An Interview with Darleen Grimsby

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.

Andrew Chadwick, NASENCO, Senior Mental Health Lead Advanced Award

Andrew is currently the Safeguarding, Ambition and Inclusion Lead for Focus-Education. Prior to this, he was Head of School and SENCo in a primary school in Yorkshire.
  
Andrew is incredibly passionate about delivering high-quality education, and equality, to all children. He has taken the time to review what he gained from our Senior Mental Health Leadership Advanced Award below, as well as providing some general tips for anyone new to the role.

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

I found Real Training through the NASENCO qualification. The thing which sold it for me was that I wanted to do an online course that I could take at my own pace, the time that I wanted to use, and when I wanted to do it. Real Training provided high-quality support and an active peer group which was really beneficial. When schools were given the funding for Senior Mental Health Leadership, I knew that Real Training would give great support, high-quality training and real-school life examples. It was the Senior Mental Health Leadership Advanced Award training through Real Training, in the list of DfE providers which was a particular draw as I wanted to get the biggest impact for our children as possible.
 

What was your experience of learning with Real Training?

Both courses were excellent. You definitely get out what you put in. Tutor feedback is really helpful. It was also good to have them gently nudging every now and again and checking in. Contact with tutors is always swift. Campus Online makes things really clear. You know what you need to complete and where you are at any time.
 

How have the courses helped you to make an impact at school?

The real benefit in both cases is that the course fits in with what we need to do in school. After studying the Senior Mental Health Advanced Award, I developed a training package for staff around trauma, and was able to give this to staff to support individual pupils. I was able to think more widely around mental health and how to support parents and staff as well as children.
 

How have the courses helped you to develop as an educational professional?

I have a better skill in regards to reflection. I have also developed my skills in building, analysing and then evaluating projects.
 

What are the top three things you rolled out within your setting, since completing the courses?

• A wider range of training for staff
• Support for parents
• A wider range of resources for school – children and staff.
   

Related articles:

Read our blog: Getting to Grips with The Senior Mental Health Lead Role
 

Watch highlights from Andrew’s sixteen month follow-up with Joanna Wood, course leader:
Improving Mental Health in a Yorkshire Primary School: A Whole-School Case Study
 

Jemini Patel – NASENCO

Prior to completing the course, Jemini worked as a teacher at the Whitefriars School in Harrow. She decided to study our NASENCO course as she felt she needed to develop her knowledge to support the children in her class with SEN and was thinking about applying for the SENCO role. She believed the children needed more support and wanted to be able to improve this.

Jemini is now working a SENCO and Assistant Head Teacher at an all-through school for children aged 4 – 19 years old.

Jemini Patel recently won the Teacher of the Year Award at nasen’s sixth annual awards ceremony!

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

The course was recommended by a colleague, as she completed her NASENCO course with Real Training and informed me about the flexible route into becoming a SENCO. I liked the modules where you could trial and implement strategies and projects in your school. I particularly enjoyed the Comparing Settings module, as it allowed me to compare provisions and learn about what other schools did.
 

What was your experience of learning with Real Training? 

It really went above my expectations as I thought distance learning would mean researching everything independently. This was not the case, the up-to-date research being all in place really helped develop subject knowledge and the support given by my tutor was amazing. She really provided me with in-depth support and guidance. Support was consistently given so I never felt alone. Questions were answered immediately, and guidance was step-by-step so that I could fully understand.
 

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

I have developed a strong subject knowledge, as well as effective practices that I can take into my role. It has helped me to create effective action plans to guide provision for SEN pupils.
 

Lastly, what are the top three things you are looking to do within your setting, since completing the course?

1. Developing staff subject knowledge on SEN
2. Developing speech and language provision in the school
3. Using PECs as a way for children to communicate
 

Ceri Matty – NASENCO

Ceri Matty has always had an interest in SEND, since she started her teaching career 18 years ago. It became more profound when her son was born in 2008 and as he started his school journey, his SEND needs became clear. He has had an EHCP since Year 2 (now in Year 9) and a diagnosis of ASD.

His journey, as well as Ceri’s own teaching, led her progressively into more depth in the study of SEND. This enabled her to better meet her students’ needs in class as well as ensure her son gets the very best support from his school.

Ceri studied the National Award for SEN Coordination with us.

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

As a full-time middle leader (not the named SENCO) and a parent of two, Real Training was the obvious choice for me. The delivery solely online meant that I could work flexibly around my work/life, whilst still achieving the same accreditation as a course that had face-to-face delivery. It came highly recommended on SEND teaching support groups I follow. The use of the online network, whereby you can share your thoughts, ask questions and offer support was fantastic and I actively encourage anyone using Real Training to utilise it.
 

What was your experience of learning with Real Training?

When I initially started, the course felt overwhelming. However, after reading advice from other delegates I quickly found that the organisation of the course and units were incredibly well structured. This was because the structure allowed me to work at my own pace and equally provided lots of links to online resources, articles and relevant legislation etc.

My tutor was fantastic, available for email or telephone support when required, and checked in when I had not logged in for a couple of weeks to see if I needed support. The course, once you get through the initial introduction unit, is incredibly easy to navigate. Tasks are progressive and provide a great mix of theory and practical opportunity. Strand 2 and 3, take time as you have to plan, implement and review projects within your setting, so I actively encourage delegates to look at these relatively early to plan into your year of study. As I work full time, I found it easiest to keep the actual assignment write-ups to the school holidays and use my face-to-face time to enhance my practical skills within the workplace.
 

How has the course helped make an impact at school?

Without hesitation, the support from the leadership team has been essential in the impact and outcomes. However, the knowledge that you develop enables you to motivate and enrich the learning of all staff within the school setting, which in turn enables them to support pupils with SEND. This ensures quality first teaching is at the forefront. SEND provision has and will continue to change based on the needs of those students in your setting – the course has made me realise that SEND is on an ongoing journey and I feel equipped with the tools and knowledge to ensure that the impact is not short term, rather sustained.
 

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?

It has helped me develop a much higher depth of knowledge and understanding of SEND and will allow me to continue to develop within the school setting and beyond, ensuring that we continue to meet the needs of all our SEND students.
 

Anne is currently the Assistant Headteacher and SENCO at a mainstream 11-18 secondary school in Westbury, Wiltshire. When asked if she has any special interests in SEND, Anne explained “Dyslexia has become my most recent interest as I am interested in understanding more about phonological awareness and verbal memory.”

Anne completed the National Award for SEN Coordination with us at Real Training. 

What made you choose Real Training over other options? 

A colleague of mine had previously undertaken the NASENCO qualification through Real Training and recommended it. It also appealed to me as it was online learning and the assignment completion dates were not pre-set, offering me a huge amount of flexibility.

What was your experience of learning with Real Training? 

My experience with Real Training has been extremely positive, and I have strangely really enjoyed the course and all the reading involved. It has been a long time since I have written an assignment, but I found the whole process easier than I had imagined due to the excellent structure and support from my amazing tutor, Clare. When you first start the course, it appears daunting, but the ‘tick box’ approach to completing the different elements is very satisfying, and the tracking tool that shows you how far through the course you are is also very motivational.

Consequently, I have now signed up for the Certificate of Competence in Educational Testing (CCET) course. Even though the course is all online and I have not met my tutor, I feel that the level of interaction has resulted in a relationship being established. Her feedback was not only extremely helpful but was also provided promptly, enabling me to make the necessary alterations while my research was still fresh in my memory.

How has the course helped make an impact at school?

The course has resulted in a complete reworking of our SEND provision. This started with a visit to my placement school, where I discovered how they developed their TAs and the types of intervention they offered. I was also able to improve publications on our website, including the SEND Information Report, so that they met the requirements of the Code of Practice. Reflecting on my leadership approach has allowed me to develop a style that has empowered the Teaching Assistants and given them a greater sense of responsibility. Basically, everything that is now in place is down to this course.
 

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 added substantially to the amount of educational research I have undertaken and has offered views and opinions that I would not previously have considered. The new knowledge has been applied to my setting to improve the quality of our SEND provision. It is also a reminder of the importance of keeping my SEN knowledge up to date through academic research.
 

Samantha Blackwood – NASENCO

Samantha Blackwood works at a primary school in South Shields as the SENCO. Her special interest area of SEND is Autism. This is due to a noticeable increase in the number of students being diagnosed. Samantha is also interested in Dyslexia and Social, Emotional and Mental Health.

Samantha completed the National Award for SEN Coordination with us earlier this year.
 

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

I chose this course because I was really keen on being able to do work in my own time. I needed something flexible that could fit in with my busy work and home life. Real Training really appealed to me as it offered exactly this. I had also seen lots of recommendations on Facebook SEND groups, explaining how easy it was to follow and that support was great.

What was your experience of learning with Real Training?

The course fully met my expectations. I felt supported throughout and really loved the flexibility element. I found the way the course was structured very good. The layout of the module page was also easy to follow and use. I was supported throughout by the tutor and found the messaging tool very useful. The support from other students was great and I really liked the tasks where we were encouraged to comment on each other’s discussions. I really loved the bar at the top of the page, a great visual tool to allow me to ‘see’ how I was progressing. 

How has the course helped make an impact at school?

The course has helped me to better understand SEND and the role of the SENCO. The modules have allowed me to identify the strengths of SEND in my setting and the areas of development.

Creating an action plan was the best activity for me as it allowed me to prioritise areas to work on over the next year in the most effective way. I have already delivered some training to all staff on the Graduated Approach and I feel like I have a much better understanding of this after working through the modules. Prior to the course, I don’t think I would have felt so confident! I have really learned a lot through the reading and research tasks that were set.

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?

It has helped me enormously. The leadership module strengthened my leadership skills. I feel the course has also led me to be successful in gaining the Deputy Head Role – which I will be starting this September.
 

Jessica Milnthorp – NASENCO

Jessica Milnthorp has recently completed the National Award for SEN Coordination (NASENCO) with us at Real Training. Working in a mainstream primary school as the current SENCo/Inclusion Lead, Jessica says her special interest areas are Autism and SEMH.

We wanted to hear more from Jessica about her time studying with us. Here’s what she had to say;
 

What made you choose Real Training over other options?

Real Training’s course offered lots of flexibility to study around other commitments such as work and family. The resources and recommendations available are invaluable and the tutors are always available to offer help and support. The forums gave me the opportunities to share and network with other SENDCOs who understood the role and could offer further support and guidance.

What was your experience of learning with Real Training?

I heard about Real Training through a recommendation from a colleague and the course lived up to my expectations. I really enjoyed completing the course and found Campus Online to be well organised and easy to follow. Being able to set my own deadlines enabled me to use my time effectively to complete the modules and progress at my own pace. Tutors offered help and support throughout the modules and I found the constructive feedback, given after the submission of learning logs and assignments really helpful.

I particularly liked the modules that required me to look closely at my own setting’s policies and procedures for SEND, exploring how to adapt and improve these to make them more effective.

How has the course helped make an impact at school?

The course has given me the confidence to implement change within my school and offer CPD opportunities for staff to better support children with SEND in and out of the classroom. This has made SEND a priority within my setting.

The biggest impact at school has been the implementation of a more child-centred approach, ensuring strong links and good communication between teachers, parents and the children. This has had a positive impact on children’s learning through the improvement of personalised provision and teacher support. I feel like we’ve broken down many of the barriers to learning and planning using the best resources available, allowing our children to thrive and succeed.

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 strengthened my knowledge of SEND and given me the confidence to support others within my setting. It has allowed me to increase the status and importance of SEND and enabled me to support teachers, providing them with a better understanding of the graduated approach. I will continue to improve the provision of SEND and allow the child and parents’ voices to be heard. I hope to give all learners the opportunities in life to achieve and aspire to be the best they can be; every child, every chance, every day.