Search results
Refine your search
Found results
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.
Karen McGuigan is an education consultant with a goal to improve the image and attainment levels in maths for everyone. She studied maths at a degree level as part of her Masters in Chemical Engineering at Imperial College and brings a wealth of real life experience to her work.
Inspired by her middle son Lance, who has Down syndrome, she has developed the Maths For Life programme. It is a differentiated approach to teaching maths that is designed for students with additional learning needs, for whom the standard maths national curriculum structure and timescale is unattainable. It is currently being used both in schools and homes across the globe with students ranging from aged 2 to 60.
A teaching assistant, history teacher and senior leader, David led special educational needs and disability provision (ºÚÁÏÍø) in London schools for over 15 years. He was a member of the Department for Education’s ºÚÁÏÍø Review steering group and an expert advisor to the Timpson Review on school exclusions. David has worked directly with over 700 school leadership teams across the UK to improve their ºÚÁÏÍø provision. David is author of the ºÚÁÏÍø Review Guide, a national framework funded by the DfE. In 2018 he edited Great Expectations, Leading an Effective ºÚÁÏÍø Strategy in School, published by John Catt Educational. He was Director of ºÚÁÏÍø at the London Leadership Strategy and an advisor to the Mayor of London’s education team. As part of his international work David has supported the development of Inclusion policies internationally, in countries including Ethiopia, Seychelles, Thailand and Malaysia. David is a member of the Education Policy Institute Advisory Board and a trustee of the KPMG Foundation, which seeks to bring about systemic change in business and society and unlock the potential of the most disadvantaged children in the UK.
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.
My name is Dr Tracy Laverick and I work as a Senior lecturer in Special Educational Needs at Leeds Trinity University. I also work as a Senior Educational Psychologist for a local authority.
A former teacher and SENCo I moved into Educational Psychology roles and have worked in a number of local authorities over the past 20 years, working directly with young people and in strategic roles supporting ºÚÁÏÍø systems within the LA. I am passionate about raising the profile and researching LA SEN Assessment and Review teams, as vital contributors to ºÚÁÏÍø system reform.
This session will be delivered by Vicky Cull & Marc Mollica
Alex, Education Information Manager, has been part of Thomas Pocklington Trust’s Education team for 4 years, supporting many blind and partially sighted students along the way. He is registered blind and is passionate about empowering students to reach their full potential and has a keen interest in how technology can enable students to thrive.
Aaron, Student Support Service Adviser, is an experienced member of the Student Support Service at Thomas Pocklington Trust. Alongside colleagues, he delivers high quality information, advice, and guidance, to blind and partially sighted students, parents, and the professionals who contact our service. Visually impaired himself, Aaron wants to see a future where all blind and partially sighted students have the means to succeed and live the life they want to lead.
When teaching in a college more than 35 years ago Richard met a blind student who needed to access textbooks and software used on his course. Thus began a thrilling and varied career in what we now refer to as accessibility. After holding senior positions in national and international non-profits, Richard is now Chief Executive of the DAISY Consortium, the global organization whose mission is to develop standards and solutions for accessible publishing and reading.
Now Chief Marketing Officer at Dolphin Computer Access, Simon has enjoyed over 17 years in the assistive technology industry. During this time, Simon has helped to ensure that Dolphin products empower people with vision impairments and dyslexia to read and succeed.
Lorwyn joined the EEF in September 2019 having led Devon Research School (formally Kingsbridge) from 2016. He has twelve years teaching and school leadership experience, during which time he completed a Masters in Education Research at Exeter University focussing on dialogic teaching and led an EEF cognitive science pilot study on self-testing. Before working in education, Lorwyn spent three years working for Torbay Social Services.
Many schools across the UK are unknowingly paying for tools or software that are already built into Microsoft or Google platforms. Imagine how much your school could save by leveraging these built-in features.
Annamarie Hassall MBE is the Chief Executive (CEO) of nasen with responsibility for strategic direction and operational delivery across the full breadth of nasen’s activity. nasen CEO is the main point of contact for the board of trustees and has a close working relationship with the Department for Education (DfE). Annamarie also has overall responsibility for external relations and business development.
Vicky Cull is the Chief Examiner for Art and Design at UAL Awarding Body. She has over 25 years of teaching experience in both Further Education and Higher Educations, specialising in Textiles and Drawing. She fundamentally believes that the creative arts are for everyone and that they transform lives for the better, enabling confidence building, a sense of community and above all fun!
Marc is both an academic and practitioner in the creative arts sector and brings substantial practical expertise and academic insight to his role as Chief Examiner for Performing and Production Arts at UAL Awarding Body. Marc has extensive experience in curriculum design and qualification development and is an advocate of the transformative power of the arts. Marc’s research interests extend to creative environments/spaces and his directing practice has a focus on cross-arts collaborative storytelling.
Helen Battelley, an internationally respected Early Years Physical Development consultant, trainer, author and brings energy and a motivational approach to raising the profile of PA in the early years. As the chair of the National Early Years Active Start Partnership (NEYASP), she leads a diverse group of stakeholders from across the UK to address the systemic challenges in the early years sector to ensure that every child benefits from the positive outcomes of play and PA. NEYASP are taking positive action to inform and support policy makers and inspection bodies to ensure the sector is taking an evidence-informed approach and valuing the place of physical development in a child’s life, right from the moment they enter the world!
Ginny has been teaching longer than she hasn't. She has been a Headteacher, Senior
Manager and Class teacher, teaching all ages in the Primary age range.
Working to support ºÚÁÏÍøCOs and teachers across special, primary and secondary
schools, Ginny is able to bring experience, wisdom and common sense to an area
that can sometimes get bogged down in jargon and paperwork.
Through her highly-regarded book and also her published articles, podcast
appearances and speaking engagements for schools, MATS and national events
such as The National SEN Conference, The Education Show Wales and NASEN
Live, Ginny shares straightforward tips and ideas that save time and energy for all
those working with our most vulnerable children.