Abigail Gray has almost 30 years of experience in SEND, working in a variety of challenging settings in London and the southeast. Her career has taken her from teaching assistant to SENCO and specialist teacher to Headteacher. Since 2014 Abigail has worked with schools nationwide in optimising provision for pupils with SEND as an independent SEND consultant, a writer and a NASENCO tutor for Best Practice Network. She is the author of Effective Differentiation (Routledge 2018) and is co-authoring ‘The Effective Teaching Assistant’ for publication later this year.

Adam is CEO at nasen and Chair of Whole School SEND. He is a National Leader of Governance and Trustee at a Multi-Academy Trust, spanning primary, secondary and specialist settings. Adam is a Trustee of the Potential Trust, a member of the National SEND Forum and a Fellow of the RSA. Prior to this, Adam was Director of the Centre for Professional Education at the University of Warwick and Academic Principal for IGGY (a global educational social network for gifted teenagers). He is a Visiting Professor at the University of Wolverhampton, a published author and a qualified clinical hypnotherapist.

Hailing from Brighton UK, acoustic singer-songwriter Al Start has made quite a name for herself on the vibrant UK music scene. Both as a solo performer and with her fantastic folk-happy acoustic band. She combines 25 years’ experience of working with children with her personable live performances, collaborating with and writing for the likes of Glyndebourne, Rhythmix, Sing Up & The Dome, touring musical shows and gigs to festivals, venues and schools. She leads singing assemblies, runs music & song writing clubs and even teaches ukulele. In 2015 she set up children’s music company Go Kid Music whilst studying business on Natwest’s Entrepreneur Accelerator. This led to developing GKM’s online platform with music clubs and courses for schools and families. Al’s children’s songs are well crafted, full of sign language, humour and are creating a buzz across the UK and beyond. Inclusion is at the heart of everything. Al is known for ‘sing and sign for big kids'! Her educational songs are providing schools with exceptional creative learning resources, enabling them to bring singing into everyday teaching. Al’s primary school songbooks “Sing! Play! Learn! with Go Kid Music” published by HarperCollins take this idea further with a wide range of popular key stage one and two curriculum topics sung and signed on interactive video with all the teaching resources.

Alison Knowles trained to be a cognitive hypnotherapist purely out of interest in the subject. It interested her so much she then trained in NLP and then CBT and so it went on, giving her an extensive toolbox of techniques and schools of thought to help her help just about anyone who came to her clinic. Just about anyone except children. Alison realised all her training, the language and the science behind it was way beyond a child's capacity to understand and, to be fair, most adults too!

Amy Loxley is a speech and language advisor for I CAN, the children’s communication charity. With over 12 years’ experience as a speech and language therapist, Amy has worked with a diverse range of client populations across early years, primary and secondary age groups, and in community, mainstream and specialist settings across Australia and the UK. Amy’s current work at I CAN includes developing a website for early years practitioners about links between music and communication, delivering a project on developmental language disorder, and piloting a new teletherapy service. Amy authors and quality assures articles and written papers for I CAN, and works on I CAN’s Enquiry Service, providing telephone support to parents and school staff with concerns regarding children’s speech, language and communication.

Becky founded Sensory Spectacle in 2014. Originally from the field of Graphic Design, she was captivated by the autistic sensory world whilst working in a centre in West London that supports children and young people with complex health needs and disabilities. Alongside her work, she completed her master’s degree in art & Science from Central Saint Martins, University of the Arts London receiving a distinction for her installations focusing on the autistic sensory world. Her experience and understanding of Sensory Processing Difficulties (SPD) inspired her to educate the public on how people with SPD may experience their surroundings and thus Sensory Spectacle was born in 2014. Sensory Spectacle creates immersive environments to help educate about SPD worldwide. Becky designs and builds experiences alongside people with SPD to help society experience for themselves how SPD can impact daily lives. She created the Sensory Classroom in 2015 & launched the Sensory Dining Room in early 2016 to teach, through experience, about SPD. Her installations have been known to change the way adults & children with additional needs are cared for by parents and professionals. Sensory Spectacle provide installations for awareness at events, run workshops to educate & support teams and organisations, has online training, presents at conferences, is author to guides for supporting SPD as well as organises awareness events throughout the year to educate the public and support families and people with SPD. In the last few years she has been working with public sector settings to help support their awareness to sensory needs. She created the Royal Academy’s Sensory Map in 2019.

An education advisor for ICT and Inclusion, Carol was named as one of the top ten educators for her work in inclusion, #EdTech2018. She was awarded an Ed Futurist award in 2019. Carol is currently a member of the DfE Assistive Technology Expert Group; a member of the BETT Advisory Team; a BETT Awards Judge and is a panel member and contributor to sessions at the House of Lords for the APPGAT committee. She has taught in both mainstream and special schools. Recognising that communication lies at the heart of all effective teaching, most of her work has centred on creative and engaging use of technology to support communication in its widest sense. Workshop/keynote presentations include both UK work and international conferences such as FETC/ATIA Florida, Illinois; Denmark , Rotterdam, Geneva, Cologne and two five city tours round Australia in 2018/2019. All work centres on easy to replicate practice which is fun, achievable and creates communication enhancement opportunities.

Dr David Lamb is an Educational Psychologist and Director at Applied Psychologies. His professional interests include motivation, literacy interventions and applying psychology systemically.

Dr Jonny Craig is an Educational Psychologist and Director at Applied Psychologies. His professional interests include Working Memory, Cooperative Learning and EMDR therapy.

Emma, a senior Autism Consultant and specialist teacher with over 16 years of experience of working with children with autism and their families. Emma started teaching in 2003, after completing a degree in Psychology and a PGCE with Qualified Teacher status went on to teach in variety of Mainstream and Special needs settings. Emma’s main experience was within the Special Needs sector as an Autism Specific teacher, where completing a master’s degree at Birmingham University, attending TEACCH training with Gary Mesibov and specialising in teaching and delivering a curriculum for children that are non-verbal. Emma enjoys working with families as an advocate to support children with additional needs to get the best provision but also train staff to adopt more inclusive strategies. Emma has been recently certified as a Bricks for Autism certified trainer in Lego Therapy, the UK’s leading Lego Therapy provision in Cambridge. North West Autism and SEND Consultancy is a relatively new and vibrant company, it is established on years of experience: specialist teaching, specific qualifications and is at the cutting edge of autism and special needs delivery. This company firmly believes in sharing and supporting children with autism and special needs to achieve their potential. Emma also works for the National Autism Society as a moderator assessing schools for Autism Accreditation in different settings. Emma has spoken at both Autism Shows in both Manchester and Birmingham around sensory issues, restricted eating and autism in June 2019 and is really gaining momentum as a leading trainer for both families and professionals in the field of Autism.

Geena Vabulas is a Policy Manager for Assistive Technology at Policy Connect, the cross-party think tank, where she co-manages the All-Party Parliamentary Group for Assistive Technology. The APPGAT aims to share knowledge and facilitate engagement on assistive technology between disabled people’s organisations, industry, academia and Members of both Houses of Parliament. Prior to this, Geena held several roles in the assistive technology sector focusing on neurodiversity and education. Geena also works as a research assistant on the iRead Project at the IOE at UCL.

Chair of the SENCO Advisory group for NASEN and NASEN associate. Jackie has worked in Education for over 30 years in three local authorities, working in secondary schools and in two specialist provisions for pupils with moderate learning difficulties attached to mainstream schools. For 11 years she was a SENCO and this role developed into Head of Inclusion, specifically line managing the SENCO and setting up provision for pupils at risk of exclusion. Her current role includes offering specialist SEND advice and support for schools across. South Gloucestershire in all phases of education. This includes both strategic support in developing systems, provision and leadership for SEND and support and advice on meeting the needs of children. She has additional specialist qualifications:- • AMBDA (Associate Membership of the British Dyslexia Association) Teacher for pupils with dyslexia. • Diploma in Professional Studies in Education (Special Education) • MA in Special Education In 2017, she worked as a SEND Systems Lead for Whole School SEND.

James has worked with young people with learning difficulties for the last 18 years. He has spent his teaching career in both Primary and Secondary phases of education specifically working with children with Moderate, Severe, Profound and Multiple Learning Difficulties and Autism. He is currently Deputy Head Teacher at Sunningdale School, an Outstanding provision in Tyne and Wear for pupils with Severe, Profound and Multiple Learning Difficulties. James is a trustee of EQUALS, a not-for-profit registered charity, first formed in 1994, committed to supporting the work of teachers, TAs, schools and parents/carers of pupils with profound and multiple learning difficulties (PMLD) severe learning difficulties (SLD) and moderate learning difficulties (MLD). James is a Specialist Leader of Education (SLE) and an Engagement Model Lead Trainer. James has developed and delivered workshops on a wide variety of topics related to Severe, Profound and Multiple Learning Difficulties on behalf of the SENHub in Tyne and Wear, EQUALS and other organisations. James additionally works as a visiting lecturer for Northumbria University has also previously managed a number of outreach and intervention teams on behalf of Sunderland Local Authority.

A former SEN headteacher, with significant leadership experience in local authority SEN support and advisory roles and more recently as chief executive at nasen. Jane is now director of SEND Consultancy, a new and innovative support agency for those working in SEND, specialising in leading effective review of provision for children and young people with SEND, which commissions co-productively with young people with additional needs to effect improvement at local level. Jane is married and has three children, her 18 year old son is a young man with Aspergers, learning difficulties and additional mental health needs. She is the older sister and part time carer of a young lady with severe learning disabilities who lives in supported living in North Oxfordshire. Jane is a Court of Protection Depute. She is Chair of Governors and SEN Governor at a community primary school in the heart of Coventry, where a range of 33 different community languages are expressed which reflects the culturally rich and diverse community the school serves. Jane is a Trustee and supporter of a range of charitable trusts promoting an equal society for all.

An actor, teacher of drama and workshop leader. As an actor, she worked extensively on television and in theatre, including Dangerfield and Casualty. In theatre, she has played leading roles at the Royal Shakespeare Company, the NationalTheatre and West End musicals. She tutors and mentor’s drama students as well as teaching in a mainstream school. She has a BA (Hons) in Theatre Studies, an MA in the Advance Workings of Shakespeare and has a B Phil in Autism from Birmingham University. Jane is passionate about all children having a voice, her work at act for autism developing workshops and strategies together with Tessa, is the perfect vehicle to change the way we look at autism.

Julie is a highly regarded trainer and speaker who has a long established reputation in the SEND sector. She is an associate trainer and consultant for nasen, The British Association of Early Education and NurtureUK as well as being involved in delivery of training and development for Early Years SENCO’s. Julie’s background is rooted in understanding and meeting the needs of young children with (SEND) and promoting and sustaining inclusive whole setting practice.

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

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.

Maria Catterick is the Director of FASD Network UK which she founded due to her personal and professional experiences of children and young people with FASD. Her organisation seeks to support families, equip professionals, and provide training to raise awareness for social change. This work now sees her connecting with over one thousand families in her region alone and as many again from her wider work which further highlights how common FASD can be. She is also a founding member of the FASD UK Alliance which works together to raise awareness of FASD in the UK. Her book, “Understanding FASD for parents, carers and professionals” was published in 2014 by Jessica Kingley Publications. She received a Prime Minister’s award for her FASD work in 2013 and was given a FASD Champion Award in 2017.

Martin Bailey is Digital Enrichment Leader at Lanchester EP Primary School (Co.Durham) and Director of Animate 2 Educate Ltd. He now combines his teaching role at Lanchester EP with that of running Animate 2 Educate where he aims to bring the curriculum to life through the delivery of pupil workshops and staff training sessions. Martin is passionate about the positive impact that technology can have on education and how it can make the curriculum accessible and enjoyable for ALL pupils. He has worked with staff and pupils in schools all over the UK and now regularly works internationally too. Martin writes regularly for the educational press, presents at conferences around the world and has a large social media following who look to see the teaching ideas that he shares. He also lectures at Durham University where he delivers the Primary Computing element of the course to BA and PGCE students.

Matt Bromley is an education writer and advisor with over twenty years’ experience in teaching and leadership including as a secondary school headteacher and principal, FE college vice principal, and MAT director. He also works as a public speaker, trainer, and school improvement lead, and is a school governor. He writes for various newspapers and magazines and is the author of numerous best-selling books. His education blog, voted one of the UK’s most influential, receives over 50,000 unique visitors a year. Matt regularly speaks at national and international conferences and events, and provides education advice to charities, government agencies, training providers, colleges and multi-academy trusts.

Formerly a SENCO in leadership roles in secondary schools and now a UK based consultant specialising in Dyslexia and inclusion issues, Neil works internationally, delivered training to teachers in Australia, New Zealand, Hong Kong, Bangkok, Singapore, Hong Kong and Europe, as well as the UK, running workshops in inclusive classroom practice and meeting the needs of vulnerable learners. Neil is known for his ability to bring the classroom into his training and he regularly models inclusive strategies in classrooms around the world. In May 2019 he delivered one of his latest presentations ,“The inclusive habits of outstanding teachers” to over 1000 teachers and advisers in New Zealand. The “habits” are based around evidence validated strategies that are proven to accelerate the learning of those with additional learning needs and which enable teachers to help individuals without always needing to give individual help.

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.

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

Pernille Thomsen educated as a physiotherapist in 1991 from Copenhagen. She has a master’s degree in Health and Education from the University in Copenhagen in 2004 and qualified as associated professor at the University College Capitol in 2006. She has been focusing on the neuroscience behind stress, and have since 2013 collaborated with the Danish Defence Veterancenters, working with Veterans and their children. She educates physiotherapist, occupational therapist, teachers and pedagogues in the neuroscience behind children and stress. She has her own physiotherapy clinic north of Copenhagen, where focus is on the neurophysiological treatment regarding children and mental health. Together with child psychologist Charlotte Bjerregaard she is one of the key-persons behind a new danish designed internet-based education, regarding children and mental health.

Philippa has played a key role in crafting, challenging and championing education policy in her various roles in the public and voluntary sector. A trained teacher and occupational therapist with a Masters in the education of children with special needs, she began her career in mainstream and special schools, became an advisory teacher, then an inspector for the Inner London Education Authority. When she joined the Council for Disabled Children, she set up the Special Educational Consortium to create a national campaigning voice for the disabled children’s sector and set about helping to establish and develop parent partnership services (now known as Information, Advice and Support services). She has worked in Parliament during the passage of legislation; reviewed inclusion in one of our most inclusive local authorities; contributed to the development of several Codes of Practice; was seconded into the DfE as SEN and disability professional adviser; advised on an inclusive early years project in Europe; is currently leading a DfE-funded project to increase access and inclusion in the early years; and works as part of the team providing support to the DfE as strategic partner on SEN and disability.

Richard Daniel Curtis is an internationally renowned social, emotional and mental health expert and mentor, passionate about helping millions understand emotions and psychology. The former teacher is known for his impact with turning round some of the most extreme behaviours and is recognised as an expert in the social and emotional development of children. Richard leads the Mental Health Tick, an accreditation scheme for schools to show they are mental health aware and also is the Programme Director for the National Educational Leaders in Mental Health, a programme for heads, deputies and senior leaders in meeting the mental health needs of staff. Author of the Social and Emotional Skills Assessment, a tool to assess the social and emotional development of children, Richard’s work has had an impact in 5 continents. He has written 11 books, including AWOL: the missing teenage brain and the impact on mental health, Gratitude at Home, Gratitude in Primary Schools, Gratitude in Secondary Schools and Higher Education, The Parent’s Guide to the Modern World, The Young Person’s Guide to the Modern World, 101 Tips for Parents, 101 More Tips for Parents and 101 Behaviour Tips for Parents; he has also co-authored Boosting Positive Mental Health in Teens with children’s life coach Naomi Richards and The Gifted Introvert with Mary Jane Boholst.

Sarah-Jane Critchley is passionate about helping autistic people, their families, friends and supporters live happier lives of their own choosing. She is the internationally recognised author of ‘A Different Joy: The Parents’ Guide to Living Better with Autism, Dyslexia, ADHD and More...’. and contributor to two titles on autism and girls. She wrote an ‘Introduction to Autism’ for AC Education to support adoptive and foster parents. She is an international keynote speaker. For over 10 years (2008-1018), Sarah-Jane managed the Autism Education Trust working to improve educational provision for young people with autism. She was instrumental in the development, monitoring and management of the award-winning training programme that reached over 207,000 education-based staff in the UK and adapting the AET’s highly successful training programme to meet the local context in Italy and Greece. She worked with stakeholders to produce guidance on exam accommodations and exclusions. Sarah-Jane holds a Masters of Business Administration (MBA) specialising in the management of change from London’s City University. She is a mother to two autistic teenagers (a late-diagnosed girl and a boy) and an autistic husband and lives with two cats.

Sarah Wedderburn has over 25 years’ experience as a mainstream and SEND teacher. She founded Unicornmaths in 2003 and leads a small team that specialises in supporting students with maths difficulties and dyscalculia. Sarah was a lecturer at The Hornsby Dyslexia Centre and now presents seminars and workshops on ‘Qualitative Numeracy Assessment’ and ‘Multi-Sensory Maths Remediation’ at national and international conferences, as well as running maths remediation training courses for teachers and TAs. She is the author of the Diagnostic Assessment of Numeracy Skills (DANS), a qualitative maths assessment, which was published in 2019.

Sherann Hillman MBE is head of family services Seashell Trust and chair of the PIPStockport Parent Carer Forum. Sherann is the parent of 3 young people with SEN, and has over 20 years of experience of supporting families with children and young people with SEND. Sherann was previously co-chair and NW representative of NNPCF and instrumental in the Children & Families Act and relevant legislation embedding participation of parent carers. She is also a representative of parent carers on several local, regional, and national work streams including the Rochford Review and is passionate about ensuring co-production happens with children, young people, and their parent carers in all the services and support they receive.

Professor Sonia Blandford is founder and CEO of the award-winning educational charity Achievement for All, delivering programmes to improve outcomes for children and young people vulnerable to underachievement in early-years, school and post-16 settings across England and Wales; and visiting professor of education at UCL Institute of Education. A prolific writer and speaker, Sonia has published widely including Social Mobility, Chance or Choice? (John Catt, 2019) Raising Attainment in the Primary Classroom, co-authored with Dr Catherine Knowles, (Bloomsbury CPD Library, 2018): Born to Fail? Social Mobility A Working Class View (John Catt, 2017); Understanding Applied Learning: Developing Practice in Education, co-authored with Professor Tanya Ovenden-Hope, (Taylor Francis 2017). Among her many charitable roles, Sonia was a Founding Trustee and Vice Chair of the Chartered College of Teaching and Founding Ambassador of Teach First. Sonia was also a finalist for the ‘Outstanding Achievement Award’ in the 2017 and 2018 UK Social Mobility Awards.

Steve is the Director of Advice and Guidance at NGA. His role includes the development of high quality guidance for NGA members and supervising the delivery of high quality advice to NGA GOLD members as well as supporting NGA’s work on good governance practice. Prior to working at NGA Steve was Governor Services Manager at Birmingham City Council overseeing the Council’s statutory responsibilities in relation to maintained school governing boards, and the advice, guidance and consultancy provided to both maintained schools and academies through the Council’s School and Governor Support team.

Susannah is a Speech and Language Therapist with 20 years’ experience and a Bristol-based private caseload that includes several children and adults with Selective Mutism. Her work includes, supporting families with selective mutism and training schools in appropriate interventions for pupils. She was trained to the Advanced level by Maggie Johnson and Alison Wintgens, the authors of the SM Resource Manual, and promotes SM best practice. Susannah is a Trustee of the national SM charity SMIRA and is a regular contributor to their massive Facebook support group for families and professionals.

Dr Susie Nyman is passionate about discovering how children learn and supporting them in ways which enable them to succeed. She was appointed as a Biology teacher at The Sixth Form College Farnborough in 1995, and subsequently as Curriculum Manager for Health and Social Care where she has worked ever since. Susie strives to raise students’ achievements and support them in ways which enables them to succeed. She works with her students deploying a range of innovative and Multi-sensory teaching techniques to assist their learning including her ‘Equality and Diversity Tree’ and famous puppets! Additionally, she has provided training to PGCE students at Kingston University, and in a number of local schools and colleges on teaching strategies. Since February 2017, Susie has presented seminars on ‘Multi-sensory Techniques’ at The Learning Differences Conventions in Australia, Richmond College, The Helen Arkell Centre, Bell House, The Oratory School, The National Education Show and The Tes SEN Shows in London and Manchester. Recently, she was filmed ‘in action’ for The British Dyslexia Association as well as Oaka Books, and the footage is available on YouTube. Subsequently, she has written a chapter about ‘Multi-sensory Teaching’ in the BDA Dyslexia Friendly Schools Good Practice Guide and ‘The Multi-sensory Teaching Toolkit’ by 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.

Tigger Pritchard is an Autism and Pathological Demand Avoidance Advocate, Consultant and Trainer. He has over thirty years of working alongside, and for, a wide range of neurodiverse individual, including autism, intellectual differences and learning disabilities. He has played many roles: support worker, advocate, teacher, facilitator, trainer, manager, lecturer and friend. He is now using his extensive experience, knowledge and teaching practice to pass on his skills through training and consultancy work. Tigger’s ethos is to reduce anxiety for all, by promoting a holistic approach where awareness, acceptance and understanding is key. He also volunteers in the world of autism, he has a website, www.tiggertraining.com, and runs the Facebook page, The Autism Coffee Shop with Tigger Pritchard.

Dr Tina Rae has over 30 years’ experience working with children, adults and families in clinical and educational contexts within local authorities and specialist services. She is currently working as a Consultant Educational and Child Psychologist in a range of SEMH and mainstream contexts and for Compass Fostering as a Consultant Psychologist supporting foster carers, social workers and Looked after children. She was an Academic and Professional tutor for the Doctorate in Educational and Child psychology (University of East London) from 2010-16. She is a registered member of the Health and Care Professions Council, a member of ENSEC (European Network for Social and Emotional Competence) and a former trustee of Nurture UK. Tina is a member of the editorial board for the journal Emotional and Behavioural Difficulties and for the International Journal of Nurture in Education. She is also a member of the Advisory board for Fresh Start in Education. Tina is a prolific author and has over 100 publications to date. Recent publications include the following: • Rae, T., Such, A. & Wood, J. (2020) The Well Being Tool Kit for Mental health leads in schools A comprehensive Training Resource to Support Emotional Wellbeing in Education and Social Care Buckingham: Hinton House Publishers • Rae, T. (2020) Motivation Matters Buckingham: Hinton House Publishers • Rae, T. & Such, A. (2019) The ASD Girls’ Wellbeing Toolkit An Evidence based Intervention Promoting Mental, Physical & Emotional Health Buckingham: Hinton House Publishers • Rae, T. (2019) The Well Being Tool Kit for Teens London: NurtureUK

Dr Trisha Waters is a consultant trainer on the YoungMinds in Schools project, funded by the DfE and is also founding director of the Centre for Therapeutic Storywriting. Trisha was previously senior lecturer in Special Educational Needs at the University of Chichester where she led the MA in SEN and worked on a number of research projects. Trisha has worked in both special and mainstream schools as a classteacher, SENCO, senior manager, school counsellor, educational therapist and behaviour consultant. She is author of the book Therapeutic Storywriting (publ. David Fulton, 2004) and has written widely on inclusion and therapeutic education.

Judy Shaw graduated in English and Linguistics at Lancaster University then completed her PGCE in Primary Education at St. Martin’s College, Lancaster. She began teaching in 1988. She has taught throughout the primary age range specialising in Literacy and Early Years. Judy has been headteacher of an infant and nursery school in West Yorkshire since 2005. She joined NAHT at the same time and was elected to NAHT’s national executive in 2013, representing school leaders across Yorkshire. In 2016 Judy became the first chair of the newly formed NAHT Early Years Sector Council. The council’s work raises the profile of early years education and informs NAHT’s policy and representation across the sector. In May, Judy became NAHT national president 2019-2020.

Christine began her career as a social worker in 1980 working with children and their families in specialist roles in both residential and community settings. In 2000 Christine joined the Council for Disabled Children, part of National Children’s Bureau and became Director in 2003. Last year she carried out Reviews for both the Department of Health and Department for Education, into the treatment of children with significant needs and the experiences and outcomes of children and young people in residential special schools and colleges. Both Reviews received a very positive response from Government, and implementation of their recommendations is likely to make a significant impact on practice in this area and the experiences of the children and young people affected. In 2009 Christine was awarded an OBE for services for disabled children and young people and in 2013 was made an Honorary Fellow of the Royal College of Paediatrics and Child Health. In 2016 she was awarded a Damehood in the Queen's Birthday Honours List in recognition of her outstanding work for disabled children and young and those with special educational needs spanning over 35 years.

Michael is a Senior AAC Consultant who has worked at Ace Centre since January 2020. Before this he taught at a secondary special school for pupils who experience severe or profound learning difficulties, autism and complex needs before becoming a Qualified Teacher of the Visually Impaired (QTVI). Michael has always been a passionate advocate for the effective use of AAC and assistive technology and loves being part of the positive impact it has for people as they progress through education and their wider life. Michael has established specialist VI technology network groups and delivers specialist input on assistive technology to students on the PgCert NASENCO course. He contributes to the work of the All Party Parliamentary Group for Assistive Technology and is a member of the DfE’s Assistive Technology Expert Group.

Venessa Bobb is a mother of 3 - ages 19, 17 and 14, the two youngest diagnosed with Autism, ADHD and Severe Expressive Receptive Language. Her youngest has Benign Rolandic Epilepsy and her oldest daughter diagnosed with Moderate Language Difficulties. She is the founder of A2ndvoice CIC, a non-for-profit organisation set up in 2018 running various projects focusing on Autism and other related conditions, supporting the needs of autistic people and their families. Specialising in Black, Asian and Minority Ethnic Communities (BAME). She volunteers as a Branch Officer/Chair for Lambeth Autism Group (NAS Lambeth Branch), Cassandra Centre - a charity supporting young people who have experienced domestic abuse/violence running healthy relationship programs, family support and counselling services as well as Groomsafe that offers advice and support for youth, parents and professionals tackling the challenges around grooming, social media influences, county lines and mentoring programs. She is also a member of the Advisory Group for the All Party Parliamentary Group on Autism (APPGA). Venessa has appeared on BBC Radio 4 Woman's Hour and Premier Classic Radio. She has been featured in The Sunday Times Magazine, The Guardian, The Voice Newspaper, Autism Eye Magazine and co-author to “Girls and Autism” edited by Professor Barry Carpenter, Francesca Happe and Jo Egerton - launched in April 2019. She has spoken at the NAHT Girls and Autism Conference, Black & Asian Girls and Autism at The Anna Freud Centre and Inside Out: Autistic Identities, Participatory Research and Gender at University of Kent highlighting the taboos and stereotypes BAME families face and also Dual Heritage communities.

FLARE is formed of twelve 13-25 year-olds with SEND from around the country to advise, challenge and support the government about how the SEND reforms would affect disabled children and young people directly. FLARE members are passionate about ensuring disabled children and young people have an equal say in the policies and practices that affect them and their families. Their work plays a key role in ensuring the voice and experiences of disabled children and young people are heard.

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.

Dr Asha Patel (founder of Innovating Minds) is a registered Clinical Psychologist providing specialist psychological support for young people in education, training and employment. She has been working within schools to support the implementation of a whole school approach to mental health, and more recently she has developed the first online platform (EduPod) to support schools implement the approach. She has supported senior leadership teams shift from a punitive to a therapeutic approach to ensure children and young people are supported to achieve their aspirations.

Liz has worked in education for 20 years. She is the Founder of Spotlight Education Support and provides training and school improvement consultancy for schools nationally. She is also an advocate of flexible leadership roles in education and supports schools to enhance their equality practices. Liz sees herself, first and foremost, as a frontline practitioner having worked in SEND leadership roles in primary and secondary across the state and independent sectors. As well as being an experienced SENCO, Liz is also an accredited Advanced Skills Teacher and has held pastoral and curriculum leadership positions. Liz is passionate about all things education, but has particular expertise in SEND change management, SEND CPD, and curriculum design.

Evelina, has a wealth of knowledge and experience thanks to her fifteen years in education, working in a range of positions, mainly in special education, from teaching assistant to Headteacher. For the past four years she has been the Vice Principal for Whitefield Schools. She completed a Master’s on autism exploring communication and language impairments and a PhD in the same field looking into the efficacy of teachers of supporting children with autism in relation to, amongst others, responding to behaviours. Evelina’s current research interest is in the area of childhood trauma and adverse childhood experiences and the impact of those on the development and learning.