Delegate Feedback

Filter by tag...

An Interview with David Griffiths

“Overall, it went above and beyond my expectations. I chose the intensive route to complete CPT3A. The face to face content was excellent and really useful. The tutors were supportive, knowledgable and friendly. Everything was explained clearly and I received excellent feedback.” David Griffiths, SENCO of a secondary school in the Midlands.

An Interview with Yassar Hussain

“The course allowed me to challenge myself, my colleagues and all stakeholders. My reading project had a huge impact on making all parties aware of the importance of reading and we raised attainment levels across the prep school.” Yassar Hussain, a Lower Key Stage Two Coordinator at a Prep School in Jeddah – Saudia Arabia.

An Interview with Almas Iqbal

“My project was to establish a middle tier of leadership. The course was able to help me by giving me the confidence in bringing my ideas to life in a practical setting. I was able to develop a system which worked well for the school and benefitted the children.” Almas Iqbal, Head Teacher at a Primary School in Croydon.

An Interview with Sophia Beigon

“Thanks to the courses I have gained a greater understanding of my students – seeing them not as a reflection of one single aspect of their learning or behaviour, but rather understanding them holistically. Working to the strengths of my students, working ‘outside the box’ when it comes to helping them access their learning is something that I feel proud about.” Sophia Beigon.

An Interview with Christine Dehnel

“I found Real Training really supportive throughout the course. I had reminders and check-ins if I hadn’t logged in for a few weeks. I found the modules informative and easy to access and my tutor really available to offer help and guidance throughout the course. As a professional qualification gaining my NPQSL was a really rewarding process.” Christine Dehnel, Progress Lead in an alternative secondary education provision for students with SEMH needs in Milton Keynes.

An Interview with Bronwen Brauteseth

“The course has given me the confidence to successfully implement interventions for students with SEND that are research-based and in doing so, I am able to support school-wide improvement targets. Leading the Teaching Assistants is a new role for me that was offered to me after completing the iSENCO course.” Bronwen Brauteseth, an Inclusion Support Teacher working in Dubai.

An Interview with Priya Shah

“This experience has made me see that I can step out of my comfort zone in terms of professionally developing my own career. As all my tutors have been educational psychologists, I feel like I am ready to take the next step and pursue a doctorate in educational psychology. I completed my BSc (Hons) Psychology in the UK in 1993 and wanted to become an educational psychologist after that. In those days one also had to have Qualified Teacher Status (QTS) and a minimum of 2 years of teaching before applying for a Masters in Educational Psychology. I became a teacher and loved it so much that I stuck to it for 22 years. Now things have changed. One does not need to be a qualified teacher to pursue a career as an educational psychologist in the UK but one does need some experience with working with children or young people and then one pursues a 3-year Doctorate in Educational Psychology.” Priya Shah.

An Interview with Emma Gray

“Completing the NASENCO course has enabled me to feel confident about the provision that I am organising in my setting. I have acquired the knowledge and skills necessary to liaise between class teachers, parents and external specialists in order to better support pupils with SEND. The course involved Applied Practice tasks which gave me the opportunities to apply new learning to my setting and served as a platform on which to engage in professional dialogue around SEND.” Emma Gray, a Learning Support Teacher in an international private school in Singapore.

An Interview with Elizabeth Chadwick

“The courses have improved teaching standards and resulted in updated best practice. They have provided me with the ability to have discussions on best practice during discussions with colleagues in the maths department. I also now feel more confident giving advice to my colleagues on teaching methods that work well for students with Dyscalculia.” Elizabeth Chadwick, Head of the Educational Achievement Development/SENCO at the British school in Bogota, Colombia.

Page 6 of 10