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Angela recently received an MBE for her services to children and young people with special educational needs (SEND). She is CEO of The Sea View Trust - an inclusive MAT, with schools in Haslingden and Blackpool. With 30 years of teaching and leadership experience in both primary and special schools, Angela also works with the Teaching School Council as the National Representative for SEND and as a Regional Representative for Lancashire and West Yorkshire nasen Whole School SEND. Angela is a driven and committed system leader, and in her role as a National Leader of Education, has supported schools, trusts, and Local Authorities in a range of educational improvement priorities.

Louise is the Executive Headteacher of Tor View School, an Outstanding Special School in Lancashire, and Valley College, an education provider for post 19 learners with SEND, both are part of The Sea View Trust. She is an experienced school leader, having been Assistant Head, Deputy Head, Headteacher and now Executive Headteacher, leading the school through its fourth Outstanding Ofsted inspection. Louise is committed to system leadership and has supported a number of schools as a Specialist Leader of Education for SEND.

James is an Acting Director of Teaching School at East Lancashire Inclusion Partnership, Tor View – part of The Sea View Trust based in Haslingden, Lancashire. He is an experienced school leader having worked in Primary, Secondary, PRU/Alternative Provision and Special Schools as Assistant Head and Deputy Head. He also supports schools as a Specialist Leader of Education for SEND and was part of a team that collaborated to develop a SENCo and SEND Leader training package about High-Quality Teaching. He is a new tweeter and can be found at @inclusion_JFP 

Becky is an Executive Assistant Headteacher and Inclusion Lead across 5 Primary Schools in Oxfordshire run by the Multi-Academy Trust GLF Schools.  She has previously held positions as Headteacher of Ambitious about Autism’s Treehouse School in North London and as Acting SENCO in a large secondary comprehensive.  Becky holds Qualified Teacher Status (QTS) and completed an MSc in Psychology of Education at the Institute of Education, a Post-Graduate Diploma in Applied Behaviour Analysis at Bangor University and holds the NASENCO Award through Oxford Brookes University. She is a Specialist Leader in Education in the area of SEND. In her role as SEN Improvement Lead across GLF Schools, Becky currently leads the GLF Primary SENCO Network, facilitating exchanges of good practice between schools across the MAT. Becky has experience of designing and implementing SEND-specialist CPD programmes and developed a Teaching and Learning Policy based around current research on Cognitive Load Therapy. Becky has a sound knowledge of SEND practice, policies and research and is dedicated to improving education for children and young people with SEND.

Amy Loxley is a Speech and Language Advisor for I CAN, the UK’s leading children’s communication charity. With 14 years’ experience as a Speech and Language Therapist, Amy has worked with a diverse range of client groups across early years, primary and secondary phases, and in community, mainstream and specialist settings in the UK and Australia.

Amy’s current work includes developing a range of resources on Developmental Language Disorder (DLD) for mainstream school staff, including a series of introductory and intermediate webinars, a downloadable DLD guide, and a school workforce development package. She is also involved in developing and piloting I CAN’s Teletherapy service.

Amy has authored articles for various magazines and blogs, and part of her role includes collaborating with I CAN’s communications team on content that is shared on their website, social media channels and other publications. Other recent work for Amy has included working with a partner to develop a website with information on the links between music and communication.

Jeremy Single is the Principal of Homewood School and Sixth Form Centre in Tenterden, Kent. Homewood is a larger than average secondary school with over 2000 students. He has been in post since September 2019, so managed six months of proper headship prior to COVID! Jeremy has teaching and leadership experience in both selective and non-selective schools, all from very different contexts. Jeremy started his career as an English teacher but has also taught Classics. He worked as an Ofsted inspector for several years and has also provided leadership support to schools in challenging circumstances. Jeremy believes that leaders should inspire and motivate by maintaining high expectations and through leading with a strong moral purpose.

Lucy Stephen has been teaching for 19 years with the last 10 of these as a SENCO and currently as Director of Learning Support at Homewood school. She has taught internationally including a sabbatical teaching in rural New Zealand. Lucy is a Specialist Leader of Education and a member of the Department of Education's SENCO Advisory Group. She is also actively involved with reviewing and developing SEND provision at a District and County level. Lucy is passionate about inclusive mainstream education along with the role of nurture has to play in successful school experiences.

Dr Jim Rogers is an education specialist and leads his own educational consultancy. Dr Rogers works regionally in the south west for the Teaching Schools Council and is currently leading on a number of initiatives supporting leadership development and school improvement across the region. Dr Rogers is an advocate of research and evidence-informed practice, inclusive practice and also of collaboration, to ensure long-term, sustainable professional and system development.  Dr Rogers is a Founding Fellow of the Chartered College of Teaching, and a facilitator for Education Development Trust. Previous roles include Director of Professional Development for the White Horse Federation, Director of Plymouth Teaching School Alliance and Teaching and Educational Research Fellow at the University of Exeter, following a career teaching in secondary schools.

James Butterworth is a committed Head of School passionate about educating and supporting the life opportunities for students at St Ives School. Dedicated and motivated to encourage student and staff growth through carefully monitored academic progress with a drive on developing effective mindsets. Focussed on designing an effective school curriculum which inspires, challenges and motivates students to achieve their potential.

Every Child. Inspiring Learning. Every Day.

Marc is the adviser for improving outcomes for disadvantaged learners for the Unity Schools Partnership, a large cross-phase Multi Academy Trust based in the East of England.

Marc works with the Education Endowment Foundation’s national Research School Network on a range of programmes. He is also working on a range of long term programmes focussed on educational disadvantage nationally. 

Marc works with and advises the Department for Education on addressing educational disadvantage in schools. He has worked with over 600 individual schools to support them with their strategies to improve outcomes for disadvantaged pupils. He has spoken to over 12,000 school leaders on addressing disadvantage at local, regional and national conferences.

His most recent book ‘Addressing Educational Disadvantage’ was published in February 2021.

In 2018, Zachary joined the University College London (UCL) Institute of Education (IOE) as an Associate Professor. At IOE, Zachary currently serves in the Department of Psychology and Human Development as Head of Department and the Programme Leader for Graduate Programs in Special Education and International Inclusive Leadership.

​Prior to joining IOE, Zachary was a a faculty member at the National Institute of Education in Singapore from 2013-2018. He was named a Think College Emerging Scholar (2012), a Millennium Milestone Maker by the World Academy for the Future of Women (2015), was awarded the John Cheung Social Media Award for Innovation in Teaching and Pedagogy (2015), and nominated for the Wharton School Reimagine Education Awards (2016).

​Zachary’s current work focuses on educational neuroscience, mobile technology, and leadership.

Julie is a qualified social worker who has worked to improve opportunities for disabled people for many years. She has worked in a number of local authorities, and started her career in social care working for the Inner London Education Authority as a "Residential Houseparent!"

Julie was on a secondment from Surrey County Council for 2 days a week to support the Preparing for Adulthood Team with its work, and successfully gained a full-time post with the National Development Team for Inclusion (NDTi) as the Delivery Manager for the programme in April 2015.

Her particular passion is how we ensure disabled young people have the same opportunities as their non-disabled peers. She has worked in the field of "Transition" for around 20 years and worked on the National Transition Support Programme, and Aspirations for Life as a consultant with Paradigm.

Julie believes that person centred approaches provide the key to ensuring disabled young people and their families are central to any plans for their future, and that the best services are those that are designed by those who are going to use them.

Linda is a Senior Development Advisor with NDTi. Linda worked for the Valuing People Team from the beginning of 2002 until March 2011. She was the London regional adviser and the lead for transition. In 2008 Linda became the joint programme manager for Getting a Life while continuing to lead on transition for the Team.

Linda previously managed special educational needs’ services in the London Borough of Hackney and before that she was a teacher. From 1986 to 1994, Linda was an elected councillor in the London Borough of Newham where she led the policy of inclusive education.

She is the parent of a woman with a learning disability. Linda is now working with the National Development Team for Inclusion.

Dr Nic Crossley is Director of Inclusion at Astrea Academy Trust. 

A research graduate from the University of Exeter, Nicola is Executive Director for Inclusion at Astrea. Her role involves working with schools to enhance the learning experience for all vulnerable learners; but particularly those who are disadvantaged and/or have special educational needs and/or disabilities (SEND). Her specialist interest areas are Autism and Social, Emotional and Mental Health (SEMH) and she is passionate about improving provision in these areas, in particular.

Her previous experience is varied having worked across Primary, Secondary, Mainstream and Specialist provision. She has worked as a Consultant Principal to two Special schools and as a School Inspector and has also written and led leadership development training for middle and senior leaders in Primary, Secondary and Special Education in England, Wales and Jersey. Her areas of professional expertise include: school improvement through action planning and impact analysis, evaluating the effectiveness of targeted interventions, and leadership development through coaching and mentoring.

With a Masters in Educational Leadership and Management, a Masters in Practice-Based Educational Research and a Doctorate in Education, Nicola has supported schools to develop their own research-based practice. Her research interests include: the impact of government reform on conceptualisations of professionalism through the lens of critical discourse analysis and factors which contribute to academic underachievement in children of compulsory school age in England.

Nicola is co-author of [Inclusion: A Principled Guide for School Leaders] and is an Honorary Teaching Fellow at the University of Warwick