OnLineTraining Ltd

Improving learner outcomes


What we do

What we do icon

make and publish

We make and publish eLearning courses aimed at teachers and teaching assistants. They benefit others too, e.g. specialist advisory and support staff, health professionals and parents.

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Why we do it

Why we do it icon

timely and specialist

To meet the need for timely training when a teaching professional needs specialist knowledge to understand and support learners, particularly those with special educational needs.

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Making a difference

How it helps icon

improve learner outcomes

Builds knowledge and skills, leading to improved learner outcomes, enabling schools to ensure that all children make good progress.

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Latest news

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DfE provide free sensory course places

NatSIP (The National Sensory Impairment Partnership) has secured a grant from the DfE to provide free places on the OLT sensory courses, which are part of the NatSIP training pathway ...

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Important notice for our UK clients

In Summer of 2017, we’ll be moving all our UK courses and free web resources to our international website –

Here, you will have a new interface with enhanced ...

Our courses

Content and licensing

Our courses are available via several licence options, designed to offer flexibility to meet different needs. Some were commissioned to meet specific training needs, including replacing traditionally delivered courses.

The web resources in the Resources tab below are freely available for anyone to use.

The best way to discover whether something is going to be right for your organisation is to try it out, and you can try out our courses on our pilot site .

Click on a tab to find out more.

Pilot site

Our pilot site gives you the opportunity to get hands-on experience of our licensed eLearning courses and learning management system (LMS).

If you think that our courses might be right for your organisation, please get in contact with us, and ask us about piloting.


Feedback from our participants

I discussed goals with the students and their parents, ensured children had 2 times during each day where they worked on their goals one-on-one or in a small group. After celebrating the meeting of the goal, the student was motivated to reach his next goal.

I am more aware of what to look for and how to respond to students with MCD. My target student's level of fluency in writing has been noticed in other areas of work such as reading and staying on task in class activities.

Teacher, New South Wales, AUS | May 2015

I am finding the course very interesting as it gives you a real insight of how an autistic child is feeling in every day situations. It is helping me support student in a more confident way and to have more empathy for him when he is having a bad day, and can't communicate to us.

Nursery Nurse, Luton, UK | Apr 2015

I have become more aware of the ineffectiveness of too much "teacher talk" and of the importance of very directed questioning and enabling plenty of opportunities for the pupil to develop and consolidate his learning.

Teaching Assistant, Kent, UK | Mar 2015

Since completing this course I feel I can confidently identify and establish attainable goals to support individual students learning needs. I can monitor and assess students progress and set new goals when necessary.

Teacher, New South Wales, AUS | May 2015

The course has made me more aware of the needs of a pupil with a hearing impairment and the barriers that they face in every day life. Full inclusion is the key to a pupil's progress and happiness at a mainstream setting.

Teaching Assistant, Brighton, UK | May 2015

This course made me more aware of the individual challenges students face day to day. It has also shown me, that there are many useful tools that can be used to help VI students. I'm now in a better position to assist and learn new strategies. I would recommend this course to others.

Learning Support Assistant, Slough, UK | Nov 2014

I think this course is a good reminder of all the factors that need to be considered when making sure that the learner has access to the curriculum. A key factor is ensuring that the environment that the learner is supposed to learn in is conducive to learning.

Qualified Teacher of Multi Sensory Impairment, Berkshire, UK | Dec 2014

I use more visual cues to assist EAL children and allow a lot more 1:1 practice time before expecting children to comfortably speak in front of the class. I have been continuing to use many of the ideas I have gained from the course, and the cohort discussions, with my current class.

Teacher, Tasmania Catholic, AUS | May 2015

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