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Patoss

The Patoss mission is to help people with Specific Learning Difficulties (SpLD) succeed in their education and workplace by nourishing the professionals who teach, assess and support them. Patoss is the only professional association in the dyslexia world whose primary focus is to support the educators to enhance their skills and enable them to create an inclusive learning environment.

They offer a range of specialist teaching and assessment training to help identify and support learners with a neurodiverse profile through a combination of face to face and blended learning:

  • Onsite Training: tailored to a school’s or groups of schools’ needs and delivered on your site. For example: Morphology for Teachers: An Introduction; Study Skills for Secondary Age Students; Improving Your Reading Comprehension; Reading Intervention – Primary; Also courses on supporting students with Autism, ADHD, Dyspraxia.
  • Enhancing Teaching and Learning of students with SpLD to improve outcomes and wellbeing. Topics include SpLD, mental health, dyspraxia, multilingualism, autism and dyslexia.
  • Assessment Courses to improve practice around the identification of SpLD (covering professional qualifications, updates, renewals and assessment practicing certificates)
  • Assessing for Access Arrangements Courses developing knowledge in assessing learners for examination access arrangement in line with JCQ and awarding body regulations
  • Annual Conference for members and non-member alike, where leading experts share expertise and updates.

Examples of Programmes Offered

  • Bespoke Onsite Specific Learning Difficulty training
  • Who’s it for?
    Schools, MATs, Federations or Teaching School Alliances looking to train groups of staff on any number of SpLD topics

    Course overview
    Onsite training can be delivered on any of the following topics:
    – JCQ Access Arrangements: Assessment & Management (SASC Authorised)
    – Make Words a Priority – an Introduction to Teaching Vocabulary Knowledge (Age range 6-13 years)
    – Morphology for Teachers: An Introduction
    – Study Skills for Secondary Age Students
    – Teaching & Managing Children & Young Persons with ADHD
    – Rocket Science or Basic Life Skills? Developing Metacognition & Critical Analysis Skills for HE Students with SpLDs
    – How Mental Imagery Aids Spelling, Reading, Maths & other Academic Skills
    – The Dyspraxia Course for Primary & Secondary Teachers
    – Improving the Teaching of Reading Comprehension
    – Reading Intervention (Primary)
    – Looking Beyond the Scores – Assessment for HE & Adults (SASC Authorised)
    – Essentials of Assessing & Reporting Reading Comprehension (SASC Authorised)
    – Being Aware of Autism
    – Assessing for Access Arrangements (Postgraduate longer term course)

    Programme duration
    Designed to meet schools’ needs.

    How many people is this for?
    Group sizes to meet your needs.

    Estimated cost
    There is a standard price for either half-day or full-day courses for up to 20 delegates, additional delegates are charged at an extra cost per person.

    – Half-day Up to 20 delegates £1500
    – 21 + delegates £60pp
    – Full-day Up to 20 delegates £2500
    – 21 + delegates £100pp

    Where and how is this delivered?
    At your school or organisation or at a venue of your choice.

    Dates
    Arranged to meet your school’s needs.

  • Assessing for Access Arrangements (AAA)
  • Who’s it for?
    Education professionals who wish to carry out assessments for access arrangements in GCSE and GCE qualifications. This might include HLTAs, specialist teachers and assessors, heads of inclusion, SENCOS, exams officers.

    Course overview
    The course will develop the theoretical and practical knowledge underpinning the assessment of learners for examination access arrangements, in line with the JCQ and Awarding Body regulations.
    It provides an understanding of the key principles involved in conducting effective access arrangements assessments for individuals with learning needs.

    Programme duration
    Four attendance days, 200 hours of study and 30 hours of taught lessons face to face and online, over two terms.

    How many people is this for?
    A minimum of 12 participants.

    Estimated cost
    £1400 per person.

    Where and how is this delivered?
    Delivered through blended learning, with four attendance days in London (Ambassadors Hotel London Bloomsbury), and tutor support through a dedicated online learning platform.
    The course involves around 200 hours of study through two units, with 30 hours of taught sessions face-to-face and online.

    Dates
    Courses run each February and September.

    Course Attendance days:
    – 4th Feb 2019
    – 11th Feb 2019
    – 29th Apr 2019
    – 7th May 2019
    9am-5pm

  • SpLD/Dyslexia: Professional Practice in Assessment & Reporting
  • Who’s it for?
    Education professionals who have:

    1. Completed the following:

    Either the Patoss AAA: Assessing for Access Arrangements or the Certificate of Competence in Educational Testing CCET and
    a specialist teaching qualification accredited at Approved Teacher Status (ATS) or Approved Practitioner status (APS) level.

    2. Have an AMBDA level specialist teacher/assessor qualification gained more than 5 years ago.

    Course overview
    This course will provide you with the theoretical foundation, appropriate tools and supervised practice to develop your existing specialist skills into those of the specialist teacher assessor.

    This course is designed to enhance students’ existing understanding of SpLD/dyslexia, which will have been established through previous study.

    Successful completion will enable participants to apply for an Assessment Practising Certificate which endorses a specialist teacher’s qualifications and competence to undertake full diagnostic assessments for Specific Learning Difficulties/dyslexia.

    Programme duration
    Four London-based attendance sessions.

    How many people is this for?
    No limit on the number of participants from a single setting but places are limited.

    Estimated cost
    £2200 per person.

    Where and how is this delivered?
    London
    Contact Patoss for more information

    Dates
    Attendance days:
    – 10th November 2018
    – 1st December 2018
    – 12th Jane 2019
    – 9th March 2019

  • Patoss Annual Conference
  • Who’s it for?
    Any education professional who is committed to updating their knowledge with the foremost thinking around SpLD.

    Course overview
    Some of the top SpLD specialists come together to present at the Annual Conference. Following a Keynote from Professor Dorothy Bishop who will be speaking on ‘Developmental Language Disorder’, there will be a range of seminars and workshops to choose from along with chances to network and visit the supplier and sponsor exhibition.

    Seminars will include:

    • Positive Dyslexia with Professor Rod Nicolson
    • Applied Speech and Language Strategies to Support Learners with Dyslexia with Helen Driver
    • Dynamic Assessment of Early Reading with Paula Clarke
    • Reading Comprehension with Bernadette McLean
    • Adult Tricky Profiles with Colleen Pearson (SASC Authorised, 1 hour 15 mins)
    • Standard Test: Academic Achievement Battery (AAB) with Louise Green (SASC Authorised 1 hour 15 mins)

    Duration
    One day – 8.30 am to 5.00 pm

    How many people is this for?
    No limit to the number of people from each school or setting

    Estimated cost
    Non-members £198
    Members £163

    Where and how is this delivered?
    Imperial College London

    Dates
    Saturday 30th March 2019

Delivery location

Patoss delivers programmes nationally in the UK.

Impact

Impact to date

Patoss was founded 30 years ago. More recently DfE funded projects have enabled Patoss to reach 3,500 practitioners via ‘The Dyslexia-SpLD project’ and over 1,100 people through the ‘Teaching for Neurodiversity’. They estimate that these programmes were cascaded to 20,000 and 30,000 educators respectively.

Qualitative feedback collected by Patoss shows participants are challenged to rethink their approach and give greater consideration to evidence when supporting individuals with SpLD.

Feedback collected by CPDBee from schools shows participants on Patoss programmes have: delivered training back in their own schools, are better able to inform referrals of students with SpLD, have developed knowledge, understanding and skills in assessing and supporting students with SpLD, and increased confidence in navigating exams access arrangements.

Impact measurements used

PATOSS aims to help people with Specific Learning Difficulties (SpLD) succeed in their education and workplace by nourishing the professionals who teach, assess and support them.

How they measure their impact on these outcomes is dependent on the programme. For example, The Dyslexia-SpLD Trust programme monitored the action plans schools supplied. For the British Dyslexia Association coordinated ‘Teaching for Neurodiversity’ programme, they used a series of pre and post programme surveys and case studies.

PATOSS-led training uses online surveys that track improvement in knowledge, assess the extent to which the training impacted on those changes and captures specific learning participants took away and how they plan to put it into practice. They are now beginning to follow up three and six months later to ask participants what the lasting impact of PATOSS’ training on their professional practice has been.

External assessment of impact

An independent evaluation of their ‘Neurodiversity’ Training by Manchester Metropolitan University noted that 55-70% of participants reported a positive impact upon their knowledge, skills and understanding how to support learners within a classroom. 53.4% noted improvement in student engagement and 44.5% noted improvement in pupil performance. The author explained that the modesty of these figures was down to the short time frame between delivery and impact measurement. However, most of the institutions’ organisational practices had improved as a result of the training and at least 70% of institutions were more responsive to needs of students with neurodiversity.

The evaluation report of the ‘SpLD-Trust Project’ demonstrated that 55% of teachers and 57% of teaching assistances (TAs) felt more confident in delivering training to colleagues following the training they had received. This finding is important in offering a cascade model of training. 75% of teachers and 74% of teaching assistances are more confident in implementing differentiation, and 75% of teachers and 77% of TAs, felt better able to identify dyslexia.

Expertise

Programme design philosophy

What makes PATOSS programmes stand out is the evidence and expertise which underpins their design and delivery. All their trainers are practicing educators with years of experience and their training is designed around evidence-based research, coupled with their trainers’ own practice-based experience. This expertise is reflected by the lengths they go to quality assure their programmes.

All their ‘Specialist Assessment’ courses, including their masters level course, are accredited by the SpLD Assessment Standards Committee (SASC), which sets clear criteria about outcomes, content, pitch, materials, facilitators, activities, assessment, evaluation and administration. The ‘Assessing for Access Arrangements’ course is accredited by the CPD Standards Office, which also lays down clear criteria and inspects to ensure quality and impact. The AAA It also meets the requirements of the Joint Council for Qualifications. Their SASC Approved Module to combine with the ATS (Approved Teacher Status) and BPS (British Psychological Society) Test User Training is accredited both by their partner university (University of South Wales) and by SASC. Their approach to using the research evidence about what works to design programmes has even secured DfE funding. Their approach using the evidence from their internal quality assurance processes of what works helps them to refine their programmes.

Team experience and expertise

Each member of the PATOSS team must hold at least a postgraduate Diploma in Specific Learning Difficulties and have had a number of years of experience of working within education within the field of Neurodiversity. Often the experience their trainers have is from managing a service within a local education authority, and or have overseen a support service within an educational institution or provided a broad range of teacher and specialist teacher training.

Some examples of their experiences include:

Judy Capener – holds a post-graduate qualification in dyslexia. She was a programme leader for many years for the OCR Diploma course in Dyslexia. She offers over 40 years of experience in terms of assessing and teaching. She also offers a specialist knowledge of morphology.

Louise Green – holds an MSc and the OCR specialist diploma awarded in 1989. She is a specialist teacher and assessor, she is a recognised expert in Access Arrangements.

Lesley Burnett – holds a specialist post-graduate qualification in dyslexia, was a Senco, an advisory teacher, previous contributor of Dyslexia Action’s diploma course, and still teaches and assesses. She is recognised to be an expert in self-esteem and dyslexia.

Sally-Ann Morrison – holds an MA in dyslexia was a Dyslexia Coordinator in a FE college, ran a Post-graduate course in dyslexia. She specialises in training to enable teachers to renew their assessment practice certificates.

Testimonials

Luton Sixth Form College, Jane Bedlington, SEND Co-ordinator

Following the Neurodiversity Train the Trainers event in London, I prepared a whole cross college training which was rolled out by me in 2 whole College lectures and 6 curriculum based workshops followed by specific training as requested by each subject area. The train the trainer training provided me with very well produced resources which were relevant to my setting. I was able to adapt accordingly and utilise as I needed.

I am using the Neurodiversity questionnaire with teaching staff on a regular basis to help inform referrals. I have been able to use the lectures (which I videoed) and the resource packs as part of our new staff induction at my College. I am a regular attender at Patoss run JCQ updates and these are very valuable. I also regularly attend the Annual Conference and these always have national if not world, renowned speakers and they are always of high quality.

Alcester Grammar School, Emma Papantoniou, SENCO

I achieved the Assessing for Access Arrnagements (AAA) course through Patoss. I found the course leader (Lia Castiglione) to be an expert in her field. The training content was very comprehensive and delivery was excellent. Access to and communication with tutors was superb. I found the tutors to be very knowledgeable and helpful.

The qualification has allowed me the flexibility to assess students as the need arises within my setting and has enabled me to feel confident in the area of exam access arrangement administration. The Patoss online forum was also an invaluable tool to help keep in touch with others attending the course. I would highly recommend Patoss as a course provider and have already done so to colleagues in other schools.

Independent consultancy, Noelyn Davies, Independent Specialist Teacher Assessor

Since becoming an Independent Specialist Teacher Assessor in 2006, I have attended training sessions organised by a variety of providers, but feel I have gained the most from those provided by PATOSS.

A very organised administrative team, led by the Director of Training, ensures that a wide range of courses are provided throughout the year in accessible and well-appointed centres nationwide.

Never yet have I attended one of the many training events without feeling I have gained enormously from the skills and expertise of such an efficient and learned team of trainers, committed to ensuring that all those concerned with the teaching and support of individuals with SpLD gain and further their knowledge, skills and understanding to the best of their ability.  Over the years, I have been privileged to hear eminent speakers deliver their latest findings in SpLD research at numerous training events, including the Annual Conference. As a result, I have gained a much clearer insight into the latest approaches for effective teaching for those with a specific learning difficulty and felt empowered to debrief professional colleagues and parents about appropriate intervention to support individual learners.

Effective PATOSS training has enabled me to update my knowledge about the purpose of the Assessment Practising Certificate scheme, always resulting in the renewal of my practising certificate on first application. The honour of being awarded a PATOSS Accredited Practising Certificate, approved by SASC, continues to provide me with professional knowledge and competence in my assessments and teaching to support those with SpLD in my private practice.  It also ensures I am committed to maintaining the best practice in my professional work while keeping abreast of ongoing developments to enhance my skills.

I would, therefore, have no hesitation in recommending PATOSS to all those interested in Continuing Professional Development and would award a 10/10 rating for its quality of training.

Independent Consultancy, Lynn Ross, SpLD teacher

I consistently recommend Patoss to professionals, parents and the public with interest in SpLD and training in it. Professional standards are high; consistent and forthright in promoting and upholding lifelong access to legal, workplace and educational equality to individuals with SpLD, on the national level. Patoss also provides practitioners a forum for discussion, interactive contact and CPD through its courses, twice-yearly bulletin, local groups and annual conference. Patoss training I’ve used:
1.  for SpLD assessment, Assessment Practising Certificate was excellent, well-organised, relevant. In collaboration with Bath Spa University.
2. JCQ Access Arrangements – yearly course, day long – excellent with lots of examples, discussion and support. Has non-London access also.
3. Annual conference – main speaker is always a primary researcher followed by a variety of relevant seminars mist of which are very good. Practitioner discussion groups are also organised. Excellent content, delivery and support.
Patoss training I’ve used:
1.  for SpLD assessment, Assessment Practising Certificate was excellent, well-organised, relevant. In collaboration with Bath Spa University
2. JCQ Access Arrangements – yearly course, day long – excellent with lots of examples, discussion and support. Has non-Lindon access also.
3. Annual conference – main speaker is always a primary researcher followed by a variety of relevant seminars mist of which are very good. Practitioner discussion groups are also organised.
Excellent content, delivery and support.

Luton Sixth Form College, Jane Bedlington, SEND Co-ordinator

Following the Neurodiversity Train the Trainers event in London, I prepared a whole cross college training which was rolled out by me in 2 whole College lectures and 6 curriculum based workshops followed by specific training as requested by each subject area. The train the trainer training provided me with very well produced resources which were relevant to my setting. I was able to adapt accordingly and utilise as I needed.

I am using the Neurodiversity questionnaire with teaching staff on a regular basis to help inform referrals. I have been able to use the lectures (which I videoed) and the resource packs as part of our new staff induction at my College. I am a regular attender at Patoss run JCQ updates and these are very valuable. I also regularly attend the Annual Conference and these always have national if not world, renowned speakers and they are always of high quality.

Alcester Grammar School, Emma Papantoniou, SENCO

I achieved the Assessing for Access Arrnagements (AAA) course through Patoss. I found the course leader (Lia Castiglione) to be an expert in her field. The training content was very comprehensive and delivery was excellent. Access to and communication with tutors was superb. I found the tutors to be very knowledgeable and helpful.

The qualification has allowed me the flexibility to assess students as the need arises within my setting and has enabled me to feel confident in the area of exam access arrangement administration. The Patoss online forum was also an invaluable tool to help keep in touch with others attending the course. I would highly recommend Patoss as a course provider and have already done so to colleagues in other schools.

Independent consultancy, Noelyn Davies, Independent Specialist Teacher Assessor

Since becoming an Independent Specialist Teacher Assessor in 2006, I have attended training sessions organised by a variety of providers, but feel I have gained the most from those provided by PATOSS.

A very organised administrative team, led by the Director of Training, ensures that a wide range of courses are provided throughout the year in accessible and well-appointed centres nationwide.

Never yet have I attended one of the many training events without feeling I have gained enormously from the skills and expertise of such an efficient and learned team of trainers, committed to ensuring that all those concerned with the teaching and support of individuals with SpLD gain and further their knowledge, skills and understanding to the best of their ability.  Over the years, I have been privileged to hear eminent speakers deliver their latest findings in SpLD research at numerous training events, including the Annual Conference. As a result, I have gained a much clearer insight into the latest approaches for effective teaching for those with a specific learning difficulty and felt empowered to debrief professional colleagues and parents about appropriate intervention to support individual learners.

Effective PATOSS training has enabled me to update my knowledge about the purpose of the Assessment Practising Certificate scheme, always resulting in the renewal of my practising certificate on first application. The honour of being awarded a PATOSS Accredited Practising Certificate, approved by SASC, continues to provide me with professional knowledge and competence in my assessments and teaching to support those with SpLD in my private practice.  It also ensures I am committed to maintaining the best practice in my professional work while keeping abreast of ongoing developments to enhance my skills.

I would, therefore, have no hesitation in recommending PATOSS to all those interested in Continuing Professional Development and would award a 10/10 rating for its quality of training.

Independent Consultancy, Lynn Ross, SpLD teacher

I consistently recommend Patoss to professionals, parents and the public with interest in SpLD and training in it. Professional standards are high; consistent and forthright in promoting and upholding lifelong access to legal, workplace and educational equality to individuals with SpLD, on the national level. Patoss also provides practitioners a forum for discussion, interactive contact and CPD through its courses, twice-yearly bulletin, local groups and annual conference. Patoss training I’ve used:
1.  for SpLD assessment, Assessment Practising Certificate was excellent, well-organised, relevant. In collaboration with Bath Spa University.
2. JCQ Access Arrangements – yearly course, day long – excellent with lots of examples, discussion and support. Has non-London access also.
3. Annual conference – main speaker is always a primary researcher followed by a variety of relevant seminars mist of which are very good. Practitioner discussion groups are also organised. Excellent content, delivery and support.
Patoss training I’ve used:
1.  for SpLD assessment, Assessment Practising Certificate was excellent, well-organised, relevant. In collaboration with Bath Spa University
2. JCQ Access Arrangements – yearly course, day long – excellent with lots of examples, discussion and support. Has non-Lindon access also.
3. Annual conference – main speaker is always a primary researcher followed by a variety of relevant seminars mist of which are very good. Practitioner discussion groups are also organised.
Excellent content, delivery and support.