to develop an understanding of good practice in assessing pupils working below the standard of national curriculum tests, particularly across different educational settings. Schools should support this by actively engaging in quality assurance, such as through school governance and peer review.
- There should be no requirement to submit assessment data on the 7 areas of cognition and learning to the DfE, but schools must be able to provide evidence to support a dialogue with parents and carers, inspectors, regional schools commissioners, local authorities, school governors and those engaged in peer review to ensure robust and effective accountability.
- Further work should be done to consider the best way to support schools with assessing pupils with EAL.’