Speakers

Tracy Packiam Alloway, PhD, is an award-winning psychologist, professor, author, and TEDx speaker. She has published 13 books and over 100 scientific articles on the brain and memory. She has also provided consultancy to the World Bank on reading in developing countries and is a sought-after speaker internationally. Her research has also been featured on BBC, Good Morning America, the Today Show, Forbes, Bloomberg, The Washington Post, Newsweek, and many others. She was also featured as an expert in the documentary The Observed Life.

Martin Bailey has been a Primary School Teacher in the North East of England for 23 years. He is currently employed in a part-time role as Digital Enrichment Leader at Lanchester EP Primary School in Co.Durham. He combines this role with that of running his own company (Animate 2 Educate Ltd) where he works a Primary Computing Advisor delivering pupil workshops and staff training sessions at schools around the world with the aim of ‘bringing the curriculum to life’. For the past 5 years Martin has also been a lecturer at Durham University, where he delivered the Computing element of the course to BA and PGCE students. He is a BETT Awards judge and is also part of the BETT Advisory Board.

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 25 years of experience as a teacher, SENCo, Senior Leader, Local Authority School Improvement Officer for SEND 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 Schools, MATs, Local Authorities and individual schools to improve outcomes for children and young people with SEND across the primary and secondary sector. She teaches the National Award for SEN Coordination and facilitates SENCo Networks across the midlands. She is an associate lecturer on SEND for the University of Northampton. She is a PGCE programme trainer and has delivered key note speeches and seminars at many conferences and events such as The Education Show, NASEN Live and TES SEN. She is an Associate Consultant for NASEN and has been Chair of Governors of a large junior school.

Pat has over 30 years of experience as a teacher, head teacher and senior education leader, having qualified in 1984 to teach children with severe learning difficulties. For the last seven years she has worked as an independent educational consultant. Pat held a contract to lead the East Midlands SEND Regional reforms until March 2020; and is a member of the National Development Team for Inclusion, teaching on the national SEND leadership course. She is also a Preparation for Adulthood regional facilitator. Having trained SENCOs across England in primary and secondary phases, in nasen's 'Whole school approach to increasing access, participation and inclusion' 2012-2014, Pat acted as nasen Education Officer October 2013-October 2014. In April 2016, she became a member of the NDTi hosted ‘Preparing for Adulthood’ team. Pat is currently a school improvement adviser for SEND in Leicester City. Pat has also served as a Governor as a member of staff, as a community and LA governor, and as a parent governor, in six different local authority areas, for over thirty years.

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

Reading support requires different approaches depending on age, setting and stage. Julia Clouter designs and delivers training for the Assistive Technology company Scanning Pens and has an excellent knowledge of assistive technology tools and approaches to support diverse learning needs.
She helps educators and trainers to open the door to reading independence and collaborates with local authorities, uniform service providers, and workplaces to develop accessibility pathways for reading. Julia has provided training on an international and national level in the use and implementation of Scanning Pen technology and has helped to develop and share the toolbox approach to literacy accessibility in schools.
Julia has worked with companies including People Plus, BMW and Babcock International to achieve their commitments and responsibilities to deliver accessible reading strategies for employees, and service users and helped them to develop strategies to implement Scanning Pens in educational, commercial, public and service sectors to support for neurodiverse learning needs.

Julia has been a long-serving SENCo and Designated Safeguarding Lead with twenty-five years of teaching and leadership experience in Primary, Secondary, Mainstream and SEN/PRU provision. Her published works include The nasen Assistive Technology MiniGuide, ‘The Helping Hands Detective Agency’ a children’s reading improvement workbook for use with a ReaderPen, ‘The Transition Passport’ a handbook of reading Strategies and transition Documents for Schools’ and ‘D.E.A.R for Dyslexia – Strategies for Parents and Teachers’. She regularly writes and speaks about SEN, dyslexia, hidden learning needs, behaviour, vulnerable adults with learning difficulties, the prison pipeline and Edtech solutions. Julia is a Succeed With Dyslexia Ambassador.

Sarah-Jane is the internationally recognised author of ‘A Different Joy: The Parents’ Guide to Living Better with Autism, Dyslexia, ADHD and More...’ contributing author to 2 books on autistic girls, and Founder of the Different Joy Partnership. She is a professional speaker, trainer, consultant and coach to autistic, neurodiverse families and professionals. She was Programme Manager of the Autism Education Trust for over 10 years where she developed training, standards and competencies reaching over 300,000 people since 2012. She and her family all identify as autistic. Her autistic children experienced mainstream, being out of school, home education and university.

Jane is a former SEND Head Teacher that specialises in strategic leadership support and review for Local Areas, schools and organisations. Services are commissioned co-productively with young people to effect improvement at a local level. Jane has a proven track record in successful school improvement leadership of national and international projects. Her experience includes government policy advisory support, strategic review and planning for SEND at Local Area level and developing and establishing training and education services for teachers, SENCOs, senior leaders and governors. Jane teaches on the Senior Leadership for SEND programme, commissioned by DfE, facilitated by NDTi.

She is an Associate of the Council for Disabled Children and SEND for Change. Jane also provides parent and family advocacy support voluntarily to families who are caring for children and young people with mental health needs. Jane contributes to Local Area SEND Peer Challenge review, LA SEND Sufficiency Review, school inspection and, providing advisory support for children and young people’s mental health. She is Chair of Governors at a community primary school in the heart of Coventry. A total of 38 different community languages are expressed at the school which reflects the culturally rich and diverse community the school serves.

Jane is the author of a wide range of professional articles and DfE funded national guidance. Published articles include Access, Participation & Achievement for Primary & Secondary SENCOs (2012, 2013), three successful editions of SEND & School Inspection Guidance (2012, 2014, 2015) and SEND Handbook, 2013, 2015. During her tenure as Chief Executive at nasen, Jane led and made a significant contribution to the national transition of reform for SEND while leading a comprehensive SEN national events programme to inform educators of change. Jane founded the Autism in Girls Forum in 2013, recognising the need for national awareness-raising of the overlooked and often invisible population of girls and women who have autism. She commissioned the nasen mini guide Autism in Girls: Flying Under the Radar, 2015. Jane co-authored Girls and Autism, Educational, Family and Personal Perspectives (Routledge, 2019), a book published through the Forum and supported by the National Association of Head Teachers. Jane has current Senior Leadership accredited training status in Safeguarding and Keeping Children Safe in Education as a Designated Safeguarding Lead. Jane’s academic qualifications include two Masters level degrees: MEd; Research & Ethics in Inclusive Education; MA; Educational Management; Managing Behaviour in schools.

Jane is a compelling, charismatic communicator and presenter with lived experience of SEND. She cares passionately about raising the quality of provision and support for all, particularly for pupils and families with SEMH needs. Jane is Mental Health First Aid Trainer, has recently undertaken and achieved her Suicide Prevention training award and is a licensed Triple P trainer. Jane continues to work with central government and international partners in an advisory capacity supporting the SEND and wider inclusion agenda.

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.

Kim is an occupational therapist who has been supporting children, schools and families for over 15 years. She has extensive experience working with children who have sensory and/or motor skill challenges, including those with autism and dyspraxia. Kim has worked in the NHS, social care, mainstream and specialist schools and private practice. In an effort to help more children receive occupational therapy support, Kim’s current focus is creating online training and programmes for schools, teachers and parents. This includes courses on sensory processing disorder, pencil grasp and fine motor skill development. Kim is the author of two books, Sensory Group and Supporting Pencil Grasp Development. In her spare time, she likes to bake and go hiking.

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.

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.

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.

As a specialist use of force consultant and professional trainer, Doug Melia speaks regularly at a multitude of events. He featured at the ASIS Winter AGM at the Bank of America back in 2010, the Tes SEN show annually and at Warwick Medical school as a lecturer for the use force module on their emergency medicine course. Doug DVDs on the use of force now form part of an online reasonable force course, he has written for the Guardian, the Times Education supplement, Special children magazine and for the journal of the British Safety Council.

Doug’s experience of restraint first began as a self defence coach delivering sessions at inner city schools and secure settings back in 1996. Doug is an SIA trainer, holds his close protection licence and operationally, spent many years in his teens and early twenties as a door supervisor working in the North-West and in personal security honing his de-escalation skills. His involvement as a physical skills and as a defensive tactics trainer saw him working operationally within enforcement teams executing high court writs removing activists and protestors from a variety of settings and teaching CQC on the Ronin concepts Close Protection course.

Doug’s involvement with healthcare started when he was a trainer delivering conflict resolution across establishments nationwide back in the Nineties. Since then aside from providing PMVA training, his group of companies have acquired Pro-tactical, formerly part of the Taser business. This business supplies Soft Restraint training and equipment internationally with over three hundred trainers across Police forces, hospitals, secure settings and transportation internationally.
Doug resides in Lytham St-Annes on the Fylde coast in the North-West of England and can often be found in a canoe in the Lakes.

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.

Liz is the SEND Improvement Lead at Star Academies. Liz has worked in education for 20 years. She originally trained as a secondary English teacher, is a qualified and experienced SENCo, and has held school leadership roles in both the state and independent sectors.

Liz has a wealth of experience providing training and consultancy for SEND focused school improvement nationally and internationally. Liz regularly presents at national
conferences and publishes articles designed to support school leaders, SENCos and teachers.

Susie is passionate about discovering how children learn and supporting them in ways which enable them to succeed. She was appointed in 1995 as an A Level Biology teacher at The Sixth Form College Farnborough, and subsequently as Curriculum Manager for Health and Social Care where she has worked ever since.

As an international speaker, podcaster, exam board moderator and CPD trainer, she thoroughly enjoys sharing her knowledge and experiences about Multi-sensory Teaching. Additionally, she has been filmed by the BDA and Oaka Books in her own classroom; footage is currently available on YouTube.

She has published articles for BBC Bitesize, The BDA and The SEN Magazine. Her innovative methods have been published by Oaka Books in her ‘Multi-sensory Toolkit’ as well as ‘How to Become a Grade Riser’. Currently, she is writing a series of dyslexia friendly GCSE Biology booklets for Oaka Books.

In recognition of over 21 years continued service at The Sixth Form College Farnborough, Susie has been nominated three times by the College for the ‘Tes FE Teacher of the Year Award’. This is an honour of which she is immensely proud.

Dr Asha Patel (founder of Innovating Minds) is a registered Clinical Psychologist and co-developed the Healing Together facilitators programme. The programme that is supporting children, young people and adults nationally access early trauma informed help within educational and community settings. This is the first trauma informed programme that upskills front line practitioners that are not clinically trained with the knowledge and resources they need to provide early trauma informed interventions. Dr Patel is also the mastermind behind EduPod, the online platform that provides training for designated mental health leads that are implementing a whole school approach to mental health. Her clinical expertise and contribution to developing sustainable intervention models has enabled her to support schools, children, young people and adults nationally.

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.

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.

Michael is currently Head of Education with nasen. His background is in primary education both in the UK and abroad.  He has worked as a class teacher, SENCo and Deputy Head. Since beginning his career in education he has had a keen interest in SEN, ICT and equalities issues. From 2008 Michael worked for a Local Authority as part of the leadership team of a SEND advisory service which gave him the opportunity to broaden his experience into Early Years and Secondary. This role involved working with schools and settings to help them develop their provision for children and young people with SEN.

Beverley has over 17 years’ senior management experience of the education sector, focusing on special educational needs and disability (SEND). She is responsible for the Tes SEN Show’s content strategy and structure across all 42 seminars, parent and carer forum presentations and exhibitor workshops. Beverley is passionate about raising awareness of SEN and has a wealth of knowledge and experience of the SEN sector. As a member of the senior leadership team at nasen for over 10 years, Beverley has worked alongside colleagues at the DfE leading the development of the SEND Gateway, which was launched in 2014, managed the delivery of professional development nationally to meet the needs of a variety of education settings and supported the work of Council for Disabled Children on government funded projects. She has worked with the Department for International Trade (DIT) to promote UK SEN expertise abroad and has been a member of the organising committee of the quinquennial Inclusive and Supportive Education Congress (ISEC) Glasgow 2005, Belfast 2010 and Portugal 2015. Beverley is SEN Governor of a local primary school in inner city Birmingham and mum to a wonderful young man who inspires her to keep learning.

Jason heads up the UK Education Team at Texthelp. Leading a team of education specialists who help schools, colleges and universities leverage the full power of EdTech tools that will have a positive change on educational outcomes for all learners. Jason has over a decade of experience in accessibility and inclusion and is an advocate for the many learners who are yet to experience the transformative power that specialist software can make, both in their education and their career as they transition into the workplace. Jason is passionate about seeing real impact in the classroom and ensuring everyone can understand and be understood in the digital world.

For the last 25 years, Catherine has worked in the charity sector to ensure equity and inclusion for people with disabilities. Since setting up her own charity in Sri Lanka in 2005 she has been in leadership roles and has a Level 7 Certificate in Leadership and Management. She was awarded an MBE in 2011 in recognition of her work with vulnerable children, and today actively lobbies to improve opportunities for children with SEND in the early years. Catherine has been the Chief Executive of Dingley’s Promise since 2015, growing the organisation from a small local charity to a national one that delivers training and influences policy alongside its core local support services. She is a mentor for ACEVO and a Trustee of Charity Mentors Berkshire.

Colin Foley is the training director of the ADHD Foundation, the largest ADHD charity in Europe. Following a twenty-five-year teaching career, including ten years in school leadership, Colin has led the Training team at the ADHD Foundation to be become the largest provider of training for professionals on ADHD in the UK, working with over 13,000 professionals from a range of sectors in the last year. Our training sessions are rooted in taking a strength based approach to neurodiversity- understanding the conditions, how they can overlap, the impact of neurodiversity on people’s lived experience as well as empowering educators, employers, line managers, service providers, families and people with ADHD with evidence based strategies for living well and being successful in education and in the workplace.

Gillian completed her PhD at UCL, combining an interest in both memory and language to investigate the relationship between procedural and declarative memory processes and language in children.

Her current research focusses on language assessment and intervention in children, including large-scale randomised control trials of school-based language interventions. She is part of the development team for LanguageScreen (www.languagescreen.com), an App used in schools to assess the language skills of children aged 3-8 years, and is Director of a University of Oxford spin out company, OxEd and Assessment Ltd, created to translate research into children’s language and reading difficulties into practical applications.

Recent projects include evaluations of the Nuffield Early Language intervention (NELI) and the development of an online teacher training and support model for the programme to enable delivery at scale. Watch a video of a NELI intervention session in action on a recent trial here. She led the subsequent rollout of NELI to over 6,500 schools in 2020-21, funded by the DfE as part of its Covid 19-recovery effort. A second year of the rollout included over 10,000 schools with Reception pupils receiving NELI.

She also worked on the development and evaluation via randomised controlled trial of an early language enrichment programme for children in nursery and is currently working on developing a subsequent larger-scale trial of the nursery programme.

Jean is a national expert on special educational needs and disadvantage. She is the author of numerous articles and best-selling books on inclusion, including the forthcoming 4th edition of Beating Bureaucracy in SEND , Time to Talk (2017) and Reaching the Unseen Children: practical strategies to close stubborn attainment gaps in disadvantaged groups (2021).

Jean has been a teacher, an educational psychologist and head of children’s services in a local authority. She was formerly government Communication Champion for children; before this she headed the Every Child a Reader and Every Child Counts one-to-one tuition programmes, and led on inclusion within the government’s National Strategies. She was awarded a CBE for services to education in 2011.

Laura is a registered Music Therapist working for Chiltern Music Therapy and is also a Trustee of the Board at the British Association for Music Therapy. Laura has worked with people of all ages and abilities and has worked extensively with children and young people within educational settings as well as at home, using music to support their mental health and development. Following her previous role as Children and Young People Services Lead, she is now focussing on her work as Inclusion Lead where she is driving the organisation and the music therapy profession more widely to a more progressive and inclusive place for all.

Liz Sedley is the founder and creator of Literacy Gold, a reading intervention for struggling readers (formerly known as Dyslexia Gold).  Over the last 10 years, her programs have taught tens of thousands of struggling readers to read: improving their reading age, fluency and comprehension.  Literacy Gold is currently used in over 750 UK schools and is recommended by Educational Psychologists and Dyslexia Assessors.

She firmly believes that all children in mainstream schools can be taught to read, which is why she created Literacy Gold. Currently, she is having huge success with teaching pupils to read, not only those with Dyslexia but also those with Moderate Learning Difficulties, ADHD, Autism and even some children with Severe Learning Difficulties.

Rebecca is a Qualified Learning Disabilities Nurse and award-winning Social Entrepreneur, with over 12 years’ experience within special needs, mental health issues and brain injury rehabilitation. Inspired by the amazing advances in technology, passionate about innovation and wellbeing but frustrated by accessibility, Rebecca founded Virtual Reality Therapies, a very unique social enterprise.

VR draws on all of our sensory and cognitive capabilities making it a brilliant tool within healthcare and education. At VR Therapies, Rebecca uses it to support children and young people with holistic development supporting physical, emotional, social and cognitive development. She brings an innovative, magical approach to supporting wellbeing, brings abstract concepts such as road safety to life, and can enhance engagement for those struggling with traditional methods. She has opened the world's first VR therapies centre featuring magical multisensory rooms, wheelchair accessible driving simulators, and even includes underwater VR combined with hydrotherapy, allowing everyone to swim with dolphins.

Rebecca provides a community outreach service for individuals and families, supports specialist schools and colleges through her workshops and sessions, provides training for teachers and therapists, as well as consultancy for services to develop their own sensory rooms and interactive spaces utilising the latest advances in technology and research. Rebecca supports a range of educational needs including PMLD, SEND, ASD, complex health needs and more.

Featured on the BBC, awards include Great British Entrepreneur Award for Inspirational Spirit, Accessible Europe Award with ITU & the UN for Cognitive Disabilities, as well as Innovation, Tech for Good and more.

Cheryl has over 30 years experience within the early years sector and is now a consultant an award winning trainer, working with nurseries and schools across the UK.  Cheryl’s passion and specialism for understanding and acceptance for neurodiversity within early years is impactful and comes from the heart, as a professional and also as parent of two neurodivergent children herself.  She is an advocate for true inclusive practice, enabling ALL children to be heard, to be given the tools and connections to thrive and to be celebrated and accepted for their uniqueness.  Her work includes regular invitations to deliver seminars and training at large sector events and conferences, keynote speeches,  as well as delivering webinars that have been watched worldwide.

Gareth is the Educational Advisor for Studio III (www.studio3.org).  Previously he worked for 25 years in U.K. schools; 17 of which were as SENCo in a large, inclusive secondary school in the North West of England.  Gareth has extensive ‘front-line’ experience supporting schools, families and working directly with young people in the U.K. and abroad, particularly Chile, Dubai, Portugal, Ireland and Scandinavia.

Gareth is Co-Director of the LASER Programme, which fuses his critically acclaimed Saturation Model (Morewood, Humphrey & Symes, 2011) with Low Arousal approaches (McDonnell & Deveau, 2018) as part of a system-led model of inclusive practice.

As a Visiting Lecturer at the University of Chester, Gareth leads on Post-Graduate courses teaching non-adverse approaches supporting people with complex needs.

Following her graduation with a BSc (Hons) in Audiology from University College London, Saima obtained her PhD in Auditory Perception at Aston University. She is a RCCP-registered Audiologist and HCPC-registered Hearing Aid Dispenser, with experience in the NHS and private sector. She maintains her clinical practice as a Consultant Audiologist at Cubex Audiology and is a Fellow of the British Society of Audiology (FBSA). Saima’s research interests include improving outcomes for adults and children with deafblindness/multisensory impairment, auditory perception in individuals experiencing hearing loss, the role of healthcare communications in promoting help-seeking behaviour for hearing loss, and hearing technologies for communication in ‘noisy’ environments. She leads ARU's Applied Hearing Research Hub (Vision and Hearing Sciences Research Centre). 

Carolyn was a secondary Science teacher in mainstream schools for 24 years, working in various settings and showing a passion to ensure that all children and young people achieved their full potential with positive experiences during their time in school. Carolyn is passionate about accessible education and is working on a project which aims to remove barriers for young people with deafblindness as well as raising the awareness amongst their peers.

Adam Sproston is a specialist adviser for special educational needs and/or disabilities (SEND). He is a qualified teacher and has taught across the full primary age range. Before joining Ofsted, Adam gained extensive school improvement and senior leadership experience in primary schools, including specially resourced provision. He has also worked at local authority level in both strategic early years and SEND development. Adam holds a NPQH and the national award for SEND coordination. He leads inspections of primary, special and independent schools. Adam regularly leads and quality assures area SEND inspections. He has particular subject expertise in geography, design and technology and early reading.

Sue White is a former primary teacher and SENCo, local government advisor and senior educational specialist at Widgit

Her passion for building children’s vocabulary came after teaching a child with specific learning difficulties. Sue could see that the child’s behaviour in class was born from a frustration of not being able to fully participate in lessons. Determined to help, Sue started a long journey of learning how to help children who process learning differently and may struggle with their mental health. She first became a SENCo and later specialised in a range of developmental disorders where lack of vocabulary development impacted on attainment.   

Sue discovered that symbols – visual representations of words – can help all children comprehend spoken and written text, communicate better, as well as build confidence, independence and vocabulary. She is co-author of Walking the talk: A vocabulary recovery plan for primary schools.

Cat is the co-founder of The Dyscalculia Network C.I.C and co-author, with Prof. Steve Chinn, of a new series of Dyscalculia workbooks, ‘Succeed with Dyscalculia’.

Cat set up ‘The Little Maths Room’ in 2017 where she tutors leaners of all ages with Dyscalculia and other SpLD’s. She is passionate about ensuring firm maths foundations are built whilst having a lot of fun using manipulatives and playing games!

Cat Eadle holds a B’Ed from Oxford University and is a dyscalculia and maths difficulties specialist teacher. She qualified as a maths learning difficulties specialist in 2003 and has since worked both in schools and privately with learners with dyscalculia and maths difficulties.

Rob is the co-founder of The Dyscalculia Network, which provides training and advice for teachers and parents of pupils who have maths difficulties. (www.dyscalculianetwork.com)

Rob has over 10 years of experience teaching young people with special needs. Over the past eight years, he has focused specifically on helping children struggling with Maths working in both independent and state schools.

As Head of Maths at Emerson House LLP and Head of Learning Support at Westminster Abbey Choir School, Rob works alongside educators and with parents to create and deliver personalised intervention plans for pupils.

Rob is a member of The British Psychological Society, as a Certified Educational Assessor. He holds an OCR Level 5 Diploma in Teaching Learners with Specific Learning Difficulties (Distinction) from Helen Arkell, and is co-author of The Maths Difficulties and Dyscalculia Assessment, designed to identify the strengths and weaknesses of an individual to help formulate a teaching intervention plan.

Rob has recently set up a number of ‘Maths difficulties’ intervention inset classes within schools in London. These are designed to provide teacher training for both the maths and the learning support teams and to provide specialist teaching direct to those pupils who struggle with Maths Anxiety and Dyscalculia.

Rachel Wright is a qualified nurse and unqualified parent of three, one of whom has Profound and Multiple Learning Disabilities. She’s the author of The Skies I’m Under, host of the popular and sometimes sweary The Skies We’re Under Podcast, an award-winning blogger, and Founder/Director of Born at the Right Time.

As leader of Born at the Right Time she uses her skills and lived experience to support families, educate practitioners with CPD-certified courses on communication and collaboration, as well as influence policymakers and providers. She has spoken in Parliament, International Conferences as well as a host of grass-roots organisations.

Rachel was a finalist in the National Learning Disability and Autism Awards 2022 (Trainer) and her original Essentials in Communication and Co-production with Parents and Carers course was a finalist in the HSJ Partnership Awards for Best Education Program for NHS 2023.

Rachel is passionate the power of people’s stories to fuel transformation when used alongside data and research to develop systemic change. She can be quite obsessive about 100% Attendance Awards and the Born at the Right Time please “Please Don’t Call me Mum” initiative. 

She’s the parent who sends her children to school in uniform on a non-uniform day, rushes in with the forgotten PE kit and her middle son is writing a book titled, “My mum’s epic fails’. To balance out her infatuation for salt ‘n vinegar crisps, Rachel regularly occasionally puts on trainers and goes for a run jog/exercises.

I have been working in education for over 18 years, in a variety of schools, sectors and positions. My background is in secondary schooling with a specialism in Pastoral Care, Behaviour, Inclusion and Special Educational Needs. I am a qualified SENCO and have worked with schools in and around London to improve their systems and procedures surrounding these areas.

I am currently the Head of an Alternative Provision working with SEND students aged 5 -25. We work with the hardest to reach students to engage them back into education. My aim is to improve the learning outcomes of all children and young people for whom education has been a challenge.

Gary is the executive headteacher of a Federation of two special schools and one specialist college in Birmingham. He has experience of working with children and young people between the ages of 2-25. Gary has worked within the early years sector for a number of years, within both mainstream and special educational needs. He has also supported the development of a special educational needs strategy with the Department of Education and Knowledge in Abu Dhabi.

He is passionate about ensuring that every child has access to a meaningful and inclusive education, which supports their wider life goals and development. He is also a Makaton regional tutor and uses his knowledge of communication to support his work in providing inclusive practice for all children.
 
He is passionate about ensuring that every child has access to a meaningful and inclusive education, which supports their wider life goals and development. He is also a Makaton regional tutor and uses his knowledge of communication to support his work in providing inclusive practice for all children.

Kate Freeman is a highly experienced, qualified, and driven Speech and Language Therapist and Consultant with Speech and Language Link and others. Kate is also a Ministry of Justice Registered Intermediary.

Kate authored a series of books focusing on early language development and has recently supported local authority reviews of early years, SEND and speech, language and communication.

Focusing on speech and language support and SEND, Kate works to deliver training; enabling systems for supporting pupils with speech, language and communication needs; and developing staff confidence in working in this field.

Stephen is a Speech and Language Therapist (SaLT), trainer and author of practical language development resources for teachers and SaLT. He has over 30 years’ experience in the field, including 1996–2017 in Hackney and the City of London where he was Speech and Language Therapy Service Manager for a number of years. Stephen is co-author of best-selling resources ‘Language for Thinking’ and ‘Word Aware’ (1, 2 and 3), as well as the recently released ‘Language for Behaviour and Emotions.’ Stephen graduated in Speech Pathology from Flinders University in Australia, before attaining an MSc in Speech and Language Therapy from City University, London in 2000. He currently serves as Chair of NAPLIC, the UK organisation for professionals working with developmental language disorder, and UK representative of RADLD, the international campaign to raise awareness of developmental language disorder. In 2021 Stephen was the recipient of the Royal College of Speech and Language Therapists’ Sternberg Award for clinical innovation.

Alistair is currently Director of SEND & Inclusion for St Martin’s and St Andrew’s Schools in Derby. Prior to this, he worked in a range of specialist schools across the East Midlands as a teacher and senior leader.

As an experienced Specialist Leader of Education and School / Multi-Academy Trust reviewer Alistair has supported many schools and colleagues to develop their SEND provision and improve outcomes for young people with additional needs.

A big passion for Alistair is raising aspiration for the amazing young people we work with and he is currently working with a range of national partners to support pathways to employment and participation in elite sports. Alistair is a member of the regional team for Whole School SEND ( EMSYH), Co Chair of the National Network of Specialist Provision (NNSP) and is currently the Specialist lead for Oak National Academy. 

Cervantée is an interdisciplinary health researcher interested in improving health services and systems for children, young people and their families. She works alongside frontline staff (e.g. clinicians, teachers) in spaces where public health issues manifest into real-life challenges for families. She prioritises participant voices (e.g. children, parents/caregivers, staff) in service improvement and systems change. She was the lead researcher on a study funded by NIHR on the impact of Long Covid on children, young people and their families.

Performing Medicine is a charitable organisation delivering creative training programmes for healthcare professionals and students. Our sessions are led by our team of expert facilitators and Associate Artists, who draw on arts-based approaches and methods to help health professionals better look after themselves and each other, and to use their bodies and voices for effective communication. Our practical, hands-on workshops help to explore skills relevant to clinical practice and delivering compassionate care. Our approach is underpinned by research and we have long-standing partnerships with NHS Trusts and Higher Education Institutions across the UK, including Guy’s and St Thomas’ NHS Foundation Trust and Queen Mary University of London, Faculty of Medicine and Dentistry. Today we bring this interactive workshop to the education setting to help staff and senior leadership to better support their families and communities dealing with Long Covid.

Daniel oversees the contract delivery of NCB's Education and Equalities team, focussing on strands of work that promote best practice around inclusion and special education provision - including the Information, Advice and Support Service Network (IASSN) - enhancing inclusive practice and advancing children and young people's social, emotional and physical wellbeing.

He is also Policy Vice Chair of NCB family member Special Educational Consortium and has represented the SEC giving evidence to parliamentary Select Committees; delivers training on SEND topics, including pedagogy and inclusion; is the National Coordinator for UK (England) on the European Agency for Special Needs and Inclusive Education.

He is a qualified teacher, with previous experience as TA / LSA and has worked predominantly in the further education sector, both in mainstream and specialist provision, with additional experience managing post-16 preparation for work and adult life for young people with SEND in the third sector.

For the nine years before joining NCB in January 2023, he was Education and School Services Manager at a disability charity, with operational and strategic oversight of service delivery and design, working alongside schools and local authorities. He was a visiting lecturer at King’s on SEN and disability and is a Doctor of Education in SEND and literacy.

Natalie is a teacher, campaigner and positive role model for the Tourette’s community and neurodiversity. She works to improve understanding and outcomes for those with Tourette’s syndrome.

Natalie is a wonderful positive role model for those with Tourette’s, overcoming personal and professional barriers to become a successful teacher. She currently works with pupils in a Social, Emotional and Mental Health School in the Midlands. She also leads Duke of Edinburgh awards, undertaking a range of activities to widen the horizons of her pupils, helping them progress and attain success.

Natalie believes there is an urgent need for greater awareness of Tourette’s. Naturally Natalie is a private person but she bravely shares her own experiences in talks, seminars and has appeared in two network documentaries (Tourette’s Teacher: Cursing in the Classroom and Tourette’s Teacher: Ticced off and on a Mission). Here Natalie reveals that people with Tourette’s still receive derogatory or aggressive comments in public and the negative impact of this on the mental health of those affected. She also shines a light on the fact that the vocal and physical tics are just the ‘tip of the iceberg’ and that Tourette’s is a complex condition which often comes with other behaviours and challenges like Obsessive Compulsive Disorder (OCD).

Natalie campaigns for the need for NICE (National Institute of Clinical Excellence) guidelines around the condition – shockingly there is currently no medical mechanism for diagnosing Tourette’s. Without a diagnosis pathway many with the condition are left without treatment or support. Sadly people with Tourette’s are four times more likely to commit suicide and Natalie is determined this must change.

Natalie works to break down barriers for those with Tourette’s: whether that’s accessing education, employment or other opportunities. She believes that those with the condition can successfully be employed in public facing jobs and works with Tourette’s Action and other organisations to help equip young people with emotional skills and resilience to achieve their goals. Change is possible!

In short, Natalie is an incredible role model and advocate who has devoted herself to improving the lives of those with Tourette’s syndrome, so often an overlooked disability. She selflessly drives change, is an outstanding role model and is quite simply inspiring.

Jon Severs has been editor of Tes since January 2021. Before that, he was commissioning editor at Tes. He has also worked across trade titles including PropertyWeek, The Grocer and Local Government News.

Jon will chair the main Friday Keynote, deliver presentations in the SEND Futures Theatre and take part in the final session of the Leadership Summit.

Hannah is a Board-Certified Behaviour Analyst (BCBA) and has worked with and supported autistic children and young people and their families for over 10 years. She has worked across a variety of settings including, an ABA school, on early intervention home programmes, SEN & mainstream schools, and most recently worked for a specialist NHS CAMHS team (Children and Adolescent Mental Health Service).
 
Hannah joined BeyondAutism in January 2022 as the Fast Responder, a pilot service set up in response to the growing number of fixed and permanent exclusions of autistic pupils and challenges faced by schools in supporting pupils at point of crisis. She has recently been promoted to Head of Fast Responder, managing a team as this new service grows.
 
Hannah is passionate about preventing placement breakdown, whether that may be at home or within education, and doing so by working collaboratively with the multi-disciplinary team around the child or young person, whilst keeping the views and needs of the individual and their families at the forefront.

Matt has worked with children and young people since 2007, in various settings including mainstream schools, special needs schools and ABA-specific special schools. After completing his degree he began work as an ABA Tutor at Ambitious About Autism. 4 years later he left to pursue his career in ABA, studying for a master's in ABA part-time while working as a self-employed Behaviour Analyst on ABA home programmes. In 2014 he graduated and began working towards becoming board certified.

Matt passed the BCBA exam in February 2017 and has been working for BeyondAutism as an Outreach Consultant since June 2017, recently being promoted to Head of Outreach. He is passionate about disseminating knowledge and understanding of Behaviour Analysis. He lives in North London with his wife, daughter and son.

Dan Worth is senior editor at Tes, overseeing analysis, leadership and international schools content. He has worked at Tes since February 2020 and written about education for almost ten years. He previously worked as a technology journalist for ten years and has worked as an occasional journalism lecturer too.

Introducing a new innovative online group assessment for 11-18 year olds. This test can help schools quickly identify students at risk of learning difficulties and/or underperformance and pinpoint areas for support, intervention or access arrangements. Assessing core cognitive and academic skills -the test is fast to administer and scored in real time. This test helps foster a proactive and inclusive learning environment supporting the success of all of students.

Chris help EdTech/Tech businesses generate sales and achieve growth from introducing sales and marketing strategy creation to identifying new market opportunities, team performance management and direct selling.

Proactive approach to new business development with a passion for account management and client retention with over 20 years of sales experience in developing and implementing sales strategies to clients ranging from education organisations, channel partners, blue-chip organisations and governments.

Helen Amass has a decade’s worth of writing experience in digital publishing and content production with a focus on teaching, learning, and education research—primarily as commissioning editor for Tes Magazine, a digital publication aimed at improving the professional experiences of up to 13 million educators globally. Prior to this, she was an educator herself, teaching secondary English.

Megan Dixon has a wealth of school leadership, school improvement and policy experience, including working for the Education Endowment Foundation, as a MAT Executive Leader, as a Local Authority English consultant, as a Head Teacher, teacher trainer and a teacher. She has balanced a career in school with an academic career and is currently studying for a doctorate at the University of Sussex, UK. Her specialist interests lie in the teaching and learning of literacy (in particular reading comprehension), early years, special educational needs, language development and leadership. Megan writes a weekly column for the Times Educational Supplement, regularly presents at conferences and is often found writing in collaboration with researchers and academics.

Erica is a National Coordinator for Whole School SEND.  She has extensive experience leading on SEND in mainstream schools and multi-academy trusts. She began her career as an English teacher before becoming a SENCO and leading as head of two resource bases, the first for students with complex medical and physical disabilities and the second for students with speech, language and communication needs. She then became the strategic lead for SEND across a multi-academy trust of ten schools. As well as her work for Whole School SEND, she supports several multi academy trusts. She is an experienced SEND and MAT reviewer and acts as an associate consultant for nasen.

Katie Press is a specialist English teacher, supporting schools in developing their phonics practice and modelling high quality phonics and early reading teaching. She is the Director of English for the Knowledge Schools Trust Primaries.

Tara Dodson has many years of experience in supporting schools across London as Reading Lead and developing CPD programmes for phonics and early reading.

After fifteen years as a primary teacher and intervention lead in UK and overseas settings, Emma completed a postgraduate diploma in SEN and took on the role of Inclusion Manager at an international school in the UAE. Since then, her assessor qualifications and prior experience of using GL’s assessments led her to support multi-academy trusts and their schools as an Education Adviser at GL Assessment.

As an Assessment Owner, Emma applies this same passion and her extensive experience as a teacher and SENCo to guide the evolution of baseline and wellbeing assessments at GL Assessment. Through close relationships with a range of colleagues in schools and trusts, she provides training and guidance to help schools make evidence-informed decisions to support teaching and learning. Emma utilises the valuable context from her conversations with schools to help guide decisions about the maintenance and development of tests and reports.

In her teaching career, Georgina lead literacy and English across a variety of secondary schools in the East of England. Her roles in school also included improving teaching and learning, QA and coaching. Georgina left the classroom to join GL Assessment as an Education Advisor within our MAT team and is now one of our Assessment Owners, championing our New Group Reading Test, New Group Spelling Test and Progress Test Series, and providing our Product team with crucial customer feedback that enables us to be truly responsive to what schools need from our assessments.

In addition, Georgina works as a volunteer for the National Literacy Trust and as a mentor for Whole Education’s Words for All programme. She is also a local governor at a secondary school, using her experience to support curriculum and standards, and is a regular examiner and tutor for the English curriculums.

Clare is a primary teacher and educational psychotherapist, author, speaker and advocate for children’s mental health and wellbeing.

Clare has worked in primary schools, mental health and education provision and within Child and Adolescent Mental Health Services (CAMHS). She’s led on national initiatives for local authorities as the Social and Emotional Aspects of Learning (SEAL) Consultant, leading on training, curriculum implementation and development as well as the local coordination of the National PSHE CPD programme. 

Clare was co-author and co-creator of Jigsaw PSHE and author of Trauma Informed Schools UK (TISUK) Rainbow Pathway: Return to school programme post pandemic. She’s worked therapeutically with children and families as a Wellbeing Therapist and was the Strategic Mental Health Lead for stormbreak developing the mental health content. Clare is a Senior Trainer and Supervisor for TISUK as well as an Optimus Education Wellbeing Award Advisor.

She is the author of Hamish & Milo Wellbeing Resources.

Patrick is a passionate educator, an accomplished international speaker, blogger, panellist and contributor across a wide range of media. Whilst focusing on how technology can make a real and meaningful impact on teaching and learning for all, Patrick has a particular interest in inclusion and equity for all. Managing Texthelp’s EMEA team, and working with partners and schools around the world, Patrick aims to ensure that Texthelp products achieve their vision of ‘reaching every learner’ by empowering teachers and ensuring positive outcomes for all through the effective use of education technology that focuses first on teaching and learning. An Apple Education Mentor and Google Certified Educator, Patrick has received the UK Digital Leader 100 award and an Honorary Fellowship of the University of Ulster (School of Education). His specialist areas include literacy, inclusion, assessment, educational vision, leadership, and change management.

Caroline Scott BA, DipM, NPQH, MA has worked in schools across the world, developing English language skills for young learners. Catering for beginner to fluent learners in culturally rich, internationally minded learning environments, she has also trained teachers in Europe, South East Asia and the Middle East. Caroline was the founding Head of Primary at CES, a British International School in Cairo, Egypt (3-18 IPC school) and the Primary Principal at the International School of Milan, Italy (3-18 IB PYP school). As the founder of Across Cultures and creator of the Learning Village programme, Caroline delivers training on EAL in schools in the UK and overseas.

Caroline is the author of 'Teaching Children English as an Additional Language: A programme for 7-11 year olds', 'Teaching English as an Additional Language 5-11: A Whole School Resource' and 'An English as an Additional Language (EAL) Programme: Learning through images for 7-14 year olds'.

Karen's strong teaching background in SEND benefits her a wealth of knowledge. Her roles span SEND Lead Worker, Deputy Head to Class Teacher. Karen's first hand experience of SEND and learners with EAL has resulted in her commitment to improving outcomes for children and young people with SEND through the Learning Village platform.

Over the last twenty years Ben has been a history teacher, Head of Year, Head of Department, Teacher Trainer and a school leader. The birth of his older daughter – who has Williams Syndrome – led to an interest in how to make schools work better for more children.

Geoff Barton is General Secretary of the Association of School and College Leaders, a trade union representing more than 22,000 educational leaders from all types of schools & colleges across the United Kingdom. Prior to this, for fifteen years he was headteacher at King Edward VI School in Suffolk, an 11-18 comprehensive school of 1600 students. 

Geoff attended Walton High School, a comprehensive school in Stafford (1974-81); read English and Linguistics at Lancaster University (1981-84); then trained as a teacher at Leicester University (1984-5). He has taught in Leeds, York, and Suffolk. 

Geoff has written and edited more than 100 books on literature, grammar and literacy. He is a writer for many publications, and a regular commentator in the media on educational matters. He is patron of the English & Media Centre, a Founding Fellow of the English Association, and a trustee of the Pearson National Teaching Awards, which celebrates the work of teachers and other staff working in education. 

He tweets as @RealGeoffBarton.

Leanne works in Hampshire having previously been the Head teacher in a London Prison School. Leanne is currently Head teacher across two PRUS in Havant and Gosport, collectively named The Key Education Centre. Since beginning at The Key in 2017, Leanne’s vision has been built upon the principles of Attachment and Trauma Informed Practice (ATIP) which the team have been embedding and building upon for the last 5 academic years. Leanne’s commitment to empowering all staff members to feel informed and skilled has exposed them to experts in the field of neuroscience and child development and The Key now work with colleagues in other settings to share their learning.

Paul James is Chief Executive of the River Learning Trust (RLT), a Multi Academy Trust of 28 schools (9 secondary, 19 primary) in Oxfordshire and Swindon, which also includes a Teaching School Hub and a large School Centred Initial Teacher Training provider. Paul began his teaching career in 1994 as a teacher of science and was previously Headteacher of The Cherwell School, an Outstanding comprehensive school of over 1900 students. He  is the founding Chief Executive of RLT.

Paul is also Chair of the steering group for the Community Impact Zone in Oxford which seeks to tackle inequality and increase social mobility.  He also Chairs the Oxford Strategic Partnership which brings together senior representatives from the public, business, community and voluntary sectors to help provide direction for the city's future, respond to local priorities and engage more effectively with local concerns. Paul is also a Trustee for the National Foundation for Educational Research

Katherine Walsh is the Director of Inclusion for River Learning Trust. She is an experienced teacher and school leader and has led SEND provision in primary and secondary schools in England and America. Over the past ten years, Katherine has developed particular expertise in working with leadership teams to develop school-wide systems, establishing shared and inclusive visions for the education of children and young people with SEND. Katherine was a lead author on the Department for Education commissioned Whole School SEND Teacher Handbook: SEND.

Ellie enjoyed a successful career in the media working as a producer.  She has two children with complex needs spanning education, health, mental health and social care which led her to Therapeutic Parenting. She is passionate about neuroscience, trauma-informed and attachment-aware practice.  She works as an Expert by Experience and strategic stakeholder informing cross-sector service review, redevelopment and delivery across joint working partners and education. 
 
Ellie joined Square Peg CIC as a Director to develop her interest in shifting paradigms to effect cultural and systemic change on behalf of all children and young people who experience barriers to school attendance. Ellie advocates social model-thinking, placing trauma-reducing practice, relationships and personalisation at the centre of positive, meaningful, sustainable outcomes.

She is co-author of the critically acclaimed newly book “Square Pegs: compassion, inclusion and fitting in - a guide for schools” and is Parliamentary Co-Vice-Chair for the Council for Disabled Children’s Special Education Consortium. Ellie is a critical thinker, professional curiosity geek and lifelong learner.

Amelie Thompson has worked in education for over 20 years, including 12 years as a senior leader and headteacher. She has recently joined Greenshaw Learning Trust as Assistant Director of Education - SEND. She is the regional lead with Whole School SEND for Southeast South London and lead author of the Teacher Handbook: SEND. Amelie has a keen interest in how leaders build systems and create environments that build inclusivity into all aspects of school practice and the experience of children and young people. As a school leader, she challenges herself to consistently reflect on the operational implications and implementation of this strategic vision and is strongly committed to authentic collaboration - cross-sector, cross-phase, multi-agency and, most importantly, with experts by experience.

Professor Jessie Ricketts is a Professor in the Department of Psychology, Royal Holloway, University of London. Jessie researches language and literacy in children, young people and adults. She is particularly interested in how reading benefits children’s learning and language. For example, how does learning to read change the way that we process language? Should we emphasise written forms when teaching children new words? How can we support adolescents to read more so that they can expand their vocabulary knowledge? Jessie works closely with teachers, educational charities and policy makers to conduct research and consider its implications for education.

Adrienne Nichols has been Head of the Unit Award Scheme (UAS) at AQA since 2011.  Before that, she started her career in Export Sales and as well as travelling the globe, used her language skills with customers in all the German-speaking territories.  Following that she trained as a primary school teacher and after a period in teaching joined the Modern Languages department at AQA in 2007.    

 Adrienne is part of a dedicated team supporting and advising teachers on how to get the most out of UAS for their students, whether that be teachers brand new to the Scheme or those with many years of experience. Recently, she’s been working with AQA subject experts to expand UAS's suite of units mapped to ELC and GCSE qualifications.

Warren Carratt is Chief Executive Officer of Nexus MAT, a medium sized trust providing education to children across the East Midlands and Yorkshire & The Humber regions. A “first generation” CEO, Warren was recruited to post following national advert in 2016. He is also CEO of the Evolve Trust, a role he has held since August 2022 when he was asked to lead the Trust through closure.

Warren has not become a CEO through the typical Headteacher route, instead having a background in local government and the NHS. Warren is a member of the Action Attendance Alliance and the Staff College Advisory Board. He is also a sitting Magistrate on the South Yorkshire bench, and is also an independent member of the South Yorkshire Police & Crime Panel, the statutory body which holds the Police & Crime Commissioner to account.  He lives in Rotherham, South Yorks, with his wife and two boys.

Kathleen Davey is a Clinical Psychologist and Chief Executive Officer for Social Science Translated, a wholly-owned subsidiary of the not-for-profit AutismCRC. Kathleen has held a particular focus on Autism for over 20 years and has become a clinician, business leader, professional trainer and aspiring lawyer who brings a depth of unique skills to support allied health and education services to support meaningful change in the lives of others, particularly the autistic community.  Kathleen leads the international distribution of the evidence-based Secret Agent Society Program across education and health and disability sectors, Kathleen enjoys working with educational and clinical teams to help them establish sustainable innovation in their organisations.

Simon is National Director of SEND for E-ACT.  With 10 years as an experienced SENDCo and 6 as a MAT leader for SEND, Simon has developed effective SEND practice across multiple schools and lead on SEND and MAT SEND reviews across the country.
 
Simon Co-chairs the MAT SEND Leaders group which he established with Dr Nicola Crossly (Liberty).  The group currently have over 100 MAT leaders of SEND and collaborate with Whole Education.  Simon is a mentor on Whole Educations MAT SEND leaders programme which last year supported over 250 academies across England and is now moving into its next cohort. 

Simon has presented at National conferences and was part of EDUKEYs Provision map series in 2020-2021 and TEXTHELPs festivals of education between 2021-2023.

Baasit Siddiqui, the Managing Director of Siddiqui Education Ltd, possesses a wealth of experience in the field of education. His unique journey and television connections as one of the esteemed 'Siddiquis' on the BAFTA and NTA award-winning television show 'Gogglebox' have allowed him to merge his teaching expertise with his entertainment background, enabling him to effectively educate, motivate, and foster the development of school children across the United Kingdom. Baasits overarching mission is to facilitate upward mobility among students. He, therefore, works with and supports students with challenging backgrounds and educational experiences.

Since 2018, Baasit has worked closely with the TES Institute, supporting, and assessing teachers in gaining their QTS qualification. He has worked with many unqualified teachers working within the SEND space, mentoring and guiding them in collating a portfolio of evidence to achieve QTS.

Baasit delivers motivational talks, workshops, and competitions, which he offers in schools, colleges, and universities. These initiatives provide students with an unparalleled and inspiring educational experience. Baasit’s efforts focus on cultivating transferable skills that empower students as they progress through their educational and professional journeys. By delivering workshops tailored to help students contemplate their prospects, enhance their confidence, and identify the requisite skills to support their personal growth, Baasit equips them with the necessary tools to excel in their chosen paths.

Over the course of his career as an educator, teacher trainer, and business owner, Baasit has honed his skill set and fostered collaborative, solid relationships with individuals who share his commitment to supporting disadvantaged students. These collaborations have allowed Baasit to establish a robust foundation of support, ensuring that his endeavours have a far-reaching and positive impact on the lives of those in need.

Emma has over twenty-five years of experience in education and has a clear understanding of the needs facing our school communities. At the heart of her work is equality, and the desire to ensure every child has access to high-quality education. Emma’s focus is to enable school staff, wherever they are in their professional journey, to continue to develop their practice. She collaborates with partners supporting recruitment, training and retention. As a former SEND teacher and as a parent of a child with additional needs, Emma is passionate about supporting schools to develop their specialist provision.

In her role as a Director at TES Institute, her focus is on delivering outstanding Initial Teacher Training and Apprenticeships, in both mainstream and specialist settings. She was delighted to have led a successful bid to become a DfE approved provider for iQTS, allowing TES Institute to offer equitable training to teachers working across the global.

Emma has been a leader in range of school settings, in both mainstream and specialist schools. She has also worked at university level, lecturing on both PGCE and BA QTS programmes, specialising in SEND, Professional Studies and Primary English.

Lisa Thornley is Zen Educate’s SEN & Safeguarding Advisor. Lisa is a qualified SENCo and Drama Therapist. In her previous roles she has worked as a Teacher, Children & Family Practitioner, Deputy Headteacher of Inclusion and was the Educational Safeguarding Advisor for Lewisham Council.

Nick is an Account Director at Tes. He works alongside schools and multi-academy trusts to support them with their strategic adoption of education software, including Provision Map, Class Charts and Tes Timetable.

Adam Pearson is an award-winning disability rights campaigner, actor, presenter and speaker who was nominated as UK Documentary Presenter of the Year at the 2016 Grierson Awards.

Adam has presented the critically-acclaimed documentaries Horizon: My Amazing Twin (BBC Two), Adam Pearson: Freak Show (BBC Three), The Ugly Face Of Disability Hate Crime (BBC Three) and Eugenics: Science's Greatest Scandal (BBC Four) as well as being a reporter on Tricks Of The Restaurant Trade (Channel 4) and The One Show (BBC One). His other credits include Celebrity Masterchef (BBC One), Celebrity Mastermind (BBC One), Pointless Celebrities (BBC One) and Celebrity Antiques Road Trip (BBC Two).

Adam worked as a researcher for the BBC and Channel 4 before becoming a strand presenter on the first series of Beauty & The Beast: The Ugly Face Of Prejudice (Channel 4). He was also one of the team who developed the series and he consulted on the Dutch version. Adam also worked on The Undateables (Channel 4) as a casting researcher.

Adam appeared in the BAFTA-nominated film, Under The Skin, directed by Jonathan Glazer and starring Scarlett Johansson. He also played himself in the independent feature, DRIB, which premiered at SXSW in 2017. Adam plays the lead role in Chained For Life which has been released theatrically in the UK and and US as well as being shown at film festivals around the world. Of his performance, The New York Times described him as ""an actor of great charm."" He has most recently filmed A Different Man with Sebastian Stan.

Adam has spoken at a number of events for companies and organisations such as the World Health Innovation Summit, Public Service & Criminology Conference and British Association for Counselling & Psychotherapy. He has also given a TEDx talk.

Adam is an ambassador for The Prince's Trust, Changing Faces and Us In A Bus. He also won a RADAR Award and a Diana Award for his campaigning work. Adam was named in The Shaw Trust Power 100 List of 2020 - a list of the UK's most influential disabled people.

Martin Dougan is recognised from hosting the BBC’s award-winning children’s news programme, Newsround for over eight years for CBBC and recently co-presented the BBC Sounds disability podcast, Access All. He can also be heard on the commercial Bauer network The Hits Radio and just finished touring across the UK for the BBC 2022 Share Your Story schools tour celebrating the BBC turning 100 with secondary school pupils.

Martin has more than ten years experience broadcasting live, both in studio and across the world from working on a variety of different shows and programmes across channels.

Born in Glasgow with a disability (Cerebral Palsy) Martin found a career in wheelchair basketball at a young age and developed his passion for sports. Eventually, he became captain for the Scotland national team, winning trophies along the way. In 2010, he applied for a Channel 4 competition which were searching for new, unknown presenters and reporters to front the London 2012 Paralympic Games. Martin made the final presenting team and reported at the London Excel arena, covering five different sports during the iconic London games. Following the success of the games and with Martin’s cheeky, fun personality, he presented a comedy sketch show “I'm Spazticus” for Channel 4, for two series.

A year later, Martin became a journalist on CBBC’s Newsround. During his time at the BBC, Martin's career has gone from strength to strength. He co-wrote and fronted his own one-off comedy show “The Totally Senseless Game Show”, for BBC Three, as part of Disability Awareness Month and reported at BBC Radio 1’s The Big Weekend in Glasgow.

In 2019, Martin was approached to work for the ABC Network in Adelaide, Australia and moved for six months to present on the children’s news programme, Behind the News. Martin has also presented a number of BBC documentaries. In 2015, he was nominated for a Children’s BAFTA for his work on Frontline Families. The documentary focused on children having to deal with the stress of a family member or loved one fighting fortheir country during the Iraq war. His documentary, “Climate change: Raising sea levels on the pacific islands” aired on CBBC in May 2020 and has hosted for BBC Live Lessons for BBC Teach.

Martin is a well-travelled broadcaster and has reported around the world from sporting events in Brazil, to the rising sea levels on the South Pacific, covering a range of different topics. When he’s not traveling, Martin loves attending music gigs, festivals and spending time with his girlfriend Amy and daughter, Jessica.

After a giving up a business career to look after my children, I returned to my childhood love of music and set up Boogie Mites as co-founder in 2007. I am delighted to spend every day leading our passionate team of teachers at Boogie Mites as we share the joy and learning power of music every day. Our mission is to share the knowledge, confidence and resources to enable early years settings and parents to provide brain boosting, active, creative music making each and every day.

I still do some teaching, present at conferences, write articles, I also manage business strategy planning, programme compilation, training provision, local authority contracts, team and customer relationships. We have many partners including Neuromuscial Researcher Dr Anita Collins, Sound Therapist Charlotte Davies, and children’s author Michael Rosen. We have a vision of making a real difference to early years education globally through the power of music, starting children on a lifelong love of music, language and literacy, with all the associated wellness and cognitive benefits, wellbeing and health benefits.

Beth is an autistic Post graduate student of English literature, perpetual reader, and book enthusiast. Beth Is the Illustrator of ‘A Different Joy: The Parents’ Guide to Living Better with Autism, Dyslexia, ADHD and More…’ and a Contributing author to ‘Education and Girls on the Autism Spectrum: Developing an Integrated Approach’. She is currently starting an MA in Modern and Contemporary literature.

David Coulter is a highly qualified occupational therapist and Head of TCES Clinical and Therapy Services. With extensive experience, David has dedicated his career to supporting individuals of all ages dealing with a diverse range of mental health, learning challenges and sensory needs. David has previous experience in a variety of settings, including inpatient facilities, outpatient clinics, the community and schools.

David is deeply committed to helping adults and children develop essential life skills while working through the barriers that may hinder their engagement in important daily activities, including sensory-related challenges.

An early interest in the impact of income on educational attainment (essentially the nature nurture debate) led Kirsten to her original degree in Psychology.

After a successful career as an award-winning publican, where Kirsten says she worked with and met some of the most incredibly intelligent people who had not achieved well at school and felt they lacked intelligence due to very poor school experiences, Kirsten returned to education. She went on to complete a PGCSE (Secondary Maths) the NASENCO qualifications, a Masters in Special and Inclusive Education and a Post Graduate Certificate in Psychometric Assessment.  Kirsten created the SEND department in an all-through mainstream school which achieved two Outstanding Ofsted gradings both with specific reference to the impact of the SEN department.  Kisten is now the Head of TCES National Online School working with neurodiverse pupils and their families.

I have 22 years’ experience in education with an emphasis on making a difference for young people to achieve their potential whatever it might be.  I gained my teaching qualifications in Jamaica with specialisms in mathematics and Computer Science and later studied for the National SENCO award. As on aspiring headteacher of a special school, I have started the National Qualification for Headship (NPQH) After my first son was diagnose as autistic in the spring of 2013 my focus shifted slightly to advocacy and a career path in working with young people with special needs.

The educational experiences of many autistic children are not yet at the standard they deserve to have the quality and dignified life. I have presented at numerous conferences over the last 4 years and my sessions tend to focus on making reasonable adjustments for autistic children in mainstream and my family’s journey, highlighting the differences, difficulties and strengths of my autistic boys.

Rona has taught in state and independent, day and residential, mainstream and special schools. She was the first head teacher from a special school to become President of NAHT, which represents school leaders in every phase and sector of education and is the largest association for school leaders in the UK. 

Rona has a PhD in the education of children with autism.  She is a winner of the Leadership in Teaching Award, received an Outstanding Reviewer Award for her work on the International Journal of Educational Management and an OBE for her services to special needs education. She is a Fellow of UCL’s Centre for Inclusive Education (CIE).

Rona has written and co-authored a number of books including: Educating Children with Complex Conditions - understanding overlapping and co-existing developmental disorders; The SEND Code of Practice: 0-25 years – Policy, Provision & Practice; Rona Tutt’s Guide to SEND and Inclusion; and A Guide to Best Practice in Special Education, Health and Social Care.

Rona is a governor at a secondary school for pupils with learning difficulties and an all-age school for deaf pupils. She has spent several years studying British Sign Language (BSL).

Head of department with record of success in enabling strong revenue growth through end-to-end sales management. Focused on continuous improvement using market knowledge, competitor research, innovation and team motivation. Always looking for opportunities to bring in and retain customers.

Lucy joined Beyond Words in 2018 with 25 years’ experience of marketing and rights management in medical publishing.  Initially, in business development- increasing awareness and use of the Beyond Words print and digital resources in health and social care settings. Since 2022 -  building community engagement with Beyond Words stories, creating a book club training programme and supporting a growing network of clubs mainly in London/ South East.

Emily joined Books Beyond Words in 2021. She has eight years of experience in communications and marketing across a wide variety of not for profits and charities, including The Air Ambulance Service and the Royal Shakespeare Company, and works with people with disabilities as a theatre accessibility professional.

Stephanie Camilleri is the founder of The ADHD Advocate, an organisation that provides ADHD coaching, training and advocacy to individuals and their families, schools and organisations. Stephanie was inspired to start The ADHD Advocate after her daughter was diagnosed with ADHD, and subsequently, she was diagnosed with ADHD herself.  As a recipient of ADHD coaching, Stephanie experienced the transformational power of being able to look through the ADHD lens and take a strengths-based approach to ADHD. Through The ADHD Advocate, Stephanie’s mission is to educate and inspire as many people as possible to understand and embrace ADHD so that individuals with ADHD can thrive because of their ADHD, not in spite of it.

Samantha Warwick is Special Educational Needs Coordinator at Formby High School, recently named TES Inclusive School of the Year, 2023. 

Driven by her passion and commitment to ensuring young people thrive in their mainstream setting, Samantha relentlessly breaks down barriers in pursuit of ensuring vulnerable young people have the truly inclusive high school experience they deserve.

Samantha is extremely proud of developing a ground-breaking approach to mainstream education for young people who are working significantly below age related expectations. Formby High School’s ‘Reaching High’ curriculum blends the best features of mainstream and specialist provision for students with an EHCP.  Young people flourish as a result of their bespoke academic and holistic curricular and the excellent support they receive from the large, skilled and dedicated team of Personalised Curriculum teachers and Teaching Assistants she leads.

Prior to her success in secondary education, Samantha was a well respected primary school teacher and SENDCO. She feels her experiences across Key Stages 1-5 enable her to thoroughly understand both the academic and developmental journey children and young people experience. Central to this, she believes that holding the trust of parents should never be underestimated, as we shape the future of the ones most precious to them.

As an influential SENDCO, Samantha works closely with the local authority, sharing her expertise with Sefton schools to enhance their SEND provision and inclusive practices as well as being a proud governor at Redgate Primary School who received a Pearson Gold Teaching Award in 2022.

Samantha continues to advocate for children and young people with SEND, driving change by inspiring and empowering others to embed truly inclusive cultures.

Grace has worked supporting children with SEN within mainstream schools for 17 years. She is passionate about blending SEN best practise with mainstream curriculums to improve accessibility and attainment for all. Grace currently works in a Resource Base within a mainstream infant school offering specialist provision for children aged 4-7 with social communication needs and/or Autism.

Laura leads the GLA School Improvement Team (SIT) and is Director of the EEF Gloucestershire Research School. She has extensive experience of trust wide implementation, including leading ELS phonics across the trust. Laura also leads on NPQ facilitation and is an accredited BASIC coach facilitator. She is a leader of evidence-led teaching and learning and has supported many schools to bring evidence to life in the classroom both within the trust and externally.