Since April 2010, André has worked as the DfE SEN and Disability Professional Adviser, contributing to a range of policy developments, in particular the Children and Families Act and supporting the current Green Paper. André has been a teacher and educational psychologist and held a number of practitioner and leadership roles in local authorities. He was a Regional Director in the National Strategies SEN team, and was an adviser to the Lamb Inquiry into parental confidence.

Christine began her career as a social worker in 1980. In 2000 Christine joined the Council for Disabled Children, part of National Children’s Bureau. Christine has carried out Reviews for the DoH and DfE, both received very positive responses from Government, and implementation of recommendations is likely to make significant impact on practice in the area for children and young people affected.

In 2009 Christine was awarded an OBE and in 2013 was made an Honorary Fellow of the RCPCH. In 2016 she was awarded a Damehood in the Queen's Birthday Honours List in recognition of her outstanding work for disabled children and young people and those with special educational needs , spanning over 35 years.

Dr Carrie Grant MBE (hc) and David Grant MBE are BAFTA award-winning broadcasters, vocal coaches and advocates. Their TV and music career has spanned over 40 years each. They were awarded a MOBO award in ’98 and a BASCA in 2008 for their lifetime services to the music industry. David has an MBE for Services to Music and Carrie has an MBE for Services to Music, Media and Charity plus an Honorary Doctorate (University of Bedfordshire 2018). Together they have both the biggest selling vocal coaching book and online course in the world. Carrie is currently a reporter for BBC‘s “The One Show,” hosts a 2 podcasts and together they co-hosts BBC Radio London’s Saturday Breakfast Show.

Carrie has been President of the Unite Union for Community Practitioners and Health Visitors (CPHVA) as well as being the Patient Lead for the College of Medicine and an Ambassador for Crohn’s & Colitis UK, The National Autistic Society, The Diana Award and is Patron of the young people’s mental health charity Beyond.
 
Carrie and David are parents to four children, three are birth children/one was adopted and all have special needs. Two are autistic and Carrie and David run a support group for parents (over 170 families) of autistic girls inc. trans girls, those AFAB or NB. They have run 5 online support groups a week throughout lockdown.

Annamarie Hassall is Chief Executive of. nasen – the national association for special educational needs and disabilities (SEND) the leading membership charity that exists to champion, connect and support those working in the education community - from the early years to schools, post-16, specialist schools and wider settings ,with and for children and young people with SEND and learning differences

Annamarie has held local, national and government advisory roles that span the breadth of education, children’s social care, early years and SEND. Annamarie is steadfast in her resolve that a high-quality education should be a right for all children and young people. Approaching 40 years of combining strategy with operational expertise, including regulatory and statutory services. Known for bringing the voices of children, young people, parents and practitioners to influence policy, legislation and quality outcomes. A qualified and registered social worker, former Ofsted Inspector of early years, a member of the Association of Directors of Children’s Services and British Association of Social Work. Currently the chair of the Whole School SEND Consortium and the National SEND Reference Group, regularly invited to join advisory panels. Awarded an MBE in 2011 for her work with children and families.

Annamarie has Non-Executive Director roles as a Trustee at a Multi-Academy Trust and of a UK based charity with interest in pathways to education, training and employment for young people and adults.

Emma is a National Executive for the NEU, Chair of the SEND Organising Forum, SEND Specialist, founder of the SENDhelp Conference and a parent of three boys with SEND. Emma is a passionate advocate for inclusion and believes every child can thrive with the right level of support.

Since April 2010, André has worked as the DfE SEN and Disability Professional Adviser, contributing to a range of policy developments, in particular the Children and Families Act and supporting the current Green Paper. André has been a teacher and educational psychologist and held a number of practitioner and leadership roles in local authorities. He was a Regional Director in the National Strategies SEN team, and was an adviser to the Lamb Inquiry into parental confidence.

Christine began her career as a social worker in 1980. In 2000 Christine joined the Council for Disabled Children, part of National Children’s Bureau. Christine has carried out Reviews for the DoH and DfE, both received very positive responses from Government, and implementation of recommendations is likely to make significant impact on practice in the area for children and young people affected.

In 2009 Christine was awarded an OBE and in 2013 was made an Honorary Fellow of the RCPCH. In 2016 she was awarded a Damehood in the Queen's Birthday Honours List in recognition of her outstanding work for disabled children and young people and those with special educational needs , spanning over 35 years.

Dr Carrie Grant MBE (hc) and David Grant MBE are BAFTA award-winning broadcasters, vocal coaches and advocates. Their TV and music career has spanned over 40 years each. They were awarded a MOBO award in ’98 and a BASCA in 2008 for their lifetime services to the music industry. David has an MBE for Services to Music and Carrie has an MBE for Services to Music, Media and Charity plus an Honorary Doctorate (University of Bedfordshire 2018). Together they have both the biggest selling vocal coaching book and online course in the world. Carrie is currently a reporter for BBC‘s “The One Show,” hosts a 2 podcasts and together they co-hosts BBC Radio London’s Saturday Breakfast Show.

Carrie has been President of the Unite Union for Community Practitioners and Health Visitors (CPHVA) as well as being the Patient Lead for the College of Medicine and an Ambassador for Crohn’s & Colitis UK, The National Autistic Society, The Diana Award and is Patron of the young people’s mental health charity Beyond.
 
Carrie and David are parents to four children, three are birth children/one was adopted and all have special needs. Two are autistic and Carrie and David run a support group for parents (over 170 families) of autistic girls inc. trans girls, those AFAB or NB. They have run 5 online support groups a week throughout lockdown.

Annamarie Hassall is Chief Executive of. nasen – the national association for special educational needs and disabilities (SEND) the leading membership charity that exists to champion, connect and support those working in the education community - from the early years to schools, post-16, specialist schools and wider settings ,with and for children and young people with SEND and learning differences

Annamarie has held local, national and government advisory roles that span the breadth of education, children’s social care, early years and SEND. Annamarie is steadfast in her resolve that a high-quality education should be a right for all children and young people. Approaching 40 years of combining strategy with operational expertise, including regulatory and statutory services. Known for bringing the voices of children, young people, parents and practitioners to influence policy, legislation and quality outcomes. A qualified and registered social worker, former Ofsted Inspector of early years, a member of the Association of Directors of Children’s Services and British Association of Social Work. Currently the chair of the Whole School SEND Consortium and the National SEND Reference Group, regularly invited to join advisory panels. Awarded an MBE in 2011 for her work with children and families.

Annamarie has Non-Executive Director roles as a Trustee at a Multi-Academy Trust and of a UK based charity with interest in pathways to education, training and employment for young people and adults.

Emma is a National Executive for the NEU, Chair of the SEND Organising Forum, SEND Specialist, founder of the SENDhelp Conference and a parent of three boys with SEND. Emma is a passionate advocate for inclusion and believes every child can thrive with the right level of support.

Maxine McDonald-Taylor is one of Her Majesty’s Inspectors. She is a qualified teacher with a background in generic special secondary, primary and post-16 provision and
has also worked as a teacher and leader in large secondary mainstream schools. Maxine
has held senior leadership roles within various special school settings and has a particular interest in music and the arts. Before becoming an HMI, Maxine was an Ofsted Inspector, alongside working in school improvement consultancy.

Maxine McDonald-Taylor is one of Her Majesty’s Inspectors. She is a qualified teacher with a background in generic special secondary, primary and post-16 provision and
has also worked as a teacher and leader in large secondary mainstream schools. Maxine
has held senior leadership roles within various special school settings and has a particular interest in music and the arts. Before becoming an HMI, Maxine was an Ofsted Inspector, alongside working in school improvement consultancy.

Katy Leckenby is passionate about facilitating communication and removing barriers to ensure that all students can fully access education. She holds an MA in Inclusive Education and was a teacher for seventeen years, starting in Primary then moving into Special Education where she taught young people with ASC, MLD, SLD, PMLD and complex needs.

She is currently a Senior AAC Consultant for Ace Centre, a national charity providing support and advice to people with complex needs around the use of Assistive Technology (ATech) and Augmentative and Alternative Communication (AAC). Her role at Ace Centre focuses on supporting schools by mentoring and training educational staff in providing inclusive education by using AAC and ATech to facilitate independence and ensure all pupils’ voices are heard.

Katy Leckenby is passionate about facilitating communication and removing barriers to ensure that all students can fully access education. She holds an MA in Inclusive Education and was a teacher for seventeen years, starting in Primary then moving into Special Education where she taught young people with ASC, MLD, SLD, PMLD and complex needs.

She is currently a Senior AAC Consultant for Ace Centre, a national charity providing support and advice to people with complex needs around the use of Assistive Technology (ATech) and Augmentative and Alternative Communication (AAC). Her role at Ace Centre focuses on supporting schools by mentoring and training educational staff in providing inclusive education by using AAC and ATech to facilitate independence and ensure all pupils’ voices are heard.

Previously Senior Teacher/SENCO in a large secondary school in North Wales and now an independent consultant and trainer, Neil MacKay originated the phrase and the concept “Dyslexia Friendly Schools. As a consultant specialising in Dyslexia and other inclusion issues Neil has worked with Education Departments in Hong Kong, Singapore, Jersey and Malta on teacher training and awareness initiatives and delivered training to international school teachers in Hong Kong, Bangkok and Singapore.

Previously Senior Teacher/SENCO in a large secondary school in North Wales and now an independent consultant and trainer, Neil MacKay originated the phrase and the concept “Dyslexia Friendly Schools. As a consultant specialising in Dyslexia and other inclusion issues Neil has worked with Education Departments in Hong Kong, Singapore, Jersey and Malta on teacher training and awareness initiatives and delivered training to international school teachers in Hong Kong, Bangkok and Singapore.

Marie Gentles is a qualified teacher and worked as a middle leader in the mainstream sector for eight years. She became Head of an outstanding Pupil Referral Unit and Social Emotional and Mental Health Provision, where she worked for ten years. Marie was appointed as the strategic lead for a London Borough's Nurture Group project and now works as a trainer, and as a Behaviour Advisor for the Government. Marie received an OBE for her services to education and a sample of her work was documented in a BBC series titled "Don't Exclude me.!
Marie’s book will be published 2023.

Marie Gentles is a qualified teacher and worked as a middle leader in the mainstream sector for eight years. She became Head of an outstanding Pupil Referral Unit and Social Emotional and Mental Health Provision, where she worked for ten years. Marie was appointed as the strategic lead for a London Borough's Nurture Group project and now works as a trainer, and as a Behaviour Advisor for the Government. Marie received an OBE for her services to education and a sample of her work was documented in a BBC series titled "Don't Exclude me.!
Marie’s book will be published 2023.

Angharad Welch is a Speech and Language Therapist with an extensive history in working in the NHS with children with complex developmental, medical and learning needs in community settings. 

Angharad now runs her own business, Find the Key Speech and Language Therapy, which specialises in working with mainstream education settings to help them develop great practise that identifies and supports children with the whole range of SLCN effectively.  Angharad enjoys working with and supporting SENCOs in their complex and often isolating role, to find evidence-based practical ways to make their settings better for children’s communication.

Angharad Welch is a Speech and Language Therapist with an extensive history in working in the NHS with children with complex developmental, medical and learning needs in community settings. 

Angharad now runs her own business, Find the Key Speech and Language Therapy, which specialises in working with mainstream education settings to help them develop great practise that identifies and supports children with the whole range of SLCN effectively.  Angharad enjoys working with and supporting SENCOs in their complex and often isolating role, to find evidence-based practical ways to make their settings better for children’s communication.

Julie is a qualified social worker and has worked in a variety of roles in social care since qualifying 32 years ago. She is passionate about ensuring young people with special educational needs and disabilities have equal life chances as they move into adulthood.

Julie leads the Children and Young People programme at the National Development Team for Inclusion, a values-led organisation that works on a not-for-profit basis. She has also headed up the national Preparing for Adulthood programme, funded by the Department for Education for the past eight years.

Julie believes that person centred approaches help to ensure that all young people have the same opportunities to be aspirational and succeed.

Julie is a qualified social worker and has worked in a variety of roles in social care since qualifying 32 years ago. She is passionate about ensuring young people with special educational needs and disabilities have equal life chances as they move into adulthood.

Julie leads the Children and Young People programme at the National Development Team for Inclusion, a values-led organisation that works on a not-for-profit basis. She has also headed up the national Preparing for Adulthood programme, funded by the Department for Education for the past eight years.

Julie believes that person centred approaches help to ensure that all young people have the same opportunities to be aspirational and succeed.

Margaret Mulholland is a leading advocate for the role schools play in improving understanding of inclusive leadership and teaching.

She is EEF Project Director for Whole School SEND and the Inclusion Specialist at the Association of School & College Leaders.

Margaret is an Honorary Norham Fellow at the Department of Education, University of Oxford and is a columnist for the Tes.

Margaret Mulholland is a leading advocate for the role schools play in improving understanding of inclusive leadership and teaching.

She is EEF Project Director for Whole School SEND and the Inclusion Specialist at the Association of School & College Leaders.

Margaret is an Honorary Norham Fellow at the Department of Education, University of Oxford and is a columnist for the Tes.

Maxine Burns is a speech and language professional with over 35 years’ experience working in mainstream and special school contexts across the whole statutory school age range.

Having held senior practitioner, senior leader and consultancy roles in the NHS, in a non-maintained special school and whilst implementing large scale projects for a children’s charity, Maxine has a range of ‘policy to practice’ knowledge on which to draw to support children and young people with speech, language and communication needs.

Maxine is a firm believer in and advocate for collaborative and integrated models of practice that work across health and education boundaries. Guided by best evidence, but also by pragmatic realism, Maxine always tries to take an outcomes approach to supporting children’s language which places their needs and those of their families at the centre.

Maxine is ‘semi-retired’ and now works as an independent consultant in project based roles within speech, language and communicatoin. She has recently begun volunteering for The Reader, a charity which works to bring the benefits of shared reading to thousands of people, including those often marginalised by limits on their language skills.

Maxine Burns is a speech and language professional with over 35 years’ experience working in mainstream and special school contexts across the whole statutory school age range.

Having held senior practitioner, senior leader and consultancy roles in the NHS, in a non-maintained special school and whilst implementing large scale projects for a children’s charity, Maxine has a range of ‘policy to practice’ knowledge on which to draw to support children and young people with speech, language and communication needs.

Maxine is a firm believer in and advocate for collaborative and integrated models of practice that work across health and education boundaries. Guided by best evidence, but also by pragmatic realism, Maxine always tries to take an outcomes approach to supporting children’s language which places their needs and those of their families at the centre.

Maxine is ‘semi-retired’ and now works as an independent consultant in project based roles within speech, language and communicatoin. She has recently begun volunteering for The Reader, a charity which works to bring the benefits of shared reading to thousands of people, including those often marginalised by limits on their language skills.

Jamie is an Education Officer at nasen and leads on the development and delivery of the organisation’s CPDL programme. He is a chartered Developmental Psychologist, Associate Fellow of the British Psychological Society. He specialises in universal difficulties that children and young people experience and social constructions of difference. He has been working with children and young people with SEN for the past 18 years. Whilst working both as an SEN teaching assistant and then as an SEN teacher he completed his Master’s degree in Child Development. His interest in the practical applications of research then led him to complete a Master’s in Research in Education. Jamie went on to complete his PhD in Developmental Psychology.

Jamie continues to work in developing practice-based evidence and putting theory into practice in education. A lot of his research has been with minimally verbal autistic children and young people with complex needs with a focus on the development of novel, sustainable school support.

Jamie is an Education Officer at nasen and leads on the development and delivery of the organisation’s CPDL programme. He is a chartered Developmental Psychologist, Associate Fellow of the British Psychological Society. He specialises in universal difficulties that children and young people experience and social constructions of difference. He has been working with children and young people with SEN for the past 18 years. Whilst working both as an SEN teaching assistant and then as an SEN teacher he completed his Master’s degree in Child Development. His interest in the practical applications of research then led him to complete a Master’s in Research in Education. Jamie went on to complete his PhD in Developmental Psychology.

Jamie continues to work in developing practice-based evidence and putting theory into practice in education. A lot of his research has been with minimally verbal autistic children and young people with complex needs with a focus on the development of novel, sustainable school support.

Philippa’s professional background is in teaching and school inspection work. She has played a key role in crafting, challenging and championing education policy in her various roles in the public and voluntary sector. She leads the education and equalities work of the Council for Disabled Children.

When she joined the Council for Disabled Children, she set up the Special Educational Consortium to create a national campaigning voice on the education of disabled children and worked to establish and develop parent partnership services (now known as Information, Advice and Support services). She has worked in Parliament during the passage of legislation; reviewed inclusion in one of our most inclusive local authorities; contributed to the development of several Codes of Practice; was seconded into the DfE as SEN and disability professional adviser from 2008-2010; advised on an inclusive early years project in Europe; leads a DfE-funded project to increase access and inclusion in the early years; and works as part of the team providing support to the DfE as strategic reform partner.

Philippa’s professional background is in teaching and school inspection work. She has played a key role in crafting, challenging and championing education policy in her various roles in the public and voluntary sector. She leads the education and equalities work of the Council for Disabled Children.

When she joined the Council for Disabled Children, she set up the Special Educational Consortium to create a national campaigning voice on the education of disabled children and worked to establish and develop parent partnership services (now known as Information, Advice and Support services). She has worked in Parliament during the passage of legislation; reviewed inclusion in one of our most inclusive local authorities; contributed to the development of several Codes of Practice; was seconded into the DfE as SEN and disability professional adviser from 2008-2010; advised on an inclusive early years project in Europe; leads a DfE-funded project to increase access and inclusion in the early years; and works as part of the team providing support to the DfE as strategic reform partner.

TEDx Speaker and Bamford Lecturer Andrew Whitehouse is a specialist in neurological diversity and provides interventions for professionals, parents and young people with Autism, ADHD, PDA, Dyslexia and related conditions as well as behavioural interventions. Andrew has a number of roles including training, strategies and therapies for education professionals in early years settings, schools, colleges and universities, observing learners in the learning environment and providing practical solutions to help them achieve their potential. Andrew has an extensive conference profile and has just published his acclaimed first book which is available on Amazon.

TEDx Speaker and Bamford Lecturer Andrew Whitehouse is a specialist in neurological diversity and provides interventions for professionals, parents and young people with Autism, ADHD, PDA, Dyslexia and related conditions as well as behavioural interventions. Andrew has a number of roles including training, strategies and therapies for education professionals in early years settings, schools, colleges and universities, observing learners in the learning environment and providing practical solutions to help them achieve their potential. Andrew has an extensive conference profile and has just published his acclaimed first book which is available on Amazon.

Tricia Murphy (nee Barthorpe) has spent over 50 years in Education and was the former Headteacher of The Special Educational Needs Support Service in North Lincolnshire. Having written extensively on Differentiation in 2006 she co-authored “Beyond Inclusion” with Dr Rona Tutt.

She has been both President of the National Association for Remedial Education and the National President for the National Association of Special Education al Needs (NASEN) in 2002 and 2003.

It was however with her work with Behaviour pupils she was awarded:

“Woman of Achievement in the Public Sector” in 2003. Part of the nasen delegations to Hong Kong in July 2006, 2016 and lectured at the first TATA Learning Disabilities Conference in Mumbai in November 2006. She has lectured at the BESA/GESS shows in Dubai and at BESA/ASIA in Kuala Lumpur.

Recently she has herself semi- retired, married, opened a special vintage tea business, and become a Trainer for Head-teachers, Teaching staff and Teaching Assistants particularly Pupil Premium and Social, Emotional and Mental Health issues.

She is a regular trainer for many training companies and works with many schools on Pupil Premium and SEND.

As President of nasen she helped to establish TES SEN London and lectured there every October for 25 years and is delighted to return in the 30th year of the Show.

She is currently the SEND Pupil Premium Governor in both a mainstream Primary school and a Special School and undertakes many virtual pupil premium Reviews for schools. She has been described as “warm and witty with an earthy sense of realism about the world of education”

Tricia Murphy (nee Barthorpe) has spent over 50 years in Education and was the former Headteacher of The Special Educational Needs Support Service in North Lincolnshire. Having written extensively on Differentiation in 2006 she co-authored “Beyond Inclusion” with Dr Rona Tutt.

She has been both President of the National Association for Remedial Education and the National President for the National Association of Special Education al Needs (NASEN) in 2002 and 2003.

It was however with her work with Behaviour pupils she was awarded:

“Woman of Achievement in the Public Sector” in 2003. Part of the nasen delegations to Hong Kong in July 2006, 2016 and lectured at the first TATA Learning Disabilities Conference in Mumbai in November 2006. She has lectured at the BESA/GESS shows in Dubai and at BESA/ASIA in Kuala Lumpur.

Recently she has herself semi- retired, married, opened a special vintage tea business, and become a Trainer for Head-teachers, Teaching staff and Teaching Assistants particularly Pupil Premium and Social, Emotional and Mental Health issues.

She is a regular trainer for many training companies and works with many schools on Pupil Premium and SEND.

As President of nasen she helped to establish TES SEN London and lectured there every October for 25 years and is delighted to return in the 30th year of the Show.

She is currently the SEND Pupil Premium Governor in both a mainstream Primary school and a Special School and undertakes many virtual pupil premium Reviews for schools. She has been described as “warm and witty with an earthy sense of realism about the world of education”

Lorraine has 25 years’ experience in the mainstream school environment as a teacher
and headteacher. From 2004 – 2013 Lorraine was CEO of nasen. As a result, Lorraine has many years’ experience of working with pupils with an array of special and additional needs and the teachers, SENCOs and support staff that work with them.

During her time as CEO of nasen, Lorraine worked on a number of projects with various agencies including the Department for Education, the National College of Teaching and Leadership (formally the Teaching Agency) and UKTI.

In 2009 Lorraine was awarded an OBE for her services to education. In 2010 Lorraine was awarded the Outstanding Achievement Award at the Education Research Awards and in 2013 the Outstanding Achievement Award at BETT. In the same year, Lorraine established Lorraine Petersen Educational Consultancy and currently works independently, delivering training and supporting schools and local authorities with their
SEND policy and practice.

In 2015 Lorraine successfully completed the IPSEA SEN Foundation Legal Training and has been appointed as an associate lecturer at the University of Worcester. Lorraine in currently Director of Chadsgrove Teaching School Alliance and is Chair of Governors at Chadsgrove School and a Governor at Lokrum Fields, a newly opened Independent
Special School.

Lorraine has 25 years’ experience in the mainstream school environment as a teacher
and headteacher. From 2004 – 2013 Lorraine was CEO of nasen. As a result, Lorraine has many years’ experience of working with pupils with an array of special and additional needs and the teachers, SENCOs and support staff that work with them.

During her time as CEO of nasen, Lorraine worked on a number of projects with various agencies including the Department for Education, the National College of Teaching and Leadership (formally the Teaching Agency) and UKTI.

In 2009 Lorraine was awarded an OBE for her services to education. In 2010 Lorraine was awarded the Outstanding Achievement Award at the Education Research Awards and in 2013 the Outstanding Achievement Award at BETT. In the same year, Lorraine established Lorraine Petersen Educational Consultancy and currently works independently, delivering training and supporting schools and local authorities with their
SEND policy and practice.

In 2015 Lorraine successfully completed the IPSEA SEN Foundation Legal Training and has been appointed as an associate lecturer at the University of Worcester. Lorraine in currently Director of Chadsgrove Teaching School Alliance and is Chair of Governors at Chadsgrove School and a Governor at Lokrum Fields, a newly opened Independent
Special School.

Ruth Fidler is an Education Consultant specialising in complex presentations of autism, Pathological Demand Avoidance (PDA), interactive approaches and emotional well being. She worked at an all age non-maintained special school for 94 pupils across the autism spectrum for 22 years until 2014 and has worked independently since then.
During her time on the senior leadership team the school sustained Ofsted outstanding status. Ruth worked within the school promoting interactive approaches and emotional well being for pupils across the autism spectrum. As a member of the leadership team she had a strategic role and contributed to continuing professional
development for all staff. She also led an outreach pilot project working with other agencies to meet the needs of children and young people currently unable to attend
school.

As well as providing training, she regularly observes and monitors teaching and learning, supporting staff to embed and refine good autism and SEND practice. She regularly presents at local or national events and conferences for parents and for a range of professionals. She provides training and consultancy for a variety of schools and services across the UK and with organisations including the Autism Education Trust, the National Autistic Society the PDA Society. She is a member of the National Autism and Girls Forum and the National PDA development group. She has contributed to publications in the Good Autism Practice (GAP) journal on the subject of promoting emotional wellbeing and is co-author of the following books; ‘Understanding Pathological Demand Avoidance syndrome in children’ (2012), ‘Can I Tell You About Pathological Demand Avoidance?’ (2015) Collaborative Approaches to Learning (2019) Girls and Autism (2019) and Being Julia (2021).

Ruth Fidler is an Education Consultant specialising in complex presentations of autism, Pathological Demand Avoidance (PDA), interactive approaches and emotional well being. She worked at an all age non-maintained special school for 94 pupils across the autism spectrum for 22 years until 2014 and has worked independently since then.
During her time on the senior leadership team the school sustained Ofsted outstanding status. Ruth worked within the school promoting interactive approaches and emotional well being for pupils across the autism spectrum. As a member of the leadership team she had a strategic role and contributed to continuing professional
development for all staff. She also led an outreach pilot project working with other agencies to meet the needs of children and young people currently unable to attend
school.

As well as providing training, she regularly observes and monitors teaching and learning, supporting staff to embed and refine good autism and SEND practice. She regularly presents at local or national events and conferences for parents and for a range of professionals. She provides training and consultancy for a variety of schools and services across the UK and with organisations including the Autism Education Trust, the National Autistic Society the PDA Society. She is a member of the National Autism and Girls Forum and the National PDA development group. She has contributed to publications in the Good Autism Practice (GAP) journal on the subject of promoting emotional wellbeing and is co-author of the following books; ‘Understanding Pathological Demand Avoidance syndrome in children’ (2012), ‘Can I Tell You About Pathological Demand Avoidance?’ (2015) Collaborative Approaches to Learning (2019) Girls and Autism (2019) and Being Julia (2021).

Carol Allen is an education advisor for ICT and Inclusion currently supporting LGFL (London Grid for Learning) and previously, Hartlepool LA and North Tyneside LA.  Carol was named as one of the top ten educators in the field of educational technology for her inclusion work, see #EdTech2018. She has been awarded an Ed Futurist award.

Carol is currently a member of the DfE Assistive Technology Expert Group; a member of the BETT Advisory Team; a BETT Awards Judge and has been a panel member and contributor to sessions at the House of Lords for the APPGAT (All-Party Parliamentary Group for Assistive Technology) committee.

She has taught since 1980 in both mainstream schools (primary and secondary) and schools for students with severe, profound and multiple learning difficulties. For several years Carol ran the peripatetic VI service for North Tyneside. Carol has worked extensively with students across all age ranges and areas of need  Recognising, as an English specialist, that communication lies at the heart of all effective teaching, the majority of her work has centred on creative and engaging use of technology to support communication in its widest sense.

Workshop/keynote presentations include FETC and ATIA Florida, Illinois District educators summer conference; Denmark, BETT, Birmingham, Rotterdam, Manchester, Geneva, Cologne, London and two five-city conference/workshop tours round Australia in 2018 and 2019.

All work centres on easy to replicate practice which is fun, achievable and creates communication enhancement opportunities. Twin vices of caffeine and chocolate keep the energy sparky and the ideas flowing!

Carol Allen is an education advisor for ICT and Inclusion currently supporting LGFL (London Grid for Learning) and previously, Hartlepool LA and North Tyneside LA.  Carol was named as one of the top ten educators in the field of educational technology for her inclusion work, see #EdTech2018. She has been awarded an Ed Futurist award.

Carol is currently a member of the DfE Assistive Technology Expert Group; a member of the BETT Advisory Team; a BETT Awards Judge and has been a panel member and contributor to sessions at the House of Lords for the APPGAT (All-Party Parliamentary Group for Assistive Technology) committee.

She has taught since 1980 in both mainstream schools (primary and secondary) and schools for students with severe, profound and multiple learning difficulties. For several years Carol ran the peripatetic VI service for North Tyneside. Carol has worked extensively with students across all age ranges and areas of need  Recognising, as an English specialist, that communication lies at the heart of all effective teaching, the majority of her work has centred on creative and engaging use of technology to support communication in its widest sense.

Workshop/keynote presentations include FETC and ATIA Florida, Illinois District educators summer conference; Denmark, BETT, Birmingham, Rotterdam, Manchester, Geneva, Cologne, London and two five-city conference/workshop tours round Australia in 2018 and 2019.

All work centres on easy to replicate practice which is fun, achievable and creates communication enhancement opportunities. Twin vices of caffeine and chocolate keep the energy sparky and the ideas flowing!

Charlotte Bjerregaard has a BSc Hons. in Psychology from London Guildhall University and MSc in psychology from Copenhagen University. She also obtained the national Certification for practicing psychologists from Danish Authorities in 2004 and is also a specialist in child psychology. Furthermore, she has taken several different specialized training courses and seminars in therapeutic work with children, adolescents, and families both in Denmark (DISPUK) and England (Marlborough Family Service, Anna Freud Center). She has worked 6 years in the public sector, primarily schools in Denmark with children and families and is the co-founder of Familie Psykologisk Praksis, a private clinic offering therapy and assessment to families and children in Copenhagen.

Pernille Thomsen educated as a physiotherapist in 1991 from Copenhagen. She has a master’s degree in Health and Education from the University in Copenhagen in 2004 and qualified as associated professor at the University College Capitol in 2006. She has been focusing on the neuroscience behind stress, and have since 2013
collaborated with the Danish Defence Veterancenters, working with Veterans and their children. She educates physiotherapist, occupational therapist, teachers and pedagogues in the neuroscience behind children and stress.

She has her own physiotherapy clinic north of Copenhagen, where focus is on the neurophysiological treatment regarding children and mental health. Together with child psychologist Charlotte Bjerregaard she is one of the key-persons behind a new danish designed internet-based education, regarding children and mental health.

Charlotte Bjerregaard has a BSc Hons. in Psychology from London Guildhall University and MSc in psychology from Copenhagen University. She also obtained the national Certification for practicing psychologists from Danish Authorities in 2004 and is also a specialist in child psychology. Furthermore, she has taken several different specialized training courses and seminars in therapeutic work with children, adolescents, and families both in Denmark (DISPUK) and England (Marlborough Family Service, Anna Freud Center). She has worked 6 years in the public sector, primarily schools in Denmark with children and families and is the co-founder of Familie Psykologisk Praksis, a private clinic offering therapy and assessment to families and children in Copenhagen.

Pernille Thomsen educated as a physiotherapist in 1991 from Copenhagen. She has a master’s degree in Health and Education from the University in Copenhagen in 2004 and qualified as associated professor at the University College Capitol in 2006. She has been focusing on the neuroscience behind stress, and have since 2013
collaborated with the Danish Defence Veterancenters, working with Veterans and their children. She educates physiotherapist, occupational therapist, teachers and pedagogues in the neuroscience behind children and stress.

She has her own physiotherapy clinic north of Copenhagen, where focus is on the neurophysiological treatment regarding children and mental health. Together with child psychologist Charlotte Bjerregaard she is one of the key-persons behind a new danish designed internet-based education, regarding children and mental health.

Mark is a Partner and the National Head of the Education team at Browne Jacobson, personally having over twenty five years’ experience as an education lawyer. He has been recommended as a Leader in his field in Chambers & Partners and Legal 500 directories for almost twenty years. ‘Chambers UK’ has dubbed him “an industry leader” and makes him one of only two lawyers ranked in Band One nationally for recommended schools lawyers. ‘Legal 500’ has described him as “exceptional” and includes him in their 'Hall of Fame', which highlights law firm partners who are 'at the pinnacle of the profession'.

Mark has over twenty years' experience of serving in governance roles in the school, academy and further education sectors. Between 2011 and 2021 Mark served as the Chair of the L.E.A.D Academy Trust, a 25 school multi-academy trust operating in the East Midlands, Lincolnshire and South Yorkshire region educating over 10,500 children and young people. Mark continues as the Trust's Vice Chair and is also a Trustee of the National Association for Special Educational Needs. Mark has been designated as a National Leader of Governance (NLG) by the Department for Education and in this role specialises in governance advice and support in the academies sector. Mark has presented  at numerous education sector conferences including those of CST, ASCL, NAHT, NGA, ISBL and the Westminster Education Forum.

In 2021 Mark was included in the 'Disability Power 100', the annual publication recognising the success and influence of 100 individuals, disabled or living with an impairment, who through their example are inspiring others to achieve their full potential, regardless of disability or impairment. In 2022 Mark was included in The Lawyer’s prestigious ‘Hot 100’ list which recognises the most ‘daring, innovative and creative’ lawyers in the legal profession.

Mark is a Partner and the National Head of the Education team at Browne Jacobson, personally having over twenty five years’ experience as an education lawyer. He has been recommended as a Leader in his field in Chambers & Partners and Legal 500 directories for almost twenty years. ‘Chambers UK’ has dubbed him “an industry leader” and makes him one of only two lawyers ranked in Band One nationally for recommended schools lawyers. ‘Legal 500’ has described him as “exceptional” and includes him in their 'Hall of Fame', which highlights law firm partners who are 'at the pinnacle of the profession'.

Mark has over twenty years' experience of serving in governance roles in the school, academy and further education sectors. Between 2011 and 2021 Mark served as the Chair of the L.E.A.D Academy Trust, a 25 school multi-academy trust operating in the East Midlands, Lincolnshire and South Yorkshire region educating over 10,500 children and young people. Mark continues as the Trust's Vice Chair and is also a Trustee of the National Association for Special Educational Needs. Mark has been designated as a National Leader of Governance (NLG) by the Department for Education and in this role specialises in governance advice and support in the academies sector. Mark has presented  at numerous education sector conferences including those of CST, ASCL, NAHT, NGA, ISBL and the Westminster Education Forum.

In 2021 Mark was included in the 'Disability Power 100', the annual publication recognising the success and influence of 100 individuals, disabled or living with an impairment, who through their example are inspiring others to achieve their full potential, regardless of disability or impairment. In 2022 Mark was included in The Lawyer’s prestigious ‘Hot 100’ list which recognises the most ‘daring, innovative and creative’ lawyers in the legal profession.

Mandy Wilding - nasen’s Early Years lead - holds a B.Ed (Hons) degree and specialised in the teaching of 3-7 year olds at Nene College, Northampton. She has 32 years of primary school experience, teaching children from Nursery to Year 6 and held the position of SENCO for 9 years and Assistant Headteacher for 7 years.

Mandy leads the DfE- funded Early Years SENCO Award Project and nasen’s part of the Early Years SEND Partnership Project. She has produced webinars, webcasts and downloadable resources to support group-based and home-based practitioners and LA teams in the Early Years sector to meet the needs of children with SEND. She has spoken at national conferences and events and joined a DfE workshop in May to discuss the implications of the EYFS reforms on children with SEND.

Mandy Wilding - nasen’s Early Years lead - holds a B.Ed (Hons) degree and specialised in the teaching of 3-7 year olds at Nene College, Northampton. She has 32 years of primary school experience, teaching children from Nursery to Year 6 and held the position of SENCO for 9 years and Assistant Headteacher for 7 years.

Mandy leads the DfE- funded Early Years SENCO Award Project and nasen’s part of the Early Years SEND Partnership Project. She has produced webinars, webcasts and downloadable resources to support group-based and home-based practitioners and LA teams in the Early Years sector to meet the needs of children with SEND. She has spoken at national conferences and events and joined a DfE workshop in May to discuss the implications of the EYFS reforms on children with SEND.

Jo joined the Education Policy Institute in March 2016. She graduated from the London School of Economics with a Masters (MPA) in Public and Economic Policy (with distinction) in 2005; her second year of post-graduate study was completed at Columbia University in New York where she undertook a concentration in education policy at the Teachers’ College.

Jo’s background includes ten years as a statistician at the Department for Education, specializing in analysis and research of school outcomes to support policies including behaviour and attendance, floor standards and accountability, impact of multiple and early GCSE entry, attainment and HE entry gaps, and character education.

Major projects Jo has led on include the development and launch of the Disadvantage Attainment Gap Index, a world-first application of mean rank difference methodology to deliver standardized tracking of educational inequality across changing assessment measures; evidence for the London Mayor’s Education Inquiry; and international evidence for the National Curriculum Review.

Jo joined the Education Policy Institute in March 2016. She graduated from the London School of Economics with a Masters (MPA) in Public and Economic Policy (with distinction) in 2005; her second year of post-graduate study was completed at Columbia University in New York where she undertook a concentration in education policy at the Teachers’ College.

Jo’s background includes ten years as a statistician at the Department for Education, specializing in analysis and research of school outcomes to support policies including behaviour and attendance, floor standards and accountability, impact of multiple and early GCSE entry, attainment and HE entry gaps, and character education.

Major projects Jo has led on include the development and launch of the Disadvantage Attainment Gap Index, a world-first application of mean rank difference methodology to deliver standardized tracking of educational inequality across changing assessment measures; evidence for the London Mayor’s Education Inquiry; and international evidence for the National Curriculum Review.

Duncan is a disability, mental health, and autism advocate and activist. Duncan found himself thrust into the world of mental health when his wife was diagnosed with bipolar affective disorder and EUPD. This, along with his daughter being autistic with a Pathological Demand Avoidance profile meant he had to learn a lot very quickly.

He started the Facebook group "The UK Autism Spectrum Parents Support Group" to help and support other parents going through the same issues surrounding diagnosis and support in general. This has now grown to have 40K members and is one of the world's largest autism related Facebook groups.

From this Duncan recognised that many recurring issues came up. Having researched heavily he started a YouTube channel to directly answer many of these questions. The result was PDA Dad UK, aimed at helping people understand autism and neurodiversity, and to push acceptance for neurodiverse people.

Then Duncan teamed up with Chris Leasmith, a fellow SEND parent. Both he and Chris felt there was a lot of seriousness surrounding SEND and disability in general, and wanted to present a lighter look at this amazing community. Thus was born "The Grumpy Dads Podcast".

Both Simon Sansome and Adam Pearson appeared as guests on The Grumpy Dads, and the four decided to join forces and formed The Grumpy Gits. Now the world's biggest Disability Podcast with around 2.5M views to date.

Duncan is also a Carer's Ambassador for Devon Carers, a Volunteer Ambassador for DIAS and an ambassador for the PDA Society

Duncan is a disability, mental health, and autism advocate and activist. Duncan found himself thrust into the world of mental health when his wife was diagnosed with bipolar affective disorder and EUPD. This, along with his daughter being autistic with a Pathological Demand Avoidance profile meant he had to learn a lot very quickly.

He started the Facebook group "The UK Autism Spectrum Parents Support Group" to help and support other parents going through the same issues surrounding diagnosis and support in general. This has now grown to have 40K members and is one of the world's largest autism related Facebook groups.

From this Duncan recognised that many recurring issues came up. Having researched heavily he started a YouTube channel to directly answer many of these questions. The result was PDA Dad UK, aimed at helping people understand autism and neurodiversity, and to push acceptance for neurodiverse people.

Then Duncan teamed up with Chris Leasmith, a fellow SEND parent. Both he and Chris felt there was a lot of seriousness surrounding SEND and disability in general, and wanted to present a lighter look at this amazing community. Thus was born "The Grumpy Dads Podcast".

Both Simon Sansome and Adam Pearson appeared as guests on The Grumpy Dads, and the four decided to join forces and formed The Grumpy Gits. Now the world's biggest Disability Podcast with around 2.5M views to date.

Duncan is also a Carer's Ambassador for Devon Carers, a Volunteer Ambassador for DIAS and an ambassador for the PDA Society

I have over 30 years’ knowledge and experience within special and mainstream education from teaching assistant to Headteacher, as well as a solid research background rooted within the psychology of learning. My Masters and PhD were in Special Education and focused specifically on the teaching of reading and self-esteem. I have presented nationally and internationally on raising outcomes for learners with SEND and am a published author of my research. I am currently writing a book on the teaching of reading to all learners, due late 2022. 

Now an independent Educational Consultant at www.drsarahmoseley.com, I provide face to face and online training, coaching, keynote presentations, information and support for professionals and families from all sectors, specialising in SEND focused school improvement and raising outcomes for all learners. I am passionate about making a positive difference to the lives, attitudes, and outcomes of those who may struggle to learn, based on a belief that every action can make a difference. I aim to bridge the gap between theory and learning, to create a culture where high expectations thrive, improving outcomes for all pupils.

I have over 30 years’ knowledge and experience within special and mainstream education from teaching assistant to Headteacher, as well as a solid research background rooted within the psychology of learning. My Masters and PhD were in Special Education and focused specifically on the teaching of reading and self-esteem. I have presented nationally and internationally on raising outcomes for learners with SEND and am a published author of my research. I am currently writing a book on the teaching of reading to all learners, due late 2022. 

Now an independent Educational Consultant at www.drsarahmoseley.com, I provide face to face and online training, coaching, keynote presentations, information and support for professionals and families from all sectors, specialising in SEND focused school improvement and raising outcomes for all learners. I am passionate about making a positive difference to the lives, attitudes, and outcomes of those who may struggle to learn, based on a belief that every action can make a difference. I aim to bridge the gap between theory and learning, to create a culture where high expectations thrive, improving outcomes for all pupils.

Amy Loxley is an Interim Lead Speech and Language Advisor for I CAN, the children’s communication charity. With 14 years’ experience as a speech and language therapist, Amy has worked with a diverse range of client groups across early years, primary and secondary phases, and in community, mainstream and specialist settings in the UK and Australia.

Amy’s current work includes developing a package of resources on Developmental Language Disorder for mainstream school staff, and leading on the development of CPD content for I CAN’s training offer for schools. Amy also leads on the Constable Talk Boost project, supporting children with difficulties speaking and understanding language across five London local authorities through I CAN’s Talk Boost interventions. Finally, Amy is contributing to the organisation’s strategy for beneficiary engagement by leading on the development of I CAN’s Young Ambassador programme.

Amy Loxley is an Interim Lead Speech and Language Advisor for I CAN, the children’s communication charity. With 14 years’ experience as a speech and language therapist, Amy has worked with a diverse range of client groups across early years, primary and secondary phases, and in community, mainstream and specialist settings in the UK and Australia.

Amy’s current work includes developing a package of resources on Developmental Language Disorder for mainstream school staff, and leading on the development of CPD content for I CAN’s training offer for schools. Amy also leads on the Constable Talk Boost project, supporting children with difficulties speaking and understanding language across five London local authorities through I CAN’s Talk Boost interventions. Finally, Amy is contributing to the organisation’s strategy for beneficiary engagement by leading on the development of I CAN’s Young Ambassador programme.

Julie is a highly regarded trainer and speaker who has a long established reputation in the SEND sector. She is an associate trainer and consultant for nasen, The British Association of Early Education and regularly leads seminars at national events. Julie’s background is rooted in understanding and meeting the needs of young children with (SEND) and with a specific focus on promoting and developing a greater understanding of all aspects of social, emotional and mental health.

Julie is a highly regarded trainer and speaker who has a long established reputation in the SEND sector. She is an associate trainer and consultant for nasen, The British Association of Early Education and regularly leads seminars at national events. Julie’s background is rooted in understanding and meeting the needs of young children with (SEND) and with a specific focus on promoting and developing a greater understanding of all aspects of social, emotional and mental health.

I graduated as a teacher in 2002. For the last 10 years I have been working with different Ed-Tech solutions. Since 2019 I have had the pleasure of working at Danish Ed-tech company Shape Robotics, which invented the telepresence robot Fable Connect. 

I strongly believe that there are several ways we can help kids, who have difficulties attending school due to anxiety or chronic illness, getting back to school; one of them being telepresence.

I graduated as a teacher in 2002. For the last 10 years I have been working with different Ed-Tech solutions. Since 2019 I have had the pleasure of working at Danish Ed-tech company Shape Robotics, which invented the telepresence robot Fable Connect. 

I strongly believe that there are several ways we can help kids, who have difficulties attending school due to anxiety or chronic illness, getting back to school; one of them being telepresence.

Lisa has 30 years of experience of working with young people with ASC, MLD, SLD, PMLD and complex needs. She has worked alongside a wide range of professionals and experts to create individualised programmes, placing young people at the centre of their learning.

She has piloted several successful inclusion projects and worked in a wide range of specialist educational settings, including providing high quality bespoke post 16 specialist provision and post 19 transition. She has also worked in the charity sector.

Lisa has always pioneered new ways of working that make a real difference to the lives of young people with a learning disability. Whilst recently studying for an MA in Experimental Psychology Lisa explored how innovative technology can be developed to support people with Autism. She believes passionately in expanding neurodiversity in the workplace and that the benefits this brings to corporate business is of equal value to that of the young person with a learning disability they employ.

A former SEN headteacher, with significant leadership experience in local authority SEN support and advisory roles and more recently as chief executive at nasen. Jane is now director of SEND Consultancy, a new and innovative support agency for those working in SEND, specialising in leading effective review of provision for children and young people with SEND, which commissions co-productively with young people with additional needs to effect improvement at local level.

A compelling, charismatic communicator and presenter who cares passionately about raising the quality of special needs provision for all with the ambition of achieving living an ordinary life for all. Jane continues to work with central government and international partners in an advisory capacity supporting the international agenda for SEND.

Jane is married and has three children, her 18 year old son is a young man with Aspergers, learning difficulties and additional mental health needs. She is the older sister and part time carer of a young lady with severe learning disabilities who lives in supported living in North Oxfordshire. Jane is a Court of Protection Depute. She is Chair of Governors and SEN Governor at a community primary school in the heart of Coventry, where a range of 33 different community languages are expressed which reflects the culturally rich and diverse community the school serves. Jane is a Trustee and supporter of a range of charitable trusts promoting an equal society for all.

Rosa Monckton, whose younger daughter, Domenic, has Down’s Syndrome, is the Founder & Chairman of Team Domenica – a social enterprise charity dedicated to helping young people with learning disabilities find and retain meaningful paid employment.

Rosa is a British businesswoman and charity campaigner. Chief Executive of Tiffany’s in London from opening in 1986, Chief Executive of Asprey & Gerrard in 2000, then becoming non-executive chairman in 2002. Rosa is now a non-executive director of Aurum, which is the holding company for Goldsmith, Mappin & Webb and Watches of Switzerland.

Rosa has been awarded with an MBE for all her charitable work for young people with learning disabilities over the years. She has been involved with several charities including Together for Short Lives, The Acorns Children’s Hospice, Downside UP, The Down’s Syndrome Educational Trust, KIDS (charity) and Bulgarian Abandoned Children’s Trust.

Carol Allen is an education advisor for ICT and Inclusion currently supporting LGFL (London Grid for Learning) and previously, Hartlepool LA and North Tyneside LA.  Carol was named as one of the top ten educators in the field of educational technology for her inclusion work, see #EdTech2018. She has been awarded an Ed Futurist award.

Carol is currently a member of the DfE Assistive Technology Expert Group; a member of the BETT Advisory Team; a BETT Awards Judge and has been a panel member and contributor to sessions at the House of Lords for the APPGAT (All-Party Parliamentary Group for Assistive Technology) committee.

She has taught since 1980 in both mainstream schools (primary and secondary) and schools for students with severe, profound and multiple learning difficulties. For several years Carol ran the peripatetic VI service for North Tyneside. Carol has worked extensively with students across all age ranges and areas of need  Recognising, as an English specialist, that communication lies at the heart of all effective teaching, the majority of her work has centred on creative and engaging use of technology to support communication in its widest sense.

Workshop/keynote presentations include FETC and ATIA Florida, Illinois District educators summer conference; Denmark, BETT, Birmingham, Rotterdam, Manchester, Geneva, Cologne, London and two five-city conference/workshop tours round Australia in 2018 and 2019.

All work centres on easy to replicate practice which is fun, achievable and creates communication enhancement opportunities. Twin vices of caffeine and chocolate keep the energy sparky and the ideas flowing!

Lisa has 30 years of experience of working with young people with ASC, MLD, SLD, PMLD and complex needs. She has worked alongside a wide range of professionals and experts to create individualised programmes, placing young people at the centre of their learning.

She has piloted several successful inclusion projects and worked in a wide range of specialist educational settings, including providing high quality bespoke post 16 specialist provision and post 19 transition. She has also worked in the charity sector.

Lisa has always pioneered new ways of working that make a real difference to the lives of young people with a learning disability. Whilst recently studying for an MA in Experimental Psychology Lisa explored how innovative technology can be developed to support people with Autism. She believes passionately in expanding neurodiversity in the workplace and that the benefits this brings to corporate business is of equal value to that of the young person with a learning disability they employ.

A former SEN headteacher, with significant leadership experience in local authority SEN support and advisory roles and more recently as chief executive at nasen. Jane is now director of SEND Consultancy, a new and innovative support agency for those working in SEND, specialising in leading effective review of provision for children and young people with SEND, which commissions co-productively with young people with additional needs to effect improvement at local level.

A compelling, charismatic communicator and presenter who cares passionately about raising the quality of special needs provision for all with the ambition of achieving living an ordinary life for all. Jane continues to work with central government and international partners in an advisory capacity supporting the international agenda for SEND.

Jane is married and has three children, her 18 year old son is a young man with Aspergers, learning difficulties and additional mental health needs. She is the older sister and part time carer of a young lady with severe learning disabilities who lives in supported living in North Oxfordshire. Jane is a Court of Protection Depute. She is Chair of Governors and SEN Governor at a community primary school in the heart of Coventry, where a range of 33 different community languages are expressed which reflects the culturally rich and diverse community the school serves. Jane is a Trustee and supporter of a range of charitable trusts promoting an equal society for all.

Rosa Monckton, whose younger daughter, Domenic, has Down’s Syndrome, is the Founder & Chairman of Team Domenica – a social enterprise charity dedicated to helping young people with learning disabilities find and retain meaningful paid employment.

Rosa is a British businesswoman and charity campaigner. Chief Executive of Tiffany’s in London from opening in 1986, Chief Executive of Asprey & Gerrard in 2000, then becoming non-executive chairman in 2002. Rosa is now a non-executive director of Aurum, which is the holding company for Goldsmith, Mappin & Webb and Watches of Switzerland.

Rosa has been awarded with an MBE for all her charitable work for young people with learning disabilities over the years. She has been involved with several charities including Together for Short Lives, The Acorns Children’s Hospice, Downside UP, The Down’s Syndrome Educational Trust, KIDS (charity) and Bulgarian Abandoned Children’s Trust.

Carol Allen is an education advisor for ICT and Inclusion currently supporting LGFL (London Grid for Learning) and previously, Hartlepool LA and North Tyneside LA.  Carol was named as one of the top ten educators in the field of educational technology for her inclusion work, see #EdTech2018. She has been awarded an Ed Futurist award.

Carol is currently a member of the DfE Assistive Technology Expert Group; a member of the BETT Advisory Team; a BETT Awards Judge and has been a panel member and contributor to sessions at the House of Lords for the APPGAT (All-Party Parliamentary Group for Assistive Technology) committee.

She has taught since 1980 in both mainstream schools (primary and secondary) and schools for students with severe, profound and multiple learning difficulties. For several years Carol ran the peripatetic VI service for North Tyneside. Carol has worked extensively with students across all age ranges and areas of need  Recognising, as an English specialist, that communication lies at the heart of all effective teaching, the majority of her work has centred on creative and engaging use of technology to support communication in its widest sense.

Workshop/keynote presentations include FETC and ATIA Florida, Illinois District educators summer conference; Denmark, BETT, Birmingham, Rotterdam, Manchester, Geneva, Cologne, London and two five-city conference/workshop tours round Australia in 2018 and 2019.

All work centres on easy to replicate practice which is fun, achievable and creates communication enhancement opportunities. Twin vices of caffeine and chocolate keep the energy sparky and the ideas flowing!

Kate Browning is a well-regarded lead professional both locally and nationally in school improvement for children and young people with SEND. She has over 20 years of experience as a teacher, SENCo, Local Authority School Improvement Officer for SEN and interim Education Development Officer for NASEN, where she supported the delivery of nationwide training on the SEND Code of Practice with the DfE. Kate now works with Teaching School Alliances, MATs, Local Authorities and individual schools to improve outcomes for children and young people with SEND across the primary and secondary phase. She teaches the National Award for SEN Coordination and facilitates a number of SENCo Networks across the midlands. She is a lecturer for the Warwick University PGCE programme and has delivered key note speeches and seminars at many conferences and events such as The Education Show, NASEN Live, TES SEN, Optimus, SEN South West. She is currently involved in project work on ‘Mastery in maths for children with SEND’. She is an Associate Consultant for NASEN, an expert advisor for The Key and Chair of Governors of a large junior school.

Kate Browning is a well-regarded lead professional both locally and nationally in school improvement for children and young people with SEND. She has over 20 years of experience as a teacher, SENCo, Local Authority School Improvement Officer for SEN and interim Education Development Officer for NASEN, where she supported the delivery of nationwide training on the SEND Code of Practice with the DfE. Kate now works with Teaching School Alliances, MATs, Local Authorities and individual schools to improve outcomes for children and young people with SEND across the primary and secondary phase. She teaches the National Award for SEN Coordination and facilitates a number of SENCo Networks across the midlands. She is a lecturer for the Warwick University PGCE programme and has delivered key note speeches and seminars at many conferences and events such as The Education Show, NASEN Live, TES SEN, Optimus, SEN South West. She is currently involved in project work on ‘Mastery in maths for children with SEND’. She is an Associate Consultant for NASEN, an expert advisor for The Key and Chair of Governors of a large junior school.

Over the last 20 years, she has grown a successful practice; working as a trainer and coach advising and directing professionals with communication challenges. She is a qualified CBT (cognitive behaviour therapist) from the University of Worcester and member of the BACP (British Association of Counselling and Psychotherapy), she runs a private practice offering post-diagnostic support and runs voluntary drama and social skills groups for young people on the autistic spectrum. Tessa founded act for autism in 2015 because she is passionate about supporting young autistic individuals​ and creating awareness in the wider community. Tessa is co author of Connecting and Communicating with your autistic child.

An actor, teacher of Drama and workshop leader. As an actor, she worked extensively on television and in theatre, including Dangerfield and Casualty. In theatre, she has played leading roles at the Royal Shakespeare Company, the NationalTheatre and West End musicals. She tutors and mentors drama students as well as teaching in a mainstream school. She has a BA (Hons) in Theatre Studies, an MA in the Advance Workings of Shakespeare and has a B Phil in Autism from Birmingham University.

Jane is passionate about all children having a voice, her work at act for autism developing workshops and strategies together with Tessa, is the perfect vehicle to change the way we look at autism. Jane  is co author of Connecting and Communicating with your autistic child.

Over the last 20 years, she has grown a successful practice; working as a trainer and coach advising and directing professionals with communication challenges. She is a qualified CBT (cognitive behaviour therapist) from the University of Worcester and member of the BACP (British Association of Counselling and Psychotherapy), she runs a private practice offering post-diagnostic support and runs voluntary drama and social skills groups for young people on the autistic spectrum. Tessa founded act for autism in 2015 because she is passionate about supporting young autistic individuals​ and creating awareness in the wider community. Tessa is co author of Connecting and Communicating with your autistic child.

An actor, teacher of Drama and workshop leader. As an actor, she worked extensively on television and in theatre, including Dangerfield and Casualty. In theatre, she has played leading roles at the Royal Shakespeare Company, the NationalTheatre and West End musicals. She tutors and mentors drama students as well as teaching in a mainstream school. She has a BA (Hons) in Theatre Studies, an MA in the Advance Workings of Shakespeare and has a B Phil in Autism from Birmingham University.

Jane is passionate about all children having a voice, her work at act for autism developing workshops and strategies together with Tessa, is the perfect vehicle to change the way we look at autism. Jane  is co author of Connecting and Communicating with your autistic child.

A former SEN headteacher, with significant leadership experience in local authority SEN support and advisory roles and more recently as chief executive at nasen. Jane is now director of SEND Consultancy, a new and innovative support agency for those working in SEND, specialising in leading effective review of provision for children and young people with SEND, which commissions co-productively with young people with additional needs to effect improvement at local level.

A compelling, charismatic communicator and presenter who cares passionately about raising the quality of special needs provision for all with the ambition of achieving living an ordinary life for all. Jane continues to work with central government and international partners in an advisory capacity supporting the international agenda for SEND.

Jane is married and has three children, her 18 year old son is a young man with Aspergers, learning difficulties and additional mental health needs. She is the older sister and part time carer of a young lady with severe learning disabilities who lives in supported living in North Oxfordshire. Jane is a Court of Protection Depute. She is Chair of Governors and SEN Governor at a community primary school in the heart of Coventry, where a range of 33 different community languages are expressed which reflects the culturally rich and diverse community the school serves. Jane is a Trustee and supporter of a range of charitable trusts promoting an equal society for all.

A former SEN headteacher, with significant leadership experience in local authority SEN support and advisory roles and more recently as chief executive at nasen. Jane is now director of SEND Consultancy, a new and innovative support agency for those working in SEND, specialising in leading effective review of provision for children and young people with SEND, which commissions co-productively with young people with additional needs to effect improvement at local level.

A compelling, charismatic communicator and presenter who cares passionately about raising the quality of special needs provision for all with the ambition of achieving living an ordinary life for all. Jane continues to work with central government and international partners in an advisory capacity supporting the international agenda for SEND.

Jane is married and has three children, her 18 year old son is a young man with Aspergers, learning difficulties and additional mental health needs. She is the older sister and part time carer of a young lady with severe learning disabilities who lives in supported living in North Oxfordshire. Jane is a Court of Protection Depute. She is Chair of Governors and SEN Governor at a community primary school in the heart of Coventry, where a range of 33 different community languages are expressed which reflects the culturally rich and diverse community the school serves. Jane is a Trustee and supporter of a range of charitable trusts promoting an equal society for all.

Pete Wells is an award-winning SEN teacher and senior leader, proudly working with learners of all ages with special educational needs. He is best known for writing and animating amusing multi-sensory stories, which he has been producing for over twenty happy years! 

He is the author of Inclusive Technology's ground-breaking Inclusive Stories platform and has recently written bedtime stories for the NHS, for children who are at the end of life. His work is used by educators across the world to bring a range of highly engaging sensory experiences and enjoyment for children and adults of all ages and abilities.

Pete Wells is an award-winning SEN teacher and senior leader, proudly working with learners of all ages with special educational needs. He is best known for writing and animating amusing multi-sensory stories, which he has been producing for over twenty happy years! 

He is the author of Inclusive Technology's ground-breaking Inclusive Stories platform and has recently written bedtime stories for the NHS, for children who are at the end of life. His work is used by educators across the world to bring a range of highly engaging sensory experiences and enjoyment for children and adults of all ages and abilities.

Anne has worked in education for 25 years having taught in State, International and Independent schools across all age ranges. She holds a Masters in Special Needs and Inclusive Education, is an Accredited Member of the British Dyslexia Association (AMBDA) and holds a current Assessment Practising Certificate (APC). Anne has been a specialist teacher for 17 years and during this time has worked in an advisory role within a Local Education Authority in London and as a SENDCo in 2 large independent schools; both of which have been senior leadership roles.

Anne’s particular area of specialism is Dyslexia but she is passionate about ensuring that Quality First Teaching is at the forefront of the agenda within all schools. She believes in an inclusive education where each child should have the chance to experience success and shine. Anne currently works as an SpLD consultant to schools and families alike and carries out Dyslexia assessments in her capacity as a specialist teacher. She is an experienced presenter and has written and delivered CPD to a large number of schools across South London.

Anne has worked in education for 25 years having taught in State, International and Independent schools across all age ranges. She holds a Masters in Special Needs and Inclusive Education, is an Accredited Member of the British Dyslexia Association (AMBDA) and holds a current Assessment Practising Certificate (APC). Anne has been a specialist teacher for 17 years and during this time has worked in an advisory role within a Local Education Authority in London and as a SENDCo in 2 large independent schools; both of which have been senior leadership roles.

Anne’s particular area of specialism is Dyslexia but she is passionate about ensuring that Quality First Teaching is at the forefront of the agenda within all schools. She believes in an inclusive education where each child should have the chance to experience success and shine. Anne currently works as an SpLD consultant to schools and families alike and carries out Dyslexia assessments in her capacity as a specialist teacher. She is an experienced presenter and has written and delivered CPD to a large number of schools across South London.

Rubbena Aurangzeb-Tariq is the lead Trainer & Resources Developer for the charity, Deafax (www.deafax.org). She has over 22 years’ experience of providing workshops and lessons and creating deaf-friendly resources for deaf children, young people and adults. When a young deaf person asked her, “Can I just use socks instead of condoms?’” she knew that there was a need to refine how we educate young deaf people about sex and relationships in a more positive way to ensure that they can grow into well-adjusted and informed adults who are safe in their knowledge.

Rubbena’s wider scope of work encompasses her roles as a trainer, artist and art psychotherapist, and her work can be viewed at rubbena.com

She is based in London. She was born deaf and British Sign Language is her preferred language. Rubbena also works part time in the NHS and in a school providing art therapy to deaf people. ​

Rubbena Aurangzeb-Tariq is the lead Trainer & Resources Developer for the charity, Deafax (www.deafax.org). She has over 22 years’ experience of providing workshops and lessons and creating deaf-friendly resources for deaf children, young people and adults. When a young deaf person asked her, “Can I just use socks instead of condoms?’” she knew that there was a need to refine how we educate young deaf people about sex and relationships in a more positive way to ensure that they can grow into well-adjusted and informed adults who are safe in their knowledge.

Rubbena’s wider scope of work encompasses her roles as a trainer, artist and art psychotherapist, and her work can be viewed at rubbena.com

She is based in London. She was born deaf and British Sign Language is her preferred language. Rubbena also works part time in the NHS and in a school providing art therapy to deaf people. ​

Michael Surr is interim Head of Education at nasen and is part of the senior leadership
team. Michael is responsible for leading the membership offer and, as well being the
editor of nasen’s membership magazine, nasen Connect, he oversees nasen’s research
journals and the nasen Spotlight series published by Routledge. He has a background in primary education and has been a SENCO and deputy head. Before joining nasen, he
worked as an advisory teacher in a local authority.

Michael Surr is interim Head of Education at nasen and is part of the senior leadership
team. Michael is responsible for leading the membership offer and, as well being the
editor of nasen’s membership magazine, nasen Connect, he oversees nasen’s research
journals and the nasen Spotlight series published by Routledge. He has a background in primary education and has been a SENCO and deputy head. Before joining nasen, he
worked as an advisory teacher in a local authority.

Previously Senior Teacher/SENCO in a large secondary school in North Wales and now an independent consultant and trainer, Neil MacKay originated the phrase and the concept “Dyslexia Friendly Schools. As a consultant specialising in Dyslexia and other inclusion issues Neil has worked with Education Departments in Hong Kong, Singapore, Jersey and Malta on teacher training and awareness initiatives and delivered training to international school teachers in Hong Kong, Bangkok and Singapore.

Previously Senior Teacher/SENCO in a large secondary school in North Wales and now an independent consultant and trainer, Neil MacKay originated the phrase and the concept “Dyslexia Friendly Schools. As a consultant specialising in Dyslexia and other inclusion issues Neil has worked with Education Departments in Hong Kong, Singapore, Jersey and Malta on teacher training and awareness initiatives and delivered training to international school teachers in Hong Kong, Bangkok and Singapore.

Lorraine has 25 years’ experience in the mainstream school environment as a teacher
and headteacher. From 2004 – 2013 Lorraine was CEO of nasen. As a result, Lorraine has many years’ experience of working with pupils with an array of special and additional needs and the teachers, SENCOs and support staff that work with them.

During her time as CEO of nasen, Lorraine worked on a number of projects with various agencies including the Department for Education, the National College of Teaching and Leadership (formally the Teaching Agency) and UKTI.

In 2009 Lorraine was awarded an OBE for her services to education. In 2010 Lorraine was awarded the Outstanding Achievement Award at the Education Research Awards and in 2013 the Outstanding Achievement Award at BETT. In the same year, Lorraine established Lorraine Petersen Educational Consultancy and currently works independently, delivering training and supporting schools and local authorities with their
SEND policy and practice.

In 2015 Lorraine successfully completed the IPSEA SEN Foundation Legal Training and has been appointed as an associate lecturer at the University of Worcester. Lorraine in currently Director of Chadsgrove Teaching School Alliance and is Chair of Governors at Chadsgrove School and a Governor at Lokrum Fields, a newly opened Independent
Special School.

Lorraine has 25 years’ experience in the mainstream school environment as a teacher
and headteacher. From 2004 – 2013 Lorraine was CEO of nasen. As a result, Lorraine has many years’ experience of working with pupils with an array of special and additional needs and the teachers, SENCOs and support staff that work with them.

During her time as CEO of nasen, Lorraine worked on a number of projects with various agencies including the Department for Education, the National College of Teaching and Leadership (formally the Teaching Agency) and UKTI.

In 2009 Lorraine was awarded an OBE for her services to education. In 2010 Lorraine was awarded the Outstanding Achievement Award at the Education Research Awards and in 2013 the Outstanding Achievement Award at BETT. In the same year, Lorraine established Lorraine Petersen Educational Consultancy and currently works independently, delivering training and supporting schools and local authorities with their
SEND policy and practice.

In 2015 Lorraine successfully completed the IPSEA SEN Foundation Legal Training and has been appointed as an associate lecturer at the University of Worcester. Lorraine in currently Director of Chadsgrove Teaching School Alliance and is Chair of Governors at Chadsgrove School and a Governor at Lokrum Fields, a newly opened Independent
Special School.

Charlotte is a social entrepreneur and an experienced senior teacher. For the last 10 years she has run Fit 2 Learn CIC, a small social enterprise, that seeks to show individuals and organisations how people of all ages can use non-invasive therapies in order to behave calmly and learn efficiently.

Charlotte speaks and trains nationally and internationally. She is working with others  to set-up a training centre in Southern Italy.  Further, Charlotte is currently working with Leeds Beckett University Education P.E. Department running school based studies of Fit 2 Learn programmes.

During lockdown Charlotte recorded a series of webinars for families and educators to support children with special educational needs. She co-authored the book The Maze of Learning, Motor Skills Development.

Charlotte set-up Fit 2 Learn CIC after the 2011 riots, as she was then resident in Croydon and could see that the riots were dominated by youngsters who struggled in school. Since then she has worked with people of all ages, as she has found that the same developmental issues that block efficient learning also impact on mental health, anxiety, inter-personal skills and aging. She believes that establishing, mastering and maintaining motor sensory integration is a key goal for all humans and should be central to all education systems.

Charlotte is a social entrepreneur and an experienced senior teacher. For the last 10 years she has run Fit 2 Learn CIC, a small social enterprise, that seeks to show individuals and organisations how people of all ages can use non-invasive therapies in order to behave calmly and learn efficiently.

Charlotte speaks and trains nationally and internationally. She is working with others  to set-up a training centre in Southern Italy.  Further, Charlotte is currently working with Leeds Beckett University Education P.E. Department running school based studies of Fit 2 Learn programmes.

During lockdown Charlotte recorded a series of webinars for families and educators to support children with special educational needs. She co-authored the book The Maze of Learning, Motor Skills Development.

Charlotte set-up Fit 2 Learn CIC after the 2011 riots, as she was then resident in Croydon and could see that the riots were dominated by youngsters who struggled in school. Since then she has worked with people of all ages, as she has found that the same developmental issues that block efficient learning also impact on mental health, anxiety, inter-personal skills and aging. She believes that establishing, mastering and maintaining motor sensory integration is a key goal for all humans and should be central to all education systems.

Nell Nicholson has a background and current practice working in and alongside SEN schools and settings as well as primary and secondary mainstream schools. She has a specialism in Social Emotional and Mental Health needs. She has held leadership positions in primary schools and primary/secondary special schools. She works as an organisational consultant and is also the headteacher of Gloucester House, the Tavistock and Portman NHS Foundation Trust’s Children’s Day Unit and Outreach Service. In these roles she works across a range of schools and settings building capacity and skills in staff teams.  

She is committed to developing school environments in which wellbeing for staff and pupils is thought about and addressed holistically.

Nell Nicholson has a background and current practice working in and alongside SEN schools and settings as well as primary and secondary mainstream schools. She has a specialism in Social Emotional and Mental Health needs. She has held leadership positions in primary schools and primary/secondary special schools. She works as an organisational consultant and is also the headteacher of Gloucester House, the Tavistock and Portman NHS Foundation Trust’s Children’s Day Unit and Outreach Service. In these roles she works across a range of schools and settings building capacity and skills in staff teams.  

She is committed to developing school environments in which wellbeing for staff and pupils is thought about and addressed holistically.

Instigator of the National SENCO Workforce Surveys and the charity Generation CAN, Hannah is passionate about improving SEND provision in schools nationally. A qualified, practicing SENCO and dyslexia specialist, she leads strategically on SEND provision across a group of primary and secondary schools.

Instigator of the National SENCO Workforce Surveys and the charity Generation CAN, Hannah is passionate about improving SEND provision in schools nationally. A qualified, practicing SENCO and dyslexia specialist, she leads strategically on SEND provision across a group of primary and secondary schools.

Susan has worked at Moor House with children with Language Disorder, including Developmental Language Disorder (DLD) as a Highly Specialist Speech and Language Therapist for over 20 years. 

Prior to this, she worked in mainstream and special schools, language units, nurseries and clinics both as a speech and language therapist and earlier as a speech and language therapy assistant. She has an honorary lectureship at UCL (where she completed her PhD in 2005) and is also a specialist advisor for the Royal College of Speech and Language Therapists. 

She is on the editorial boards of two peer reviewed journals, the International Journal of Language and Communication Disorders and Child Language Teaching and Therapy. 

She is passionate about the need for evidence-based practice and has carried out, coordinated and published many intervention studies on a range of areas, but with a particular focus on improving the comprehension and production of grammar in children with language disorders using her SHAPE CODING^TM system. She delivers regular courses both on the SHAPE CODING^TM system and on the current evidence base for school-aged children with DLD.

An experienced teacher in both mainstream and SEN settings, Sue began her career in a mainstream school and in 1996 started working for the London Borough of Bromley as KS2 specialist teacher in both their language units. 

It was here that she began supporting pupils with Developmental Language Disorder (DLD). Sue worked closely with Speech & Language Therapists (SLTs) to deliver specialist language teaching and supported pupils’ re-integration into mainstream classes.

In 2006, she joined the teaching staff at Moor House and has extensive experience of devising and delivering a mainstream curriculum that has been highly differentiated for the language needs of the pupils in her class. She has worked closely alongside speech and language therapists for many years to ensure that speech and language therapy can be integrated throughout the curriculum using a range of specialist systems. 

In 2019, Sue was seconded to the MHRTI as a trainer to develop a range of courses for mainstream schools. In addition, Sue works as a literacy group intervention lead teacher, supporting students from KS2-KS4 who have DLD and additional literacy needs.

Hilary is an experienced, evidence-based Highly Specialist Speech & Language Therapist within the field of language disorders, including Developmental Language Disorder (DLD). 

Working across both Moor House School & College and the Research & Training Institute, Hilary provides highly specialist interventions to a small caseload of students with DLD in 1:1 small group and classroom sessions, working within an integrated, intensive speech and language therapy service.

She also provides expert support, advice and training to both internal and external professionals, including Makaton (regional tutor), the SHAPE CODING™ system (accredited trainer), The Listening Program® (certified provider) and Signed English (tutor).

Hilary is a regular presenter at conferences and recently co-authored a research paper on the effectiveness of semantic intervention for word-finding difficulties in college-aged students with persistent language disorders.

Susan has worked at Moor House with children with Language Disorder, including Developmental Language Disorder (DLD) as a Highly Specialist Speech and Language Therapist for over 20 years. 

Prior to this, she worked in mainstream and special schools, language units, nurseries and clinics both as a speech and language therapist and earlier as a speech and language therapy assistant. She has an honorary lectureship at UCL (where she completed her PhD in 2005) and is also a specialist advisor for the Royal College of Speech and Language Therapists. 

She is on the editorial boards of two peer reviewed journals, the International Journal of Language and Communication Disorders and Child Language Teaching and Therapy. 

She is passionate about the need for evidence-based practice and has carried out, coordinated and published many intervention studies on a range of areas, but with a particular focus on improving the comprehension and production of grammar in children with language disorders using her SHAPE CODING^TM system. She delivers regular courses both on the SHAPE CODING^TM system and on the current evidence base for school-aged children with DLD.

An experienced teacher in both mainstream and SEN settings, Sue began her career in a mainstream school and in 1996 started working for the London Borough of Bromley as KS2 specialist teacher in both their language units. 

It was here that she began supporting pupils with Developmental Language Disorder (DLD). Sue worked closely with Speech & Language Therapists (SLTs) to deliver specialist language teaching and supported pupils’ re-integration into mainstream classes.

In 2006, she joined the teaching staff at Moor House and has extensive experience of devising and delivering a mainstream curriculum that has been highly differentiated for the language needs of the pupils in her class. She has worked closely alongside speech and language therapists for many years to ensure that speech and language therapy can be integrated throughout the curriculum using a range of specialist systems. 

In 2019, Sue was seconded to the MHRTI as a trainer to develop a range of courses for mainstream schools. In addition, Sue works as a literacy group intervention lead teacher, supporting students from KS2-KS4 who have DLD and additional literacy needs.

Hilary is an experienced, evidence-based Highly Specialist Speech & Language Therapist within the field of language disorders, including Developmental Language Disorder (DLD). 

Working across both Moor House School & College and the Research & Training Institute, Hilary provides highly specialist interventions to a small caseload of students with DLD in 1:1 small group and classroom sessions, working within an integrated, intensive speech and language therapy service.

She also provides expert support, advice and training to both internal and external professionals, including Makaton (regional tutor), the SHAPE CODING™ system (accredited trainer), The Listening Program® (certified provider) and Signed English (tutor).

Hilary is a regular presenter at conferences and recently co-authored a research paper on the effectiveness of semantic intervention for word-finding difficulties in college-aged students with persistent language disorders.

Steve Chinn was founder and Principal of Mark College, a specialist school for students with dyslexia and dyscalculia. It was awarded Beacon School Status by the DfE for its work on maths and AT.

Steve was co-founder and later Chair of CReSTeD. He was co-founder of the Dyslexia Archive, based at St John’s College, Oxford.

Steve has lectured and provided teacher training on maths LD in over 30 countries worldwide (including consultancy for the MOE in Singapore).

Steve contributed two chapters to 'Dyslexia and Mathematics' the first UK book on this topic. The first edition of his book, ‘The Trouble with Maths’ won a TES/nasen award in 2004. The 4th edition was published in 2021. ‘More Trouble with Maths’, now in 3rd edition, is a comprehensive manual, for diagnosing Mathematics LD and dyscalculia and is approved by patoss and SASC.

Steve Chinn was founder and Principal of Mark College, a specialist school for students with dyslexia and dyscalculia. It was awarded Beacon School Status by the DfE for its work on maths and AT.

Steve was co-founder and later Chair of CReSTeD. He was co-founder of the Dyslexia Archive, based at St John’s College, Oxford.

Steve has lectured and provided teacher training on maths LD in over 30 countries worldwide (including consultancy for the MOE in Singapore).

Steve contributed two chapters to 'Dyslexia and Mathematics' the first UK book on this topic. The first edition of his book, ‘The Trouble with Maths’ won a TES/nasen award in 2004. The 4th edition was published in 2021. ‘More Trouble with Maths’, now in 3rd edition, is a comprehensive manual, for diagnosing Mathematics LD and dyscalculia and is approved by patoss and SASC.

Vafa is a qualified NLP Practitioner and Coach and experienced healthcare professional. She is passionate about creating a safe and nurturing space for her clients to be seen,
heard and understood. She believes everyone has all the necessary ingredients deep within them to get the life they wish for.

Jo is an experienced primary school teacher, English manager and freelance children’s
book consultant who passionately believes in the power of stories to elicit discussions and change people’s ways of thinking. She loves working with leaders to develop their reading curricular and to help them develop a whole school ethos of reading for pleasure.

Vafa is a qualified NLP Practitioner and Coach and experienced healthcare professional. She is passionate about creating a safe and nurturing space for her clients to be seen,
heard and understood. She believes everyone has all the necessary ingredients deep within them to get the life they wish for.

Jo is an experienced primary school teacher, English manager and freelance children’s
book consultant who passionately believes in the power of stories to elicit discussions and change people’s ways of thinking. She loves working with leaders to develop their reading curricular and to help them develop a whole school ethos of reading for pleasure.

Lisa Harwood is a registered nurse with over 30 years experience working in clinical and senior leadership nursing roles. She has also worked as an expedition nurse with Raleigh International and British school exploring society (BSES). 

Lisa qualified as a yoga teacher in 2018, Teenyoga teacher 2020 and 500hr training 2022. These have influenced her development of the 'Yoga For Me' Approach making yoga fun, accessible and  inclusive to teenagers and adults with learning disabilities. Yoga classes are delivered in a variety of settings including schools, colleges, charities online and unperson.

Lisa has an interest in research and commencing her PhD in October 2022 with a focus on the benefits of yoga for teenagers and adults with Learning Disabilities.

Lisa Harwood is a registered nurse with over 30 years experience working in clinical and senior leadership nursing roles. She has also worked as an expedition nurse with Raleigh International and British school exploring society (BSES). 

Lisa qualified as a yoga teacher in 2018, Teenyoga teacher 2020 and 500hr training 2022. These have influenced her development of the 'Yoga For Me' Approach making yoga fun, accessible and  inclusive to teenagers and adults with learning disabilities. Yoga classes are delivered in a variety of settings including schools, colleges, charities online and unperson.

Lisa has an interest in research and commencing her PhD in October 2022 with a focus on the benefits of yoga for teenagers and adults with Learning Disabilities.

Head of Family Services Seashell Trust, Co-Chair Stockport Parent Forum (voluntary role) Sherann has been significantly involved in the Children and Families Act 2014 and relevant legislation. A parent carer of 3 young people with SEND who is passionate about ensuring that children, young people and their families are at the heart of all services and legislation.  Constantly advocating for the involvement of children, young people and parent carers in the design, development, review and delivery of services. Receiving a reward for her community work, recognition for her work in the SEND reforms and an MBE for Services to Children with Special Educational Needs and Disabilities.

Head of Family Services Seashell Trust, Co-Chair Stockport Parent Forum (voluntary role) Sherann has been significantly involved in the Children and Families Act 2014 and relevant legislation. A parent carer of 3 young people with SEND who is passionate about ensuring that children, young people and their families are at the heart of all services and legislation.  Constantly advocating for the involvement of children, young people and parent carers in the design, development, review and delivery of services. Receiving a reward for her community work, recognition for her work in the SEND reforms and an MBE for Services to Children with Special Educational Needs and Disabilities.