Announcing the launch of the level 5 Specialist Teaching Assistant apprenticeship

Level 5 Specialist Teaching Assistant apprenticeship standard has been approved

The Institute for Apprenticeships and Technical Education (iFATE) recently approved the new Level 5 Specialist Teaching Assistant apprenticeship standard. This new apprenticeship will not only enhance the skills of teaching assistants and offer them professional development opportunities, but also directly contribute to improved student outcomes.

This apprenticeship will equip participants with core knowledge, skills, and behaviours essential to the role of a Specialist Teaching Assistant. Furthermore, it offers apprentices the choice to specialise in one of three key areas:

• Special Educational Needs and Disabilities (SEND)
• Social and Emotional Well-being
• Specialist Curriculum Provision

Schools can use the Apprenticeship Levy to fund this programme in order to develop a broad range of expertise within their teaching assistant teams. This will increase a setting’s capacity to address the growing needs of students requiring additional support.

Involvement from Real Training and Educational and Sporting Futures in shaping the standard

Dr. Siobhan Mellor (SEND expert and Director, Real Group) and Jo Pountney (Director, Educational and Sporting Futures) played significant roles in shaping the Specialist Teaching Assistant apprenticeship standard as members of the Trailblazer group. Their extensive experience in education and apprenticeship delivery helped to ensure the Level 5 standard effectively addresses the needs of both teaching assistants and the broader education sector.

Stay Informed

We are co-developing programmes for the new Level 5 Specialist Teaching Assistant standard with Ofsted Outstanding Apprenticeship Provider, Educational and Sporting Futures. Further information is available on our course page. If you’d like to keep up-to-date with the latest developments, you can register your interest through this expression of interest form.

Darleen Grimsby – MEd SEND and Inclusion | NASENCO

Darleen Grimsby is currently Deputy Head of a complex special needs school in Norfolk. Recently she has been promoted to a SENCO position with responsibilities across the entire Trust, something she believes her master’s degree played a pivotal role in helping her achieve.

We caught up with her to see how her students (and her career) have benefited from the Masters in SEND programme.

How has your setting benefitted from your new skills and knowledge?

I would say the biggest impact was the reading model that I created and rolled out during my course of study which was one of my assignments on the Dyslexia Leadership and Intervention course. As a direct result of that piece of work, we now have 90% of pupils who are able to access some sort of reading and most of them can be assessed as well. When you consider that this includes children with profound and multiple learning difficulties or complex physical disabilities this is particularly significant for them and for how we support them in our school.

When OFSTED last came to inspect us they were very complimentary and commented that everything that had been done was very well researched. This is all down to my master’s study. I’ve also helped bring other members of my team along with me. It’s not just me building my career,, but it’s supporting those around me to be the best that they can be as well.

My research project focused on supporting the emotional regulation of non-verbal children with autism. It’s not only helped me better understand the importance of a holistic approach – but Norfolk County Council are treating it as a pilot study and are now rolling it out on a much larger scale. When we get the results it will feedback into our plan next term and will hopefully help other schools and parents in the county. 

What did you enjoy most about studying for your master’s?

The master’s programme helped me become a specialist in my field and as a professional carve out what it is that I want to do. It has allowed me to gain the necessary breadth of understanding about special educational needs (and keep my fingers in lots of pies!), while also doing closer study on reading and providing mental health support for non-verbal autistic children. 

It’s also given me the encouragement to go and do what I want to do and investigate what I am truly passionate about.  

How do you think studying for your master’s has helped with your own personal development?

A lot of what I’ve done here at my current setting has been influenced by what I’ve done through my masters with Real Training. I’ve done a lot of research as part of my study programme and put new things in place and I think that definitely contributed towards my career progression. 

In recent job interviews when people have asked me what type of leader I see myself as, because I’ve done my SENCO training and had time to reflect, I’m pretty clear on that.

The masters has also opened so many doors for me on a personal level. My reading model was used as a case study in published in a book by Dr. Sarah Mosley, I’ve just written an article for a magazine and I’ve been asked to put forward a book proposal.  

What did you select for your enquiry-based research project?

I chose to focus on mental health support for non-speaking autistic individuals aged between four and 16 years old. It’s something I’m very passionate about and we’re also seeing a huge rise in the number of children coming into our setting who are non-speaking. Managing their anxiety can be quite a challenge.

I found that access to a well-known adult and a feeling of trust was an essential component for emotional self-regulation. Getting this in place meant that the child felt that their communication needs were being addressed (sometimes even through non-verbal communication such as glances) and their broader needs would also then be met. This helped to reduce anxiety, as well as further re-enforcing that trusting relationship.

There were lots of strategies that both parents and professionals reported to be effective but the presence of a familiar/ known and predictable adult who honored and followed through with what they communicated was a common thread in a holistic approach.

[You can read more about Darleen’s project here]

What are the top three things you have implemented since or during your study? 

• Launched a new reading model that 90% of children can access
• Implemented strategies to help reduce anxiety in autistic children and promote communication-rich environments including using graded core boards
• Started work to introduce guidance to help children access self-regulation techniques – we’re calling it the ‘pre-zones of regulation’ and I’m working closely with our behavioural specialist

How did you find our online learning experience and tutor support?

Online learning for me really worked because I could pick it up whenever and there was no pressure, which really helped. There wasn’t the need to attend classes. Everything being online gave me the freedom to juggle work and childcare, so that completely worked for me.

I found that as I went along I got even more comfortable finding my way around and interacting with peers. The tutors were always there and it was always a really good experience – they answered things straight away.

Would you recommend this programme to others?

Yes! If you are passionate and have that drive then I think it is an amazing platform. This is really cheesy and I can’t believe I’m saying it, but it’s like the world becomes your oyster. 

Learning with Real Training has had such a huge impact because it’s opened up so many doors for me that I really didn’t think would be there. I’ve also been able to bring other staff along with me – that’s really important.

Stephanie Evans – Masters in SEND and Inclusion |  Certificate of Competence in Educational Testing | Psychology for Education | Social and Emotional Mental Health Needs

Stephanie Evans completed her Masters in SEND and Inclusion with us while she was a SENCO at Bangkok Patana School in Thailand. She has recently returned to the UK and is taking a career break to look after her young family.

After gaining her QTS in England, Stephanie moved to Thailand to become a Business Studies Teacher. She progressed to become Head of Sixth Form and took an interest in pastoral support. Shortly afterwards her Principal approached her and asked if she wanted to take up the role of school SENCo.

Stephanie realised that building her assessment skills would be an immediate requirement – when a gap in the team left them without a qualified assessor. She studied our CCET (Certificate of Competence in Educational Testing) module before going on to do our Access Arrangements Update course, Psychology for Education and Social and Emotional Mental Health Needs modules. 

Her research project investigated whether offering the BTEC would be advantageous to pupils with SEND in the Sixth form as an alternative option to the current International Baccalaureate. As a result of her research, the school is rolling out several BTECs this coming year, providing students with more choice of study options..
 

Stephanie had the following to say about her overall learning experience with us:

 “Studying with Real Training has helped my career and my professional development immensely. I haven’t found anything else that comes close and everyone I speak to has said the same. If you’ve done any level of special needs qualifications – it’s with Real Training.“ Stephanie Evans – SENCO, Bangkok Patana School

Of our CCET course Stephanie commented:

“This was a logical starting point for me, but what surprised me was just how much I enjoyed the course! It was very rewarding to be able to look at the numbers and pinpoint exactly where (and why) a student might be struggling. Often it meant I could sit down with students who told me “I’m just not clever” and show them the numbers that proved they actually were – they just need support in the right areas.“

You can find out more about what she thought about gaining her master’s by watching the video below.

Real Training’s Rosalind Goodwin looks at what makes a strong EHC needs assessment application and how you might be able to streamline the process.

Applications for an EHCNA (Education, Health and Care Needs Assessment) are filling up SENCO “to-do” lists in increasing volume. The number of children with SEND in mainstream schools has risen significantly in recent years; according to DfE statistics, requests for an EHCP increased by a fifth between 2022 and 2023.

As an Educational Psychologist and someone who has sat on many panels where EHCNAs have been considered, I’ve read my fair share of applications. What I’m observing is that an increasing number lack sufficient evidence that the Graduated Approach has been followed, presumably as a result of the sheer volume SENCOs are dealing with. For borderline cases, this can lead to more requests for information from the school, or, in worst case scenarios, decisions not to issue EHCPs that might otherwise have been deemed appropriate. 

An EHCP should not be the “de facto” end goal for every child with SEND. The objective of following the Graduated Approach is to properly evidence what progress can be made with planned support in place – rather than setting out from the beginning to document its failure. For quite a few children with SEND a good programme of classroom support alongside help from external professionals will be sufficient – this needs careful communication with parents from the get-go.

But what about those who really do need the EHCNA? Dealing with applications efficiently and effectively is a fine art. There simply aren’t many shortcuts that can (or should) be taken. That said, there may be opportunities to streamline processes without cutting corners, particularly when it comes to making better use of external professionals’ time. 

Because this is such an important area, I wanted to briefly outline some ideas and personal observations for improving an EHCNA application and the processes that feed into it.

A thoroughly documented Graduated Approach is essential

It may seem obvious but this is where a large number of requests are falling down. Technically evidence of Assess, Plan, Do, Review (APDR) is not, strictly speaking, required for an assessment. However, its absence would mean that in the majority of cases, it would be very difficult to determine whether an EHCP would be needed. Indeed, it could result in a plan not being issued. (See IPSEA guidance for the regulations around asking for an EHC needs assessment.) 

There are three core things I would suggest that will help your application;

• Involve other professionals early and document as you go along, make sure you have a record of how this input has informed your understanding of the child’s needs as well as how you have taken account of any advice provided in terms of support offered to the pupil.

• Show detailed progress, or demonstrate that progress has not been achieved. It might be that a child has made strides, but that the gap between them and their peers continues to widen. This too should be documented.
• Include a summary document in your application, this is incredibly helpful for the reviewer and saves a lot of time.
  
  Take a look at our example Assess, Plan, Do, Review summary template for a hypothetical child with autism that you can download.

Don’t overlook pupil and parent voice

The information you include in your EHCNA application will also be included in the EHCP if the assessment is agreed and an EHCP issued. It is important, therefore, that the EHCNA itself is pupil-centred and reflects authentic collaboration with parent(s) or carer(s). 

The SEND Code of Practice outlines this expectation;

• ‘Consideration of whether special educational provision is required should start with the desired outcomes, including the expected progress and attainment and the views and wishes of the pupil and their parents. This should then help determine the support that is needed and whether it can be provided by adapting the school’s core offer or whether something different or additional is required.’ DfE SEND Code of Practice, 2015 – 6.40)

Pupil voice

Aside from the various scales and questionnaires that can be used to capture pupil voice (and specific tools such as Talking Mats for children with more severe needs), there are other creative techniques to consider leveraging. Mind-mapping, for example, can help students work out what they want to say, while using Lego can also be a good route into a conversation. When it comes to self-expression you could use “all about me” videos, or pictures that document how children have expressed their views through art. Transcribe snippets to use within your EHCNA form and refer to images and other multimedia in the appendix.

Explore further: Find out about methods of eliciting pupil voice as part of a person-centred planning approach on our Autism Spectrum Conditions and Advanced SEND Leader courses.

Parental voice

Including parental voice can help clarify aspirations. If they (and their child) really want to remain in a mainstream setting this should be expressed in the application. It is advantageous for an EHCP to contain focused outcomes that are meaningful to the child and their family, rather than so many that it becomes unmanageable and the child can no longer be supported in a mainstream setting.

Consider alternative ways to evidence external professionals’ time

Educational psychologists always wish we could make our allocated time go further. What I want to highlight is that there are different ways of using our time to help understand children’s needs. Bear in mind, if you want to provide ‘proof’ of involvement, it may not be necessary to produce evidence of a full assessment – which could save you valuable EP time. Consultation discussions (which might have been preceded by observation/s) or EP participation in meetings, might be sufficient. 

Two important caveats; firstly you must evidence that the outcomes of such discussion have informed the support offered to the pupil. Secondly, variation exists when it comes to each local authority, so it’s important to clarify what expectations exist when it comes to ‘evidence’ of involvement with EHCNA applications.  

Also worth considering is whether prior pupil involvement with an EP has been documented in a setting the pupil has recently attended. This may mean that you can use existing EP information to inform the support you are now offering, rather than starting again from square one. 

When it comes to working with other supporting professionals e.g. speech and language therapists, specialist teachers etc. similar principles will apply. As ever, things vary according to local authority guidelines, so check expectations about how you evidence the involvement of professionals.

Hold outcomes meetings to avoid overloading an EHCP

In some local authorities, outcome meetings are held once an EHCNA has been completed. However others don’t follow this process, the result being that multiple outcomes are suggested by different professionals completing an EHCNA advice report. 

If all of these are included, this might mean that the EHCP has many, (even too many) outcomes – all of which would be expected to be considered during the Annual Review. To avoid this, you might find it helpful to hold a meeting with the child’s parent/s / carer/s together with relevant professionals (Speech & Language Therapist, member/s of outreach teams, EP etc.) before submitting the EHCNA request through which outcomes are agreed. 

This means if any professionals are subsequently asked to provide advice, they are aware of outcomes that have been previously consolidated and agreed.

Strong and weak applications for an EHC needs assessment compared

Final thoughts

Having read many EHCNA applications, I have come to recognise how much time and commitment they involve. The dedication of those completing them is evident. However, sometimes applications can just miss the mark in terms of providing depth of evidence that the Graduated Approach has been followed. 

It would be contrary to the principles of EHCPs to try and suggest ‘shortcuts’ when completing applications. However, by thinking about how – for the most part – EHCNA requests result from the following of a process through which evidence has been gathered along the way, making the request should (if it’s the right decision for the child) be a meaningful ‘next step’ rather than the start of the journey.

By Rosalind Goodwin – Educational Psychologist

Following work as a primary school teacher, Rosalind (Roz) has been an educational psychologist for over twenty years. She has worked in several London authorities as well as for a range of independent organisations.

Roz has participated in several multi-disciplinary panels including those relating to Education, Health and Care (EHC) Needs Assessments, the issuing of EHC Plans, the placement of children and young people in specialist provisions and panels relating to SEND first-tier tribunal appeals.

New JCQ guidelines have been published

On 28 August, the JCQ (Joint Council for Qualifications) published their 2024-25 regulations and guidance for exam access arrangements.

Real Training’s free online Access Arrangements Update course launched last week and covers everything SENCOs, exam access arrangement assessors and coordinators need to know about the new regulations. This includes walking you through the new forms so that you can approach the 2024-25 exam season with confidence.

Sign up now and benefit from:

• Access to video content from Nick Lait, Head of Examination Services at the JCQ, who takes you through the inspection findings, changes, and answers your questions
• Video reviews of popular tests including the new DASH-2
• Explanation of the role of Access Arrangement Coordinator and an Access Arrangement Coordinator’s guide to working effectively with SENCOs
• Videos demonstrating the completion of:
  
  • Form 8
  • Form 8 Roll Forward
  • Form 9 for a candidate on a waiting list
• Multiple-choice questions to test your knowledge and understanding

What delegates are saying about this year’s course

“I think the team have excelled themselves again. Fantastic course as always” – Tara McKibben

“As ever, a well-designed and delivered presentation. The notes on the administration of DASH-2 were a useful reminder. Thank you.” – Candy Clarkson

“Excellent course much more practical than previous years. Good case studies and practice forms will be helpful to use as good practice examples. Q&A helped to clarify and re visit the changes. Tests and multiple choice questions are a great refresher.” – Mary Agnew

“Thank you for a very useful and informative course. I am overjoyed you offer this every year free of cost. It is hugely appreciated.” – Annabella MacLaren

Have you thought about hiring an access arrangements coordinator?

Would you like some help with the administrative elements of access arrangements? When asked about the benefits of having an access arrangements coordinator, Nick Lait from the JCQ had the following to say:

“Trying to juggle senior leader responsibilities as well as exam access arrangements as a SENCO is very difficult. Having an Access Arrangements Coordinator in place can pay real dividends.

Training is desirable as it equips that person to make decisions independently or defer to the SENCO where required and, of course, ensures they have a thorough understanding of the latest JCQ regulations.”

Nick Lait – Head of Examination Services – JCQ

New course for Access Arrangements Coordinators launching 20 September

Our new course – coming soon on 20 September 2024 – is designed specifically for Access Arrangements Coordinators. It includes training on the latest 2024/25 JCQ guidelines, and will teach Coordinators the knowledge and skills they need to become a member of the team that ensures students receive the reasonable adjustments they need for success in exams. 

For more information about the role of Coordinator, and details about the course, visit our dedicated Access Arrangement Coordination course page.

We have been shortlisted for a Teach Secondary Award!

We are delighted to announce that our Safeguarding AI courses have been shortlisted for the School Business and Procurement category in the 2024 Teach Secondary Awards!

We’re thrilled that our new courses, developed in partnership with Educate Ventures Research, have been recognised, alongside our commitment to equip schools with the knowledge and tools required to implement AI safely and responsibly.

The results will be announced in November.

About our Safeguarding AI courses

We offer two safeguarding AI courses, Safeguarding AI for Leaders and Safeguarding AI Essentials.

Safeguarding AI for Leaders (SAIL) is designed for Designated Safeguarding Leads (DSL) or other leaders in your setting with responsibility for safeguarding, pastoral care and/or technology implementation and use. This comprehensive course equips participants to develop and implement robust AI safeguarding policies, procedures, and action plans. Through a blend of expert guidance, practical tools, and peer networking, participants will gain the confidence and knowledge to lead on safe and ethical AI use in your setting. With a duration of 4-5 hours and 12 months of ongoing support, SAIL offers exceptional value and flexibility.

Safeguarding AI Essentials (SAIE) is designed for all staff, including teachers, support roles, and governors. This one-hour course provides a foundational understanding of AI, its benefits, and potential risks in education. Participants will learn how to use AI responsibly, safeguard students online, and contribute to a whole-school approach. By completing SAIE, participants will gain confidence in using AI and help support the roll out of safe AI usage across your setting.

Suitable for settings of all sizes, we offer packages for schools, MATs and other educational organisations. To find out more, please visit our webpage here.

Announcing our partnership with Teach First

We are pleased to announce that, working in partnership with Teach First, we will be delivering the new NPQ SENCO.

NPQs are the most widely recognised qualifications in the education sector for current and aspiring leaders. This new NPQ for SENCOs will be the mandatory qualification for anyone who wishes to qualify and work as a SENCO in state schools, from 1 September 2024.

Having trained over thousands of SENCOs, being able to offer the new NPQ is an exciting next step in our mission to provide education professionals with high quality training that allows them to support the needs of students in their school or setting.

We have chosen to partner with Teach First as our values of making education accessible for all and developing high quality teachers align. Teach First have an established track record in leadership development, and have been an accredited NPQ provider for several years with excellent feedback from participants.

We are involved in the curriculum design process and our team of course facilitators support the programme delivery.

Our NPQ SENCO course offers a blended learning approach, comprising flexible online learning, engaging seminars and thought-provoking in-person conferences, all led by experienced facilitators who have worked within the sector and our team of Educational Psychologists. You can look forward to learning at your own pace and from anywhere, while collaborating and sharing best practice with a network of SENCOs and SEND experts.

We are now accepting applications. The deadline for the first cohort is 17 September 2024, with the course starting in October 2024. We advise applicants to apply as soon as possible in order to guarantee a space.

To find out more about our new NPQ SENCO, visit the course page here.

Emotional intelligence is more than naming feelings, it is a person’s overall ability to deal with their emotions….

There are five main aspects of emotional intelligence which, when developed, lead to children becoming emotionally literate. These are:

• Knowing emotions – A child recognises a feeling as it happens.
• Managing emotions – A child has ways of reassuring themselves when they feel anxious or upset.
• Self-Motivation – A child is in charge of their emotions, rather than controlled by them.
• Empathy – A child is aware of what another person is feeling.
• Handling relationships – A child is able to build relationships with others.

Encouraging young people to understand the difference between “sad”, “disappointed” and “upset” acts as springboard to develop appropriate strategies. Every emotion word learnt is a new tool for future emotional intelligence.

This resource helps children to identify and articulate their emotions and start to discuss and understand how they are feeling.

For more information about our courses on emotional regulation take a look at our Social and Emotional Mental Health course or our short CPD from our sister company, Dyslexia Action, on the Emotionally Connected Classroom.

This year we had a record-breaking number of delegates graduate with a postgraduate award. We were excited to have the opportunity to celebrate with some of them at their Middlesex Graduation ceremony!

Delegates achieving a Postgraduate Certificate, Postgraduate Diploma, or Master of Education were invited to don their cap and gown at the recent Middlesex University graduation ceremony and we were delighted that so many were able to attend in-person. 

The graduation event is more than just a ceremony for our graduates, it’s a chance to celebrate their hard work and connect with their peers. Just before the ceremony, we raised a glass to our graduates’ success at a drinks reception, which was a fantastic opportunity for graduates, their families, and our team to mingle, share stories, and celebrate all that has been achieved.

We also took the opportunity to set up a filming booth to capture our delegates’ experience of studying with Real Training and find out about the positive impact their training has enabled them to have in their setting. It has been such an honour to be part of each of our delegate’s learning journeys, and we can’t wait to see where their new qualifications take them.

So, a massive congratulations to all of this year’s graduates and to those delegates currently studying with us, we hope to be able to celebrate with you in the future!

Feeling inspired? Why not take a look at our courses to see how you could further your career.