Feedback from our delegates is very important to us. This is why we ask every delegate to fill out a feedback form upon completion of their course. This provides us with extremely valuable data on what we’re doing right, and where we can improve. We’ve been carefully analysing the data from 2023, and below are highlights from the results.
- 93% of delegates rated our course as good or very good.
- 94% of delegates rated the extent to which their course met their developmental priorities as good or very good.
- 94% of delegates rated the course tutors as good or very good.
Comments from our delegates!
“Great interaction with other settings across the country and sharing practise and troubleshooting. Interactive sessions with a knowledgeable and realistic tutor. Good access to tutor around the online sessions. I feel like I have been able to produce a plan that is really purposeful.“
- Sabine Croxall, Senior Mental Health Lead Certificate Delegate, 2023
The support is fantastic, the courses are organised and informative and the outcomes are extremely beneficial.”
- Cherie Haywood, CCET Intensive Delegate, 2023
“If you want to study for a course which allows you to work at your own pace and receive feedback in a timely manner then Real Training is for you. All resources needed were provided as the library of resources through EBSCO was excellent.“
- Sara Grice, NASENCO Delegate, 2023
“I have recommended Real Training to a number of colleagues because the courses are so clearly laid out, they are motivating and the variety of learning opportunities make the course interesting.”
- Andrea Palmer, CCET Online Delegate, 2023
The idea of a Senior Mental Health Lead for schools and colleges was first put forward in the DfE’s 2017 green paper on supporting children and young people’s mental health.
Now it’s the Government’s ambition that every school will have a Senior Mental Health Lead (SMHL) in place by 2025. To support this, a training grant of £1,200 is available for courses that start before 31 March 2025 for eligible state-funded schools and colleges in England.
What does the Senior Mental Health Lead role involve?
With more children presenting with mental health issues, having a senior mental health lead to spearhead mental health coordination as well as early intervention is essential. This role is designed to equip the whole school community with a strategic action plan, embed an open and positive culture around mental health as well as driving the processes, policy, and training that help classroom-based staff to act with greater confidence.
While anyone can become an SMHL, they must be able to influence, inspire, and drive system-wide impact, liaising with parents, school staff, wider mental health support teams, governors, family liaison officers and pupils themselves. The most successful SMHLs we meet always have an aptitude for change management, the ability to win people over, and the resilience to manage bumps in the road.
“The focus of the lead should be strategic, putting whole school/college approaches in place, ensuring a coordinated approach.” – DfE
A critical time for mental health in schools
According to data from the Office of National Statistics, teachers are now the primary people children turn to for help with their mental health. Despite this, recent surveys from Teacher Tapp and the Early Intervention Foundation indicated 40% classroom teachers don’t feel confident helping children with mental health needs, while 97% want further training.
A worrying cocktail of factors is increasing the pressure put on teachers; emotional-based school refusal has been more prevalent since the pandemic, there has been a considerable uplift in children being referred to CAMHs and access to educational psychologists and mental health professionals has not scaled sufficiently to keep up with demand.
The cost of living crisis has also exacerbated a mental health poverty trap. A recent Action for Children survey highlighted that 47% of children from low-income backgrounds now worry about their families not having enough money to live on.
8 principles of a whole-school action plan for mental health and wellbeing
Public Health England has set out eight core principles that form the basis of a whole-school approach to mental health and wellbeing, which we’ll look at in more detail below.
The SMHL should take responsibility for all of these areas, however we suggest when it comes to creating a specific plan for change, this should be focused on just a couple of areas, typically over the course of a school year. A Senior Mental Health Lead training course can help you think strategically about the role and structure your plan.
1. Leadership and Management
The SMHL should review and update school policies, evaluate interventions, and make sure wellbeing champions have clearly defined roles within the setting, including succession planning and role redistribution as required.
2. Student Voice
Knowing that their voice is heard and valued can help pupils feel part of the school and wider community and give them a sense of belonging and control over their lives. Peer support has been demonstrated to be an effective tool to boost wellbeing.
3. Staff Development, Health and Wellbeing
Without building resilience in your own team it’s challenging for them to instill it in others. All staff must have the time and the tools to check in on their own wellbeing.
4. Identifying Need and Monitoring Impact
Working with the SENCO and DSL (if indeed these are separate roles) the SHML ensures vulnerable groups are identified and supported using the most appropriate interventions. They will adapt tools where required and evaluate progress.
5. Working with Parents, Families and Carers
Parents and carers should not just be “kept in the loop” when it comes to mental health and wellbeing but recognised as a critical and active part of it. The SMHL will drive a strategy to raise awareness and reflection about wellbeing as well as support and signpost parents of children with more acute needs.
6. Ethos and Environment
Strong relationships and a culture of belonging at school or college can act as a mental health buffer. The SHML should join the dots, communicating a positive values-based approach and using local services/resources to enhance their school’s messaging and develop social, emotional, and mental health partnerships in the wider community.
7. Curriculum, Teaching and Learning
The SHML lead should work with colleagues to develop a cross-curricular approach to promote mental health and wellbeing.
8. Providing Targeted Support and Appropriate Referrals
This involves examining the efficacy of early interventions, perhaps using comparison groups to assess what is working, as well as looking at whether the right interventions are being applied for the right pupils, and where time and money are best invested.
The diagram below shows the eight principles and how they fit into the wider school and wider community ecosystem, considered as several bands with pupils at the centre. Depending upon which of the eight aspects an SMHL chooses to prioritise each year, the level of stakeholder engagement and also the time required to make a significant impact will vary.
Which education professionals most often take on the Senior Mental Health Lead role?
For all the reasons outlined above, the SMHL should ideally be someone on your senior leadership team who has the authority to drive change.
Our own analysis of Real Training data shows that over a third of delegates undertaking our senior mental health lead training are head teachers or assistant heads, while 17% are SENCOs or assistant SENCOs.
9 example tactics the Senior Mental Health Lead could consider
Tactical interventions are only relevant when considered in the context of a particular action plan and setting, but for the purpose of illustration, below are some examples of what the SMHL might be doing:
- Evaluating strategies such as Zones of Regulation and embedding them across the curriculum and into the school day
- Creating a mental health referral toolkit
- Establishing a regular drop-in session aimed at supporting parents/carers of children with Special Educational Needs
- Assessing the suitability of new technology to monitor or facilitate wellbeing (but not necessarily managing rollout)
- Strengthening the student wellbeing council
- Revising PSHE policies and documentation to ensure all aspects of mental health are being covered effectively and in line with latest guidance
- Evaluating the success of existing targeted interventions e.g. The Art Room as group therapy
- Creating a strategy for parent education around their own wellbeing and mental health first aid as well as wellbeing activities their children are undertaking in school
- Devising a plan and budget for staff training on focused interventions e.g. bereavement or trauma
Why is a whole-school approach advantageous?
When the school community comes together around mental health they build a culture of belonging and early intervention processes that are scalable and more effective. It’s important to have a common language around how feelings are labelled, as well as shared wellbeing practices that are more likely to become rituals.
Without a whole-school approach, inconsistency, dysfunction and uncertainty can creep in or ideas can simply not take off. Staff may not know about the mental health policy or who the wellbeing team are, interventions may be ad-hoc only taking place once need is severe, practices may vary from class to class, and wellbeing limited to one-off workshops.
How much time do Senior Mental Health Leads typically devote to the role?
The amount of time the role requires depends in part upon the size of your setting, access to resources, and the level of complexity of mental health needs. As an example, in a recent DfE survey, 43% of SMHLs said they dedicated half a day each week to the role, and 10% spent between half and one day a week.
It’s important to bear in mind the importance of regular liaison with colleagues in your provision and the wider community as well as the leadership responsibilities of the role. Completing a training course can also help you identify focus areas and prioritise your time.
How should a Senior Mental Health Lead be using data?
Data-driven decision-making is a key part of the role. This could have a number of functions including:
Snapshot data – from regular wellbeing questionnaires for staff and pupils that can form a longitudinal benchmark
Intervention data – the results of screening tests applied to specific children to determine if mental health problems might be present
Evaluation data – understanding the impact of the various interventions being applied
The Senior Mental Health Lead might also want to cross-reference this with data about SEN status, socio-demographics, attendance, etc. to develop a fuller picture of behaviour within their setting.
How can your setting benefit from Senior Mental Health Lead training?
Training for the role is not mandatory but carries distinct benefits. It can help mental health leads extend their knowledge of the very latest SEMH theory and translate this into a relevant action plan for their setting.
You should be able to walk away from a good SMHL course with a plan or ‘blueprint’ for change that you can action immediately, plus a collection of useful resources to help you.
SMHLs who study with Real Training gain the unique benefit of expert guidance and structured feedback on their plans from practicing Educational Psychologists. Our alumni also typically find they can pass on learning and resources to the teachers in their school – with incredibly positive results.
Find out more about the benefits of a formal SMHL qualification. Take a look at our Senior Mental Health Lead Certificate or Advanced Award.
We are delighted to announce the launch of a new module designed to help SEND leaders drive more successful improvement initiatives.
The 60-credit Auditing and Leading Improvement (ALI) module equips delegates with the knowledge to conduct a data-driven audit of their SEND provision and lead whole-school improvement projects.
Delegates will create and roll out a structured improvement plan for their setting, with support from a highly qualified tutor, helping prepare them for either internally-driven evaluation or external inspections, such as OFSTED.
Our first cohort starts 15 January 2024 and is available to book now. ALI forms part of our postgraduate SEND programme, awarded and quality-assured by Middlesex University.
Upon completion, delegates will have a thorough understanding and experience of using implementation science, brought to life through critical assessment of real-world case studies from practicing SENCOs. They will understand how to triangulate data from their own setting, apply evidence-based SEND research and lead change through strategic management approaches.
Dr Siobhan Mellor, Director of Pedagogy and Learning at Real Training, explains the thinking behind the newly created course; “Bringing about change in school is challenging and all too often it simply doesn’t stick.”
“This course has been designed to help a broad range of strategic SEND professionals get to grips with data from their setting, pinpoint areas of weakness, manage stakeholders and maintain critical momentum behind their improvement initiatives, so good ideas don’t get drowned out over time.”
“We’ve added two pathways to recognise the different needs of SEND leaders; a SEND and Inclusion specialism designed for SENCOs and Inclusion Managers, or other SEN leads, and an Assessment specialism aimed at SENCOs, Exams Officers or those leading Educational Testing or Access Arrangements.”
To find out more, including eligibility requirements, please visit our course page.
The first cohort begins on 15 January 2024.
To ensure your space book now.
We are delighted to partner with nasen to deliver the Universal SEND Services Programme
Online SEND CPD Units
In an ideal world, every learner’s journey through education would be marked by inclusivity, ambition, and unwavering support. Unfortunately, the reality is that many children and young people with Special Educational Needs and Disabilities (SEND) continue to face obstacles in their pursuit of educational attainment and high outcomes.
The Universal SEND Services programme’s ambition is poised to reshape the landscape of education, ensuring that all learners with SEND are given every opportunity to thrive both within education settings and beyond.
A Setting-Wide Approach to Support
One of the core principles of the Universal SEND Services programme is the recognition that SEND is not a niche concern but a collective responsibility. By making SEND a central focus, educational institutions set the stage for a more equitable learning environment.
Embedding SEND in Every Policy
SEND should be seamlessly woven into the fabric of every policy. The Universal SEND Services programme advocates for an approach where the needs and opportunities for children and young people with SEND are intrinsic to every policy, not tacked on as an addendum. This ensures that inclusivity becomes a fundamental part of the educational ethos.
Preparation for Adulthood from the Earliest Stages
The journey towards adulthood begins in the classroom. Recognising this, the programme encourages school and college leaders to consider preparation for adulthood from the earliest stages of curriculum design. By integrating this perspective, learners with SEND are better equipped to navigate life beyond the classroom, fostering a holistic approach to education.
Reflective Professionals
The backbone of any successful education system is its educators. The Universal SEND Services programme emphasises the importance of reflective professionals who continuously evolve to meet the diverse needs of their learners. Teachers are encouraged to embrace adaptability and innovation in their teaching methods, ensuring that each child’s unique potential is unlocked.
Early Identification and Effective Support
Early intervention is key to unlocking the potential of learners with SEND. The programme equips teachers with the tools and knowledge to identify needs at an early stage, allowing them to tailor their teaching methods effectively and provide robust provision and support. This proactive approach ensures that children receive the support they require before obstacles become insurmountable.
Valuing the Expertise of Parents and the Voice of the Learner
True inclusivity involves collaboration and co-production. The Universal SEND Services programme recognises the critical insight of parents and carers and the voice of the learner as invaluable assets in shaping the educational experience.
The Universal SEND Services programme stands as a beacon of hope for children and young people with SEND. It is a call to action for all stakeholders in education, from leaders and educators to parents and learners. By prioritising SEND, embedding inclusivity in policies, and fostering collaboration, we can create a brighter future where every learner’s ambitions are within reach, within the context of education and beyond.
Online SEND CPD Units
A crucial cog in the Universal SEND Services programme is the interactive, e-learning suite. This series of 20, online Continuing Professional Development (CPD) units is designed to support all education professionals, at any level, who work with learners in schools and further education settings to deliver an inclusive experience for every learner.
Funded by the Department for Education, and developed in partnership by Whole School SEND and Real Group, these free-to-access units take 20 minutes (each) to complete and are supported by live online networking sessions, facilitated by regional SEND leaders.
Overarching themes for these units include:
- Safety and belonging
- Language and communication
- Social and emotional mental health (SEMH)
- Sensory profile
- Access to learning
- Preparing for the next stage (including transitions)
Within these units, delegates will be given the tools to improve their understanding of and confidence in supporting additional needs, as well as practical strategies to implement within their context. Each unit contains first-hand accounts from learners with SEND, as well as their families and education professionals that support them in school and further education settings. Additionally, delegates will have the opportunity to collaborate with other education professionals, using the Discussion Forum.
This series is delivered on our Virtual Learning Environment (VLE), Campus Online.
Register to access these free CPD units here.
Unit 1: (Click to zoom in)
Course structure: (Click to zoom in)
Example activity:
Today is Developmental Language Disorder (DLD) Awareness Day!
Did you know that 2 children in a class of 30 have a DLD? This is just one of the many surprising facts about DLD.
Our Speech, language and communication needs (SLCN) module builds understanding of the theories, research and practical skills that can be used to make a positive difference and improve the outcomes for people with DLD and other SLCN. Discover more
Also, please join us in celebrating the collaboration between RCSLT, Afasic, NAPLIC and Speech and Language UK’s who have worked alongside people with DLD and their families to create a new vision for the future. See ‘A vision for Developmental Language Disorder (DLD) for the UK‘ for more information.
Alison Ford – iSENCO
Alison Ford is Head of Inclusive Education & Therapy at The Overseas Family School, a non-selective international K-12 school in Singapore.
Completing our International Award for SEN Coordination course while working in her previous setting, allowed her to progress in her career. Alison is particularly interested in Autism, Social Emotional Wellbeing & Mental Health, and Family Support.
What made you choose the Real Training course(s) over other options?
I heard of the iSENCO course through a colleague who had also completed it. He recommended the program and found it very accessible. I was looking for a flexible online learning course with a view towards completing a master’s degree. I liked that the iSENCO was a self-paced, stand-alone certification that I could also use to build up credits towards the MEd.
What was your experience of learning with Real Training?
I found the online learning platform intuitive and my tutor was very personable and responsive. The support from others in the program was also valuable as we tried to find our way around. My only suggestion at the time was to have some collation of the assessments to help me plan my workload and approach the course from the beginning. Once I had collated and got my head around this myself, I found the tasks much less overwhelming!
How has the course(s) helped make an impact at school?
My final project was an essential part of the service development at my school at the time. I have since moved on to a leadership role at a much larger school, and what I learned from the iSENCO forms the foundation of my role now as I lead the strategic development of our whole school provision for therapy and learning support. The iSENCO was a good learning process for me to plan and think strategically, and it helped to better inform my role now in a much larger setting.
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?
I think the iSENCO helped to develop my confidence and expertise in strategic service development. I gained an understanding of what it means to be a leader, the different approaches to leadership, and how my own personality and life experience may shape my own approach to leading others. Career-wise, the iSENCO is a good certification to show employers that you have training and experience in leading and maintaining organisational change.
Lastly, what are the top 3 things you are looking to do within your setting, since completing the course?
- Guide our whole school initiative for inclusion! A challenging but rewarding role leading an amazing team of Learning Support specialists and Therapists in a busy school of 3000.
- Possible further study towards an Educational Doctorate.
- Support for colleagues also on the course. So far I have referred four others who have completed the course or have just joined!
If you’d like to connect with Alison, you can follow her on LinkedIn. You can find further information about the iSENCO on our webpage.
We are delighted to be exhibiting once again at the Tes SEND Show next month!
Taking place on 13 & 14 October, we will be at Stand 135 alongside our sister companies Dyslexia Action, Educational and Sporting Futures and the Dyslexia Action Shop.
The Tes SEND Show is the UK’s leading SEND show and an annual must-see. In addition to an exhibition, there are free talks, seminars and workshops on all aspects of SEND. We are looking forward to returning and meeting attendees.
Come and chat to us in-person about training courses, apprenticeships and educational resources!
If you’d like to attend, you can register HERE for this free event.
Lucy Wayman – CPT3A
Lucy from Bristol, UK, works as a freelance maths tutor for students not in the school system, she is also a dyscalculia assessor within Constellation Education.
Lucy has a special interest in ADHD, ADD and autism. She has recently completed her Certificate of Competence in Education Testing (CCET), and will soon be completing the Access Arrangements course (AAC), for the Certificate in Psychometric Testing, Assessment and Access Arrangements (CPT3A).
What made you choose the Real Training course over other options?
It was a great blend of live online teaching and self-study. Having three full days of group teaching was really useful at raising the issues, meeting other people in the same situation and covering the main features of the course, with the opportunities to discuss and collaborate with other delegates.
What was your experience of learning with Real Training?
The three days of teaching were incredibly enjoyable, and very full on. You really felt like every minute was accounted for and designed with a purpose. I came away from those days much better informed about psychometric testing, clear about the assignments I had to do, and enthused about getting my independent study done.
How has the course helped make an impact at school?
Combined with my dyscalculia training, I feel confident about carrying out psychometric testing, and more importantly, being able to interpret results in a way which will help my students.
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 will complete the rest of the CPT3A course and look to gaining my APC so that I can both assess for exam access arrangements, and assess and diagnose dyscalculia.
Lastly, what are looking to do within your setting, since completing the course?
Review the efficacy of testing that is currently in place and try to streamline the process, while improving usefulness of the tests done.
If you would like to know more about Lucy Wayman, connect on LinkedIn. For more information on CPT3A, click here.
This week, Middlesex University will be hosting their 2023 Graduations.
From everyone here at Real Training, we would like to congratulate all our delegates on their achievements.
We would love to share in your celebrations! Share photos of your special day with us on social media by tagging us in your posts and using our hashtag #RTGRAD2023
We look forward to seeing your photos and sharing the celebrations with you!