Frequently Asked Questions

Here are the answers to questions we think you might ask. There are bound to be more. If you cannot find your answer please contact us and we will get back to you and add it to this list.

Certificate of Competence in Educational Testing (CCET)

• Who is this course designed for?
  
  
  This course is of use to anyone who works with children or adults and wants to use tests to monitor their progress or identify barriers to learning. Our discussions with schools suggest that the course will be of interest to SENCOs, Specialist teachers, experienced teaching and learning assistants and teachers wanting to train as educational psychologists. It will also be of interest to tutors working in higher and further education.
  
  
• What qualifications or experience do I need before I join this course?
  
  
  You do not need any particular qualifications before joining this course. Most, if not all people who do this course will be currently working with children or adults within an educational setting or as private professionals. Therefore it is expected that you will be able to communicate and relate effectively with relevant client groups. This course does involve some mathematics. You will learn how to use a calculator to calculate averages and complete some statistical analysis. Therefore some experience of working with numbers will be very useful. Finally you will be asked to write some reports. We will provide some example reports but your reports will need to be in your own words. Therefore you will be expected to be able to use a word processor to produce well presented short pieces of writing.
  
  
• What will I need to do this course?
  
  
  You will need access to suitable clients (children or adults) and relevant permission to administer tests with them. This will include the permission of the head of the institution and parents where relevant. We can provide you with advice about how to gain parental permission, however it will be your responsibility to do so and to retain it in writing.
  
  You will also need access to appropriate test materials in order to familiarise yourself with a number of different tests. You can purchase these assessments from a number of test publishers including NFER-Nelson www.nfer-nelson.co.uk or Harcourt www.harcourt-uk.com. Once you join the course you will learn how to make good judgments about which tests suit your purpose and therefore which ones to buy. We recommend that before deciding to join the course that you browse the above websites to gain an idea of what is available and the cost of assessments.
  
  If you are doing the course online you will also need access to the internet. Broadband is not a requirement but it will enable you to load pages much more quickly.
  
  
• How long will it take me to complete this course?
  
  
  That depends on how you choose to do it. If you opt for the online version we expect most people to complete the whole course in about an academic year assuming they can devote the equivalent of about 3 hours a week to it. The intensive route is shorter because it starts with a face-to-face delivery of the course and is then followed by test administration and report writing in the work place. Most people take about 3 months via this route.
  
  
• What is the difference between the online course and the intensive course?
  
  
  The basic differences between them are the style of teaching/learning and the time they take. The online course is as you would expect done via the internet. It uses our sophisticated virtual learning environment called Campus Online to teach you all the required competences. It provides you with a mechanism to access resources, communicate with tutors and peers and to assess your understanding as you go along. The online version requires you to provide a DVD record of your test administration and a portfolio of written assessment reports.
  
  The intensive version of the course teaches most of the curriculum in a few days face-to-face delivery. This is supplemented by some pre-course assignments. The intensive course also requires you to provide a DVD record of your test administration and a portfolio of written assessment reports.
  
  
• Why is the intensive version of the course more expensive?
  
  
  Essentially because it costs us considerably more to run the intensive course. Our trainer to participant ratios are such that most intensive courses need at least two trainers for the face-to-face delivery and there is a considerable amount of preparation and follow up that also has to be done. Residential costs also have to be met and although those attending locally can opt to travel daily from home we do not recommend it as the course is as the name suggests very intensive and includes work on at least two evenings.
  
  
• How am I assessed?
  
  
  Whether you do the course online or via the intensive route your competence is assessed throughout. For each unit taught there is a key competence task which has to be completed to a satisfactory standard. Units 1 to 3 are also assessed by way of a test paper and units 4 to 7 are assessed via a portfolio of assessment reports that are compiled after the course has been completed (online or intensive). All course participants also have to demonstrate competent test administration by creating a recording on a DVD. Those doing the online course have to attend a web-based competence assessment to demonstrate their competence; this is embedded in the Intensive programme for those that opt to do the intensive programme.
  
  
• I hold an SpLD qualification that gives me Approved Teacher Status (ATS). Will the CCET allow me to apply for an SpLD Practising Certificate?
  
  
  As some of you will know CCET when combined with a SpLD Approved Teacher Status (ATS) is currently a recognised route to the award of a SpLD Practising Certificate.
  
  However it has become apparent that this route is for some people not providing them with sufficient experience of assessing for dyslexia. The SASC website http://www.sasc.org.uk/%28S%2801ungt45saqaed3zafy4k3il%29%29/NewsItem.aspx?id=27 has further details.
  
  We understand that this advice has been updated with a new bulletin which has not yet been published but indicates that those currently engaged on the CCET who already hold an ATS qualification will have their applications for SpLD Practising Certificates honoured for a transitional period that will end on 31 March 2011. After that all applicants via route 3 will be required to undertake an additional module. The specification of this module is not yet finalised but Real Training will be submitting a course to SASC for approval at the earliest opportunity. We are looking into launching the module as soon as possible.
  
  Please note that the additional module is NOT a requirement of CCET. It will only become mandatory after 31.3.11 for those that wish to gain a SpLD Practising Certificate via Route 3 and already hold SpLD ATS.
  
  The new SASC bulletin will we believe appear on the SASC site at www.sasc.org.uk soon.
  
  For further information about BDA Approved Teacher Status see the British Dyslexia Association website (visit BDA website).
  
  For further information about routes to the SpLD Practising Certificate see the PATOSS website (visit PATOSS website) and the Dyslexia Action website (visit Dyslexia Action website).
  
  
• I have a lot of experience assessing children and writing reports and I have completed other courses. Can you just sign my form so that I can apply to the BPS for the certificate? Or can my local Educational Psychologist sign the BPS form?
  
  
  The answer to both questions is no. The 71 competences laid down by the BPS are complex and challenging; but more importantly you have to demonstrate that you actually have them - it is a competence based course after all! We suggest you read the 71 BPS Level A competences by using the link to the BPS website.
  
  In exceptional circumstances we may agree to visit you on an "assessment only" basis but you and we would have to be very sure that you do already have the required competences. Please contact us if you think this might apply to you. Please note though that this is not a cheaper route to the qualification and we actively discourage most people from considering this way.
  
  
• Can I access supervision for my professional practice when I have completed the course?
  
  
  Yes. We now provide an online supervision service at a reasonable cost that allows you to access professional support and advice in the same way you will have done during the online course or during the construction of your portfolio (whether you did the CCET course online or via the intensive route). Please contact us for more information or book Real Supervision online.
  
  
• Once I have successfully complete this training will I be able to buy and use “closed” tests like the Wechsler Intelligence Scale for Children III (UK) or the British Ability Scales?
  
  
  The test publishers currently only sell these tests to qualified psychologists. NFER-Nelson, who publish the British Ability Scales, have said they will review this policy when the Certificate of Competence in Educational Testing (Level B) becomes available. The British Psychological Society committee – the Steering Committee on Test Standards is planning the Level B for educational testing. Level B already exists in the Occupational field. There is no indication of when the Level B for education will be launched. If you are interested in knowing it may be useful to call the BPS at the Psychological Testing Centre (0116 252 9530). The Wechsler Intelligence Scale for Children IV is a closed test and this test can only be administered by suitably qualified psychologists. Harcourt publishers decide who is and who is not suitably qualified.
  
  
• Does the CCET allow me to use any tests that are not available to those that do not hold the qualification?
  
  
  The situation regarding access to tests is changing all the time. The major publishers now assign codes to each group of purchasers. Holders of the CCET will in most cases be awarded a higher code than those without the qualification so you will be able to access some new tests. We suggest you contact the test publishers directly to find out more; for example NFER-Nelson www.nfer-nelson.co.uk or Harcourt www.harcourt-uk.com.
  
  
• Will having this qualification allow me to write reports for special exam considerations?
  
  
  The CCET covers the core competencies required to do this however you need to top up the qualification with the Access Arrangements Course to gain the CPT3A. The CPT3A is recognised by the JCQ.
  
  
• I have a disability and need some adaptation of the materials. Can you help?
  
  
  Please contact us with your requirements. We will do what we can in order to make our materials accessible to you.
  
  

Combined CCET and AAC

• Will having this qualification allow me to write reports for special exam considerations?
  
  
  As of September 2007 the Joint Council for Qualifications no longer judges the suitability of a persons qualifications to write access arrangements reports. It has handed this responsibility to the heads of centres. However the head of centre is required to satisfy himself or herself that the person writing the reports is suitably qualified, skilled and experienced. It is therefore essential that heads of centres can assure themselves that a suitable qualification is held. This is not only one such qualification but it is obtained by one of the quickest and most efficient methods. It is still listed by the Joint Council for Qualifications as suitable for the writing of access arrangement reports for public examinations and is listed on its website www.jcgq.org.uk/access_arrangements/.
  For ease of use their table of approved qualifications is provided here: download JCQ table in PDF format (68k)>  
  
  Those that already hold the CCET (Level A) can also write examination access reports by undertaking a short additional course in Access Arrangements.
  
  
• Does the CPT3A include the CCET (Level A)?
  
  
  Yes, all people who enrol on the CPT3A are automatically enrolled in the CCET (level A) and complete this first. CPT3A students receive certificates awarded by the BPS in exactly the same way as those that complete the CCET only. They also receive a certificate awarded by Real Training that allows them to write exam access reports.
  
  
• Do I have to be a teacher to enrol on the CPT3A?
  
  
  You have to be approved by your head of centre and deemed competent to carry out the duties/assessments required. If you are not sure please contact us. We also strongly advise that you should contact your examination board to make sure that as holder of this qualification they will accept your reports for the purpose of access arrangements. Our experience is that most will accept them from non-teachers as long as you have suitable experience and are working within the school as a teaching assistant or higher level teaching assistant under the guidance and supervision of a SENCO or equivalent. But it is best to check; we really do not want you to complete this course and find that it does not get you where you want to be!
  
  
• Who runs the CPT3A?
  
  
  The CPT3A is run in partnership with Dyslexia Action, staff of which have many years experience of running this type of course.
  
  
• Does the CPT3A use the Campus Online facility?
  
  
  Yes. The CPT3A makes full use of the Campus Online which means you are provided with the most up to date learning methodology and almost limitless flexibility regarding where and when you learn.
  
  

National Award for SEN Coordination

• Who is this course for?
  
  
  The course has been designed for SENCOs in nurseries, primary, secondary and special school.
  
  
• How much does it cost?
  
  
  Those SENCOs who are new to role and meet other TDA eligibility criteria can receive TDA funding to cover the course fees. For a limited time only experienced SENCOs, Assistant SENCOs and teachers with QTS working in England may apply for PPD funding for tuition and assessment and should receive a discount of £650. Other eligible delegates can pay to undertake the course. The course fees are £1800 + VAT. Note: those who apply for CET Masters Accreditation cannot apply for PPD funding for the National Award in the same year.
  
  
• What qualifications and experience do I need to take the course?
  
  
  To gain full funding from the TDA the new to role SENCO will need to be a teacher who has obtained Qualified Teacher Status (QTS - Not QTLS) and satisfactorily completed their Induction, or be a head teacher or acting head teacher. Experienced SENCOs, Assistant SENCOs and teachers who are eligible to apply for PPD funding will also be required to hold QTS. Those without QTS who are self-funding must hold a 1st degree or equivalent and will be assessed on a case by case basis to determine their eligibility to take the course.
  
  Teachers who wish to apply for PPD funding or to self-fund will need to be undertaking the SENCO role (or an assistant SENCO role) or have access to the role as they will be required to perform tasks for the course which are specific to the role of the SENCO.
  
  
• Do you have to be a qualified teacher?
  
  
  In accordance with regulations regarding who can be a SENCO in a maintained school, the TDA will only fund places for SENCOs who are qualified teachers (and also fulfil other criteria also).
  
  The Education (Special Educational Needs Co-ordinators) (England) Regulations 2008 (SI 2008/2945) were laid before Parliament on 21 November 2008. The Regulations introduce a new requirement for SENCOs to be qualified teachers, fulfilling earlier commitments made to Parliament. This requirement will ensure that the SENCO has the standing to influence differentiated teaching and learning matched to pupils' individual needs.
  
  The Regulations are due to come into effect on 1 September 2009, but allow for a two-year transitional period, for SENCOs who are not currently teachers, but who have been in post for at least six months as at 31 August 2009, to gain Qualified Teacher Status by September 2011. This period will allow schools that may be affected to make any necessary staffing adjustments.
  
  Some of the SENCO functions will continue to be undertaken by other staff, including teaching assistants, and they will continue to make a significant and important contribution to improving the achievement and well-being of pupils with SEN and disabilities. However, the person designated by the school governing body as responsible for co-ordinating overall provision for pupils with SEN and disabilities i.e. the person with the lead responsibility, will need to be a qualified teacher. The Regulations also allow for headteachers or acting headteachers to carry out the role of SENCO.
  
  
• How long will the course take?
  
  
  The course will take 12 months to complete.
  
  
• What does the course involve?
  
  
  You will receive printed course materials through the post and a log in to the Real Training course website. You will also have days in a local school to observe and reflect on the ways that their SEN systems are managed, organised and implemented.
  
  
• What is the link between Real Training and Middlesex University?
  
  
  Real Training have been approved by the TDA to be the course providers for the National Award for SEN Coordination (we call it NASCO for short). Real Training has developed the materials and the website for you to undertake the course. This course forms a 60 credit masters Module on the Middlesex University MA in Inclusive Education. When you register for the NASCO course, you will be enrolled on the MA in Inclusive Education with Middlesex University. You will be a student of Middlesex University for this time and therefore you can also access the library, e-library, student support services etc. At the end of the NASCO course, you will be awarded a PGCert entitled the National Award for SEN Coordination. At that time, you can either withdraw from the MA Inclusive Education or choose 2 additional modules (additional fees apply) to complete the Masters Level degree - the choice is yours! Middlesex University will be able to supply information about the additional modules available to choose from.
  
  
• How many days of face-to-face training will there be?
  
  
  The majority of the course will be delivered through written materials sent to you directly, and via e-learning activities on the website meaning you can study at a time and place to suit you. There is a requirement to visit at least one other school local to you, to undertake a placement of 2-4 days to observe their practices and consider your own school's practice and procedures based on your reflections from the other school.
  
  There is also an optional days attendance in London for tutees to network with peers, experienced SENCOs and Educational Psychologists.
  
  
• How is the course assessed?
  
  
  You will submit a portfolio of 5 assignments to Middlesex University on completion of the course. These 5 assignments will be undertaken throughout the course and you will receive feedback (formative feedback) from your personal tutor on the assignments during the course, with guidance on how to develop your work further before final submission (summative assessment) at the end of the course. You work will be marked against the criteria set by QAA for Masters level assignments.
  
  
• What support will I receive during the course?
  
  
  You will have an allocated tutor who will respond to your queries throughout the course and will mark your assignments. You will have a peer group of other delegates who will discuss issues and interact through the 'forum' on the website. There are also 'Leadership SENCOs' and our team of Educational Psychologists contributing to these forum discussions also.
  
  
• Who is eligible for TDA funding for the National Award for SEN Coordination?
  
  
  TDA regulations state that to be eligible for funding for national SENCO training, SENCOs must:
  
  (a) be a teacher who has obtained Qualified Teacher Status (QTS) and satisfactorily completed their Induction, or be a head teacher or acting head teacher
  
  (b) be working at an eligible mainstream school i.e. a community, foundation or voluntary school, academy or a maintained nursery school (NB. not an independent school)
  
  (c) be new to the role of SENCO. To be eligible for TDA funding for courses starting September 2010 the new SENCO needs to have been in post for a total of less than 12 months (i.e. started the role after 2nd Sept 2009). However if courses were unavailable, full or if there were extenuating circumstances SENCOs new to the role for a total of less than 12 months as at 01 September 2009 (i.e. starting from 2nd Sept 2008) would still be eligible.
  
  (d) Please confirm that you have NOT been previously employed as a SENCO in an eligible mainstream school i.e. a community, foundation or voluntary school, academy or a maintained nursery school prior to your current SENCO role.
  
  (e) be employed in accordance with the above under a permanent contract or else a fixed term contract of not less than one year in length at the time of their application for the training. The contract should not expire before the end of the course.
  
  (f) not have previously enrolled on and completed nationally approved SENCO training
  
  ALL RESPONSES TO THESE 6 CRITERIA SHOULD BE 'YES' TO QUALIFY FOR TDA FUNDING
  
  

Accreditation

• What are the accreditation opportunitites?
  
  
  Real Training and Middlesex University have come together in partnership to provide opportunities for the accreditation of the National Award in SEN Coordination, CCET and AAC courses. We have developed several short extensions to our courses which enable us to offer accreditation for the work you produce whilst completing our courses.
  
  
• What do I need to do?
  
  
  You can be awarded credits for the work you do that is associated with completing the CCET and/or AAC training course. In addition to you will need to complete three 2,500 word essays for the CCET course (60 credits) and 2,500 words for the AAC course (20 credits).
  
  
• What do I get?
  
  
  If you have already started studying for Masters for your first module you will receive 20 credits at Level 7. If you have not already started a Masters course you will receive 30 credits at Level 6, which is equivalent to 20 credits at Level 7. All further modules will be given 20 credits at Level 7. Successful completion of the CCET course gains you 60 academic credits at Level 7. The AAC module will provide you with a further 20 Level 7 credits.
  
  
• What are the benefits to me?
  
  
  Firstly you will be evidencing your commitment to your own professional development. In addition, your school and other stakeholders in the project will benefit from the improvements you make. You will get academic credits for work you will be probably be doing anyway. As a part time student of Middlesex University you will get online access to all their resources.
  
  When you enrol, you will be sent comprehensive documentation on how to present your work for accreditation. You will also be allocated a Real Training Personal Tutor who will help you through the work you need to do.
  
  
• What does it cost?
  
  
  Real Training charges £75 + VAT for each 20 credit module to cover extra tutor costs and administration. The cost for gaining a total of 80 university level credits for both CCET and AAC courses will therefore be £300 + VAT. This is in addition to the normal course fees. Accreditation is an optional extra to our courses and is not compulsory.
  
  
• Why should I study for an MA?
  
  
  ‘Being the Best for Our Children’: Releasing talent for teaching and learning (DCFS, 2008) states that the government’s vision is to make teaching an all Masters profession. Choosing this route allows you to meet your professional needs and submit work you are already creating.
  
  Gaining extra credits for the work you are already completing for the CCET and AAC course might therefore save you lots of time, work and money in the long-term.
  
  
• Why should I engage with this extra accreditation opportunity
  
  
  There are many pragmatic reasons why you should engage with this opportunity:
  
  

  • You already have to complete written work when studying for your CCET and AAC qualifactions. So why not write and submit some extra work and get academic credit for it?
  
  
  • The work you will complete for the credits will offer tangible evidence of your engagement in professional development for the new performance review process.
  
  
  • The new teaching standards mention engagement with professional development at every level.
  
  
  • ‘Career progression and financial rewards will go to those who are continually developing their own expertise’ DFES 2004.