ºÚÁÏÍø

Dr Josselyn Hellriegel is Clinical Psychologist with a specialist interest and experience in paediatric neuropsychology and neurodevelopmental disorders. She has enjoyed working with children, young people and their families helping them focus on a child’s/young person’s unique strengths and address potential difficulties. She has worked in a range of clinical settings, primarily within the NHS, over the past 15 years. Currently, she is working in a social and neuropaediatric setting abroad.

Beth has worked as an Occupational Therapist for the last nineteen years, supporting children, young people, and families across health, education, and social care. She has managed integrated OT services in these sectors and worked internationally, bringing a wealth of expertise to her practice. As an advanced sensory integration practitioner and a passionate advocate for sensory processing and integration, Beth leads the Sensory Inclusive Schools project for Sensory Integration Education. Through this role, she delivers training, raises awareness about sensory processing, and empowers schools to create environments where every student can thrive.

Emma Simpson has worked in education for 27 years, as a teacher, leader, consultant and researcher. Her work has mostly been in inner London schools and has prompted an increasing interest in and commitment to issues of social equality. She joined The Difference (education charity which promotes inclusive practices) in 2023 as the Senior Research Manager. Over the last year she has been conducting research into Internal Alternative Provision in order to establish the range of approaches being taken by schools and what strong practice looks like.

I have been the strategic lead for ºÚÁÏÍø and Inclusion across the James Montgomery Academy Trust for the past 2 years which has 20 mainstream primary schools, 2 with LA resource provisions and 2 MAT funded resource provisions. I taught in a mainstream primary school for 7 and half years before moving to a secondary special school where I became assistant head and Head of Fusion ºÚÁÏÍø Hub for 15 years. During this time, I was seconded by Sheffield Local Authority one day a week to be a Citywide ºÚÁÏÍøCo for ºÚÁÏÍø across Sheffield to support mainstream, specialist and Integrated Resources.

I am the DfE local lead for the Engagement Model and work with 2 teaching school hubs to develop the ECF ºÚÁÏÍø materials for ECTs, NPQSEN and NPQLT materials and facilitate on each of these. I am a member of the National Network of Specialist Provision, a trustee of the Equals charity and a member of the advisory board for Evidence for Learning. I work with each of these groups to develop and create materials for children with ºÚÁÏÍø and support the development of networks between both specialist and mainstream colleagues.

Danny Sweatman is Lead Practitioner for Inclusion and Safeguarding, SENCo and Head of Nurture at Aylsham High School – a genuinely inclusive mainstream secondary school in Norfolk. Following three years of teaching in a primary school in Kent, Danny moved to Aylsham to take on the role of re-engaging KS3 students who had a range of complexities that prevented them from fully accessing education. Now into his 19th year of teaching, Danny and his colleagues at Aylsham have developed an award-winning Nurture provision that provides an inclusive and aspiring pathway for vulnerable students, removing barriers to learning and ensuring that their academic, social and emotional needs are met. Danny was awarded with ‘Teacher of the Year 2023’ in the Norfolk Education Awards and is a real advocate for promoting inclusion, making mainstream schools a place where all students can flourish.

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on ºÚÁÏÍø policy for the Association of School and College Leaders and Whole School ºÚÁÏÍø Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role ºÚÁÏÍø settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Dr Matt Silver is the CEO and Founder of The Glass House Leadership Lab – an educational coaching and system consultancy group that believes the catalyst to system transformation is the personal development of leaders, teachers and learners. His doctoral action research whilst a Head and CEO was based in curriculum, culture and system design using frameworks of human development, motivation, and engagement theory.

The Glass House’s subsequent national and international work is based on co-designing innovative digital systems with system leaders and facilitating their teams to embody and embed consistent human growth within their organisations. His new book ‘Reinventing Education’ lays out the deeper states and stages of human, culture, and educational maturity and how to integrate all stakeholders, no matter their lens, to build momentum.

Chris has been a teacher since qualifying in 2011. He has worked both in the classroom and in school leadership in a local authority school in Gloucester before joining a local multi-academy trust in 2019. He leads the primary reading network for Greenshaw and has spoken at both the UKLA conference and ResearchEd. Chris has a passion for reading children’s literature and works collaboratively with the Cheltenham Literature Festival with all things reading, striving for everyone to become a reader through research-informed approaches.

Kayleigh is a highly skilled mental health professional with a wealth of experience in both clinical and educational settings. She has 17 years of experience in mental health, psychological assessment, therapeutic interventions, and programme development.

Kayleigh has been instrumental to the development of many of the projects delivered across the schools division, notably leading on and co-creating the content for Autism and Wellbeing, Intermediate Senior Mental Health Lead, Self Harm in schools and Parental Partnership programmes. She has also led on the delivery of a comprehensive international package for Nord Anglia Schools, training up Senior Mental Health Leads across the world and providing reflective supervision spaces.

Sarah Johnson has worked in education for the last nineteen years. As a qualified teacher, Sarah has enjoyed roles in mainstream schools, Pupil Referral Units, Alternative Provision and psychiatric in-patient services. A member of the Department of Education’s Alternative Provision stakeholder group, she has supported development of policy and chairs a range of panels and events within the education sector.

Coming soon!

Fiona Oakley is a Secondary School Adviser for the National Literacy Trust. Fiona has huge expertise in the creation and delivery of high quality, relevant and research-led literacy CPD; the strategic planning of whole school literacy; and the implementation of literacy initiatives to raise attainment. She is passionate about developing engaging and inclusive reading cultures in schools.

Working in secondary education for over twenty five years, Fiona is an experienced local authority adviser, literacy consultant, senior leader and teacher. She provides bespoke consultancy support to school leaders and teachers, in both primary and secondary settings. She is committed to a collaborative approach that prioritises supportive challenge, professional dialogue and evidence-based classroom pedagogy. Fiona was a governor at a North London primary school for over ten years and is currently an associate trustee with small multi-academy trust in Ealing.

Alice has over 25 years of leadership experience in the public and voluntary sector and is an experienced trainer and facilitator.  Alices background is in play development and education having gone on to work in local authority commissioning.

Alice developed NDTIs programme and managed managing a team of staff to provide online support to young people with additional support needs from across England. Alice also works on evaluation and research projects at NDTi  and is always keen to develop new projects which respond to voices of people with lived experience.  Alice believes that play and playfulness are  vital to creating good relationships and  inclusive communities.