Real Training

Degree level: Postgraduate
Awarded by: Middlesex University

The National Award for SEN Coordination (Taught)

Course options

There are other course options available which may have a different vacancy status or entry requirements – view the full list of options

Make sure you check on the university, college or conservatoire website for any updates about course changes as a result of COVID-19.

Course summary

You don’t need to take time out of work to attend The National Award for SENCO training lectures. You won’t even need to travel miles and miles to learn with us. Discover real-life online learning that fits in with your school, your setting, your children, your family. For SENCOs new to the role, it is mandatory to achieve the National Award within three years of appointment. There are 3 cohorts a year, January, May & September 15. The module supports you to:

  • Lead and manage Inclusive education within international schools
  • Develop your leadership of SEND within a globally-connected community
  • Implement strategies for working with students with EAL through the development of academic language
  • Understand and meet the needs of globally-mobile students and ‘Third Culture Kids’
  • Connect with other international SENCOs, see the range of approaches in international schools and learn from each other’s good practice.

Course details

Modules

Strand one: The context for inclusive education Gain a comprehensive understanding of the background legislation, policies, and evidence that inform inclusion and SEN provision. Also, learn to appreciate how high-incidence disabilities affect your pupils’ learning and development. Activity-wise: you will analyse SEND/inclusion policies within your school and look at their background – and how they relate to the current legislative climate. Followed by a lot of useful practice… Strand two: Developing strategy and policies for inclusive education Draw on a broad range of evidence, policy and resources, to work with others to positively influence the delivery of inclusive education – particularly in relation to strategic vision and commitment. Activity-wise: you will compare and contrast elements of SEND practice currently under review in your school through a visit to a local school to compare SEND practice in an alternative setting. Strand three: The development, planning, and application of inclusive practice Analyse the intervention choices offered in your setting and evaluate the outcomes of one intervention in detail. Draw on the theory, evidence, local practice and external sources of support to design, implement and evaluate a local intervention that will enhance the outcomes of one or more SEND pupils in your school. Activity-wise: you will analyse the implementation and monitoring of interventions and practice for children with SEND. You will evaluate your existing systems for SEND data management. Strand four: Working with others Enhance collaborative, leadership and staff management skills, by fostering an understanding of the key roles and relationships that SENCOs have with multiple stakeholders. Focus on the essential nature of interpersonal relationships for the effective planning and delivery of interventions. Activity-wise: you will reflect on the impact of the course on your development and leadership skills.

Assessment method

Submit self-assessment questionnaires as you start and progress through the course to document the development of your confidence, skills, and knowledge. Write three short reflective learning logs that document examples of your school-based SEND practice. Collate evidence of your applied practice in managing and interpreting SEND data and in reviewing your commissioning of outside professionals. Write three written assignments – one on inclusion research/policy, one comparing your school SEND policy and practice with another provision, and another evaluating an intervention running in your setting. Write a reflective evaluation of the impact of the whole course on the development of applied professional knowledge and leadership skills (2,000 words).


How to apply

International applicants

The NASENCO course is available online and can, therefore, be completed anywhere in the world. We will support you where required to adjust the course content to your international setting. However, you may also want to take a look at our course for international SENCOs and aspiring SENCOs - iSENCO.

Entry requirements

You will need to have completed an undergraduate degree You must have Qualified Teacher Status (QTS) or Qualified Teacher Learning Skills Status (QTLS) If you hold QTS, then you will need to be employed for the duration of the course, either as the SENCO in your setting or in another position within the setting, with the full support of your current SENCO/headteacher. This will enable you to undertake a wide range of tasks and responsibilities of the SENCO role, in addition to your current duties. If you hold QTLS status, you will need to be employed as a SENCO, or in another position within your setting, with the full support of your current SENCO/headteacher. This will enable you to undertake a wide range of tasks and responsibilities of the SENCO role, in addition to your current duties. If you do not hold an undergraduate degree, you will also need to demonstrate your ability to work at level 7 (Masters-level).


Fees and funding

Tuition fees

No fee information has been provided for this course

Additional fee information

£1995 + VAT This can be paid in instalments of either 1, 3 or 10. Please note multiple instalments will incur a small instalment fee and instalments of 10 will require a UK bank account.

Sponsorship information

Unfortunately, we do not qualify for any sponsorship or funding however we do offer the option to pay for modules in instalments of either 1, 3 or 10. Please get in touch should you wish to discuss this further.

The National Award for SEN Coordination at Real Training - UCAS