Testimonials

“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
Hearing Impairment

“I have enjoyed and found it very useful hearing other peoples’ goals and interventions and sharing ideas and hope to continue with learning more about others’ strategies.

Learning Support Assistant (LSA)
Understanding and Supporting Behaviour

“What became clear was the need to avoid rushing into larger targets. In my practice now I select much more manageable targets for these children, thus enabling them to approach their learning with realistic and reachable goals.

Teacher
Dyslexia

“The main outcome of taking part in the course has for me been to question how effective I am as a Teaching Assistant both in delivering my own lessons and in those lessons in which I support the class teacher. I have learnt how to approach my teaching in a variety of ways, and how by using different strategies with the children I work with I can improve their learning in a positive way.

Teaching Assistant
Learning Strategies

“My classroom practice, and that of my TA has become more effective. I have found the professional support and advice from the team, the forums and the group discussions with colleagues, useful and informative and will definitely be revisiting the course materials to support my practice.

Teacher
Speech, Language and Communication Needs

“This training has made me consider how the children with MSI percieve the word around them. I am trying to eliminate unnecessary noise and visual distractions, repeating things when important and starting sentences with the child's name. I am thinking more about the needs of the child first.

Teacher
Multi-Sensory Impairment

“Positive reinforcement of using a ‘soft voice’ especially when meeting or greeting peers has resulted in the student being able to communicate and socialise much better with his peers. Also working towards the smart targets has enabled myself and the class teaching team to focus on the behaviour that we wish to develop and to consider whether the strategies we used were working.

Special School Teacher
Autism Spectrum Disorder

“I will now think twice before telling children to 'hurry up - you're always last!'. At milk drinking time and changing for PE I have stopped to analyse what the cause is before saying anything this term.

Teacher
Motor Coordination Difficulties

“I strongly believe in the value of attachment theory and think it has significant application for us as educators. It has the capacity to help teachers better understand their students, be more attuned to their needs, respond to them more appropriately, be more empathic, interpret their behaviour with more accuracy and plan and develop better supports for them. If teachers can better understand their students and meet their needs, they will be supporting the student in their social, emotional, behavioural and cognitive growth and facilitating greater access to the curriculum. Forming positive, supportive relationships can assist students to develop the capacity for establishing secure attachments and have significant lasting impacts in their lives.

Teacher
Attachment and Trauma

“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 in a mainstream setting.

Teaching Assistant
Hearing Impairment

“This training has had a huge impact on how I communicate and teach learners with SLCN. I can identify individual learners needs and adapt lessons so that they can understand the tasks given to complete, feel confident in their own abilities and not be afraid to ask for help when needed.

Teaching Assistant
Speech, Language and Communication Needs

“Providing structured choices throughout the school day is a strategy I have adopted with children who have a need to exert control. These are often children who have experienced a lack of control and autonomy in their early years. Providing them with regular opportunities to make choices and control their immediate environment can assist in avoiding power battles and oppositional behaviour. The choices do not need to be big or significant to have an impact on the child’s experience of the classroom.

Teacher
Attachment and Trauma