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Senior Manager - Progression, Transition and Removal of Barriers
Kelly leads on The Careers and Enterprise Companies work to remove barriers for young people and support work on progression and transition and works closely with the network of Careers Hubs across the country who support the education institutions in their area. As a qualified Teacher and experienced in working with young people 11-19 in a variety of settings Kelly is passionate about ensuring all young people have access to the support, they need to make their best next step when approaching key transition points. Kelly is also a Governor at 2 Alternative provisions in the North East.
Education Manager – Resource and Digital Content
Clare is a qualified teacher and former Assistant Principal who leads on The Resource Directory and Inclusion Community of Improvement. She is passionate about ensuring young people have the best possible educational experience, equipping them with the skills and abilities needed to succeed both academically and pastorally. With extensive experience across various educational settings, Clare is dedicated to supporting every young person in achieving their goals and career aspirations.
Anna is an Education Officer at nasen, and leads on their Early Years work. She is an experienced primary school teacher, SENCO and ÎÚÑ»ÊÓƵ Lead, having worked across different local authorities and within multi-academy trusts. Anna has experience in both specialist and mainstream settings, and has led a communication and interaction hub provision, working between specialist and mainstream settings to support children with a range of additional needs.
As well as being an advocate for inclusion by design in all settings, Anna has a particular interest in animal assisted therapies, outdoor learning and Forest School, and how these are of holistic benefit to all learners, particularly those with ÎÚÑ»ÊÓƵ.
Ffion began working in education in 2005, where she quickly developed a keen interest in neurodiversity and inclusion.
She has found her teaching, leadership and SENCO roles incredibly fulfilling and has enjoyed working across a broad range of education settings, including primary, secondary, FE and HE institutions. Her most recent role before joining nasen was as secondary SENCO for a large MAT, and prior to that she was a SENCO, Inclusion Manager and Mental Health Lead in a primary school.
During her thirteen years in mainstream secondary education, Sarah has worked as Literacy Lead, Specialist Provision Lead (cognition and learning) and ÎÚÑ»ÊÓƵCO. Sarah has Specialist Leader in Education status, an MA in Education and is a Specialist Assessor. Sarah has a particular interest in supporting children and young people with cognition and learning needs access an ambitious curriculum. Sarah also has experience with low incidence needs, leading two resourced provisions for children and young people with sensory impairments. Sarah is passionate about improving inclusion and access in mainstream settings and joined the Whole School ÎÚÑ»ÊÓƵ team in 2021. She is currently the Assistant Principal, ÎÚÑ»ÊÓƵ, at The King’s Academy in Middlesbrough.
Liz has more than 30 years’ experience as a Speech and Language Therapist . She joined Speech and Language UK in 2007 and works as a lead advisor in the organisation. Liz has worked on the set up and delivery of several projects and been involved in the development of Speech and Language UK programmes and resources, as well as training and consultancy crossing all phases of education. Liz is experienced in workforce development, creating and delivering training and workshops. She has worked in partnership with local authorities, settings and organisations to develop communication supportive environments and improve practice to support children and young people with speech and language challenges.
Claire Smith is a Lead Advisor for Speech and Language UK, where we want every child to face the future with confidence. For at least 1.7 million children in the UK, learning to talk and understand words feels like an impossible hurdle.  So we give children and young people the skills they need so they aren't left behind, waiting to be understood. Claire has over 30 years’ experience as a Speech and Language Therapist, supporting children of all ages and their families, and leading and transforming children’s services. Claire has worked with early years, primary and secondary schools and is passionate about changing young lives.
Dr Miriam McBreen is a Lecturer in Psychology at IOE, UCL’s Faculty of Education and Society, and a member of UCL’s Centre for Inclusive Education. Her teaching and research focus on provision to support pupils with reading difficulties. In particular, she is interested in understanding the links between reading motivation and reading development, and identifying practices that foster the motivation, engagement and learning of pupils with reading difficulties.
Dr Jo Van Herwegen is a Professor at Institute of Education, UCL’s faculty for Education and Society, and director of the Child Development and Learning Difficulties lab. Her research focuses on improving educational outcomes for those with learning difficulties and neurodevelopmental disorders, using evidence from developmental psychology and educational neuroscience. Jo has co-edited two books and has written over 50 peer-reviewed articles and book chapters. Her research has been funded by a number of charities and research councils, including EEF, Nuffield Foundation, UKRI and ESRC.
She is currently Head of Research for the department of Psychology and Human Development and member of the executive committee for the European Association for Research on Learning and Instruction (EARLI).
Dr Leda Kamenopoulou is an Associate Professor at the Department of Psychology and Human Development, Institute of Education (IOE), UCL’s Faculty of Education and Society, UK. Her teaching, research and publications focus on Multisensory Impairment (Deafblindness), inclusive education within different contexts, and preparing teaching professionals for meeting the needs of all learners. She has extensive experience of conducting qualitative and mixed methods research within a variety of education settings.
Dr Susana Castro-Kemp is an Associate Professor in Psychology and Special Needs at The Institute of Education, University College London. She has done extensive research on Education Health and Care plans, children’s ‘voices’ in provision for ÎÚÑ»ÊÓƵ, inclusive education, early childhood intervention and education policy.
Dr Brian Irvine works at UCL at CRAE, the Centre of Research in Autism and Education. There he works as an Early Career Researcher on the ESRC funded Superior Perceptual Capacity in Autism, SUPER. For his doctoral thesis at the University of Birmingham he investigated Specialist (Autism) Mentoring in UK Higher Education. Over the last decade he was a mentor himself, where he had had the pleasure of regular meetings with many brilliant students as they journeyed through their university life. He has a background as a teacher in a primary school inclusion provision and – last century – was Head of Philosophy and Religious Education at a secondary modern school.
For fun, he keeps bees, as it guarantees not being interrupted for a few hours. Twitter: @BigBadBee
Deputy Regional ÎÚÑ»ÊÓƵ Lead
Rebecca has more than 15 years’ experience working as a senior school Leader, Deputy Head teacher (Head of Start-up School), Assistant head teacher and a SENCO in several inner city schools. Her areas of expertise include ÎÚÑ»ÊÓƵ, ÎÚÑ»ÊÓƵ legislation, creating an inclusive classroom/ quality first teaching, inclusion, SEMH (including ADHD) and Emotional related school refusal (attendance). She holds a Master’s Degree in Education focusing on ÎÚÑ»ÊÓƵ and Autism Spectrum Conditions. At the heart of it all, she is an outstanding English teacher. Rebecca is a qualified SENCO and registered with British Psychologist society (CCET3).
Her current position is Director of Inclusion for Every Child, Every Day Multi Academy Trust. Her role includes supporting and working in collaboration with Head teachers, senior leaders and SENCO’s in developing a person centred approach to inclusion. She also works as a School improvement partner for schools in her Trust and outside the Trust as directed by her CEO. Her philosophy is centred on the understanding that every teacher is a teacher of ÎÚÑ»ÊÓƵ and every leader is a leader of ÎÚÑ»ÊÓƵ.
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 Beating Bureaucracy in ÎÚÑ»ÊÓƵ (4th edition, 2023), 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.
@JeanGrossCBE
Education Officer
Sam has had varied career in education, holding several ÎÚÑ»ÊÓƵCO posts across mainstream schools and a pupil referral unit; going on to work as a local authority ÎÚÑ»ÊÓƵ advisory teacher, where she supported schools and early years settings with the development and implementation of ÎÚÑ»ÊÓƵ provision for children and young people. Later Sam went on to lead the Learning Support Team with Nottingham City Council; whilst also lecturing at Grosseteste University on the subject of ÎÚÑ»ÊÓƵ, and training teachers in specialist assessment. Sam is a dyslexia specialist teacher/ assessor, and has a special interest in Specific Learning Difficulties. More recently, Sam has worked with adults supporting identification and accessibility in the workplace.
This session was delivered by representatives from Dolphin and Daisy
Alison has been a teacher for 26 years and is currently Whole School ÎÚÑ»ÊÓƵ National Coordinator. She has previously been a class teacher, nurture teacher, ÎÚÑ»ÊÓƵCO, Head of Chestnut Nursery School, and Head of Inclusion for Exeter Children’s Federation. She has been on the board of trustees at nurtureuk since 2016 and has a passion for improving the education and life chances of children from a background of deprivation. Her interest in children affected by social, emotional and/or mental health issues encouraged her to become a Specialist Leader in Education for the Exeter Consortium and Teaching School Alliance. Through this role she helps lead the Professional Community for ÎÚÑ»ÊÓƵ for South West Institute for Teaching (SWIFT). This community works to support schools identifying and meeting children’s needs and so reduce permanent exclusions across schools in the Southwest. She aims to keep the well-being of children at the heart of everything she does.
Chief Executive Officer of Pathways Education Ltd, Claire leads a fast-growing organisation that serves children and young adults not in formal schooling, to help them re-engage with learning, life and beyond. Underpinned by the values of Wellbeing, Connection and Empowerment, Claire’s work relentlessly focuses on re-imagining education to ensure all young adults have the opportunity, skills, and support to transition into high aiming paid employment in their adult lives.
Formally the CEO of DFN Project SEARCH and DFN Foundation, Claire is an experienced senior leader and public speaker with an extensive background in education, innovative curriculum design and best practice supported employment. Experienced chair and board member, Claire currently holds a number of non-exec trustee roles, one with a specialist school with the primary responsibility for safeguarding, and one with DFN Project SEARCH.
Claire supports many national workstreams around evidence-based transition to employment provision and is currently an external advisor to a large-scale national charity as well as sitting on a number of APPG groups around assistive technology and supported internships.
Operations Manager for British Association for Supported Employment (BASE) and Inclusive Trading CIC.
Nerise has worked in supported employment for over 25 years, across a wide range of services. Nerise is committed to ensuring people with disabilities have the opportunity of employment and developing their careers. Prior to this role, Nerise has been an Associate of BASE providing all quality assurance and was pivotal to the development of the Supported Employment Quality Framework. Nerise is strongly passionate about quality assurance and leads the work across BASE and Inclusive Trading to drive quality across employment pathways and workforce development.
Caroline has worked in education since 2009 and has a passion for supporting learners with ÎÚÑ»ÊÓƵ. She took on the role of ÎÚÑ»ÊÓƵCo and developed this working across multiple schools. Prior to taking on the role of National Delivery Coordinator for Whole School ÎÚÑ»ÊÓƵ, she worked as a Regional ÎÚÑ»ÊÓƵCo (leading and coaching other ÎÚÑ»ÊÓƵCos) for a large MAT.