Agenda

Framing the current landscape of SEND in schools

Sam Twiselton OBE Emeritus Professor, Sheffield Hallam University 

Integrating SEND learners and working towards more inclusive strategies

• Using learning environments to support a range of learning styles and needs
• Practice, pedagogy and connecting the curriculum
• Inclusive learning projects and knowing the time to adapt them
• Relationships in and around our school

Heba Al-Jayoosi Assistant Headteacher and Inclusion Leader, Mayflower Primary School 

My challenges as a SEND parent and setting up Gesher school in London

• What it feels like as a parent travelling through the SEND system
• The metrics of system failure
• Changing the lens through which we lead
• How we at Gesher design for system change

Ali Durban MBE Co-founder, Gesher School 

Developing good practice of design in mainstream schools and connected hubs for SEND learners

• The why, what and how of inclusive design
• Examples of evolving effective practice in mainstream schools and connected specialist environments
• Space Matters - international design trends for inclusive learning
• Planning Learning Spaces in Practice - enabling change through co-design, design thinking and empowered engagement
• Learning ecosystems - recognising and re-thinking at all levels the relationship between pedagogy and space

Terry White Principal Education Advisor Planning Learning Spaces in Practice, Gratnells. Chair of Association for Learning Environments, Europe 

Panel - Creating equitable provision for SEND learners in existing schools

Chaired by Emeritus Professor Samantha Twiselton OBE, Sheffield Hallam University

This collaborative session looks at the current good operational practice that promotes SEND integration into mainstream schools and design for inclusive learning through the eyes of all staff currently working in schools, the learner’s parents and carers themselves and those that are leading, developing and supporting more inclusive strategies. Knowledge sharing is an important aspect here.

Sam Twiselton OBE Emeritus Professor, Sheffield Hallam University Heba Al-Jayoosi Assistant Headteacher and Inclusion Leader, Mayflower Primary School Ali Durban MBE Co-founder, Gesher School Terry White Principal Education Advisor Planning Learning Spaces in Practice, Gratnells. Chair of Association for Learning Environments, Europe 

Removing Barriers, Improving Outcomes: Ofsted on SEND and Inclusion

Adam Sproston Senior His Majesty’s Inspector 

Followed by audience Q&A

Supporting inclusive practice through professional learning: the Whole School SEND approach

This session explores how professional learning can strengthen inclusive practice across schools and settings, with a focus on the conditions and approaches that support high-quality provision for learners with SEND, including whole-school thinking, evidence-informed decision-making, and sustained professional development. 

Attendees will be encouraged to consider how targeted professional learning can build confidence and consistency in inclusive practice, and how schools and trusts can engage with CPD in ways that lead to meaningful and lasting improvement for learners.

• Understand the principles that underpin Whole School SEND’s approach to professional learning and inclusion
• Recognise the range of CPD opportunities available and how they support whole-school SEND development.
• Identify ways professional learning can contribute to stronger inclusive practice and systems within their own context.

Amanda Wright Head of Whole School SEND, nasen 

Preparing teachers for real-world challenges: Human skills that stick

• Building trainees’ knowledge AND attitudes to succeed in the classroom
• Developing essential ‘soft skills’: critical thinking, emotional intelligence, and problem-solving
• Embedding the ‘human element’ within training to benefit trainees and support teacher retention

James Coleman Head of Operations, NASBTT 

Beyond compliance to an empowering but rigorous model of ITT

• Moving beyond overly prescriptive approaches in ITT
• Retaining the need to be very careful and intentional about meeting trainee’s needs at every step of their journey

Sam Twiselton OBE Emeritus Professor, Sheffield Hallam University 

Question Time: The Future of Initial Teacher Training

The session brings together system leaders, policy voices and practitioners to explore how ITT is evolving in response to workforce pressures, reform and delivery challenges.

• The future shape of ITT and routes into teaching
• Readiness for the classroom and early-career retention
• The role of research, practice and system alignment
• What needs to change - and what should be protected

Chair: Phil Smith Education Consultant and Writer, NASBTT  James Coleman Head of Operations and Training , National Association of School-Based Teacher Trainers (NASBTT)  Sam Twiselton OBE Emeritus Professor, Sheffield Hallam University 

School catering sits at the intersection of nutrition, finance, inclusion and sustainability, and is entering a period of significant change.

With updates to the School Food Standards expected, expanded entitlements around free school meals and breakfast provision, and growing scrutiny of nutritional quality and access, schools and trusts face a complex delivery challenge in a highly constrained funding environment.

This timely session brings together system leaders, policy voices and delivery organisations to explore how schools can prepare for what is coming, understand the real implications of policy change, and make practical decisions that balance compliance, affordability and impact for pupils.

• The link between pupil health, nutrition and the ability to focus, learn and thrive
• Defining and tracking meaningful success metrics to drive improvement
• Using forums, feedback loops and shared learning to evolve best practice over time
• What new updates to the School Food Standards mean in practice, and how schools can prepare for September delivery now
• How expanded entitlements, including universal breakfast schemes and increased eligibility linked to Universal Credit, are likely to affect demand, cost and operational models
• Whether current funding levels are sufficient to meet rising expectations around nutrition, access and quality, and where the pressure points are most acute
• How schools and trusts are navigating in-house versus outsourced catering models in the context of tighter budgets and greater accountability
• What “good” looks like when it comes to meeting diverse dietary, cultural and allergy requirements at scale
• How far schools can realistically go in reducing food waste, improving uptake and embedding sustainability without increasing cost
   

Myles Bremner CEO, Bremner & Co Trisha Jaffe Chair, Osborne Co-operative Academy Trust Sam Phillips Director of Programmes, Chefs in Schools 

Schools Must be Safe

A fireside-style presentation and discussion covering the NASPM campaign ‘Schools Must be Safe’ and the critical controls in school risk management, chaired by Stuart McGregor, Director of Operations, NASPM

• Core standards
• Duty holder role
• Beyond the physical compliance checks
   

Stuart McGregor Director of Operations, NASPM Paul Jackson Head Teacher Chris Coyle Operations Manager, NASPM 

Critical controls of risk management

• What is ‘so far as is reasonably practicable’
• How to ensure your risk assessments are suitable and sufficient
• Risk management in school estates, building management, and the prevention of accidents
   

Stuart McGregor Director of Operations, NASPM Paul Jackson Head Teacher Chris Coyle Operations Manager, NASPM 

Welcome to Procurement

David Kershaw Global Public Procurement Leader, Government Advisor and Digital Transformation Specialist 

Opening focus – Maximising Value for Pupils Programme: clarity, confidence and value

• What the programme is designed to do - and what it is not
• How schools and MATs can use this to maximise value for pupils, not just achieve compliance
• Addressing common misconceptions: frameworks, flexibility and choice for schools
• When to use this, when other routes may be appropriate – and how to decide
• How the programme supports better outcomes, transparency and fair competition in the market
• What schools should expect from suppliers engaging via Buying for Schools – and what to challenge
   

Chris Mills Department for Education - Maximising Value for Pupils programme 

Real-life MAT insights into the 5 P’s of Procurement: Practical strategies for success

Procurement can feel complex, high-risk and fragmented for schools and MATs. This practical session breaks it down. Through real-life MAT experience and expert insight, delegates will explore the 5 Ps of procurement – Purpose, People, Process, Providers and Performance – and how to apply them in a school context.

The session will help school leaders and business professionals understand where to start, how to navigate compliance confidently, and how to engage suppliers more effectively.

• How digital-era methods can modernise school and public-sector procurement without increasing risk
• Why public procurement should be designed around users (schools, staff, pupils) – not paperwork
• Applying agile principles to procurement in resource-constrained environments
• Using AI responsibly in procurement: opportunity, reality and limits for education buyers
• The importance of designing contract exit and transition from day one
• Moving from short-term savings to long-term public value and resilience
• Building procurement communities of practice rather than isolated roles
• Turning social value from a tick-box exercise into measurable impact for schools and local communities
• Overcoming the constraints of legacy technology and inherited contracts in MAT procurement
   

David Kershaw Global Public Procurement Leader, Government Advisor and Digital Transformation Specialist Peter Melville Chief Operating Officer, South West Essex Community Education Trust Jack Horton Customer Engagement Manager, Crescent Purchasing Consortium Chris Mills Department for Education - Maximising Value for Pupils programme 

Preparing for MAT Inspections: What does ‘GOOD’ look like in practice?

As the Government moves towards the introduction of multi-academy trust inspections, school and trust leaders are beginning to ask what this will mean in practice - and how to prepare in a way that is proportionate, constructive and sustainable.

This session brings together sector leaders and practitioners to explore what MAT inspection could (and should) look like, drawing on lessons from the evolving schools inspection framework and early thinking around test-bed inspections. The focus is on readiness rather than compliance, and on how trusts can demonstrate impact without adding unnecessary burden.

• What effective preparation looks like in practice - and where it becomes counterproductive
• Early signals on test-bed MAT inspections and likely areas of focus
• Learning from the current inspection approach and recent changes in emphasis
• What should be inspected: governance, educational quality, financial health, culture, or a holistic view
• Managing expectations and communication with staff, parents and pupils
• The potential impact on workload, wellbeing and leadership resilience
• Practical models already in place across trusts that support inspection readiness
• How MAT inspection could reshape leadership culture, accountability and assurance
   

Warren Carratt CEO, Nexus Multi Academy Trust Rowena Hackwood CEO, Astrea Trust Gail Brown CEO, Ebor Academy Trust Rebecca Daulman Agora Learning Partnership 

Rethinking the School Workforce: Wellbeing, Flexible Working and Retention

Flexible working is gaining momentum in education, driven by wellbeing pressures, workforce shortages and proposed day-one rights. This panel explores how schools can introduce flexible working in practice, balancing staff needs with workload, timetabling and continuity of learning, while maintaining trust with parents and pupils.

Key discussion points:

• What day-one flexible working rights could mean for schools
• Balancing wellbeing, workload and continuity of learning
• Managing multiple flexible working requests fairly
• Practical models already working in schools and MATs
• Building trust with staff and parents
• Leadership culture, trust and accountability
• The role of policy, guidance and unions in shaping the future workforce
• The role of policy, guidance and unions in shaping the future workforce
• How this can impact your retention and attraction strategy
   

Chair: Kelly Hannaghan Director, Mind Work Matters Warren Carratt CEO, Nexus Multi Academny Trust  Emma Wigmore Chief Executive Officer, The Diocese of Chelmsford Vine Schools Trust Dr Mary Bousted Chair, Teaching Commission, Labour life peer, Honorary Professor UCL Institute of Education 

Chair Welcome and Opening remarks

Austin Earl Education & Edtech at techUK, Chairperson, EdTech Advisory Panel AI in Education 

AI in the Classroom - Ethics, Evidence and Impact in an Evolving Digital Landscape

AI is transforming classrooms, but schools need confidence in the tools they adopt. This session explores how research-led certification can ensure AI tools are safe, effective, and ethically grounded.

• Based on results from early adopters, what do we now know about where AI genuinely adds value in teaching and learning?
• How effective are the current AI tools in improving learning outcomes, and where are the limitations?
• Can AI actually reduce teachers’ workloads, or are we overstating its potential impact?
• What does “good” assessment and best practice look like in an AI-integrated classroom, and how close are we to more adaptive and meaningful approaches?
• What minimum standards should schools expect around safety, bias, data protection and ethics before adopting AI at scale?
   

Chair: Jim Knight The Rt Hon Lord Knight of Weymouth Rob Peters NGA Chris Goodall Head of Digital Education, Bourne Education Trust Austin Earl Education & Edtech at techUK 

Driving Digital Transformation in Education - From Fragmentation to Best Practice

Explore the ways education leaders, government representatives, and industry partners can drive coherent progress in your schools digital maturity.

• What do we mean by digital maturity in schools?
• What is really holding schools back: skills, infrastructure, funding, or confidence?
• How can schools move from short-term fixes to long-term digital strategy? Do we need a shared way to assess digital maturity, and what should it look like and who should own this?
• How can trusts and peer networks help spread good practice faster?
   

Chair: Austin Earl Education & Edtech at techUK, Chairperson, EdTech Advisory Panel AI in Education Elizabeth Anderson CEO, Digital Poverty Alliance Cheryl Shirley Director of Digital Learning, LEO Academy Trust 

Building “BECTA 2.0”: Are We Losing Our Digital Promise Without a Central Strategy?

The education sector has the challenge of adapting to new era of digital transformation - amid fragmentation, funding pressures, and rising expectations.

Despite recent and promising initiatives such as the DfE’s AI tutor programme for 450,000 underprivileged children - the lack of a strong and coherent central approach has seen limited impact and left many opportunities on the table.

This session will feature some of the organisations forming a new coalition to tackle these systemic challenges.

• How can schools, MATs, and system bodies overcome fragmentation to align their digital initiatives?
• What steps should be taken to close persistent gaps in access, skills, and opportunity for all learners?
• Early coalition thinking - We consider how tech companies, charities, system-leading organisations, and professional bodies can collaborate better
• Policy context and emerging opportunities - recent DfE initiatives, AI tutors, and the wider digital education landscape
• Challenges and trade-offs - funding pressures, competing priorities, and implementation barriers
• Vision for a central strategy - principles and early proposals for a more coordinated approach to maximise impact
   

Chair: Austin Earl Education & Edtech at techUK, Chairperson, EdTech Advisory Panel AI in Education Rob Peters NGA Jim Knight The Rt Hon Lord Knight of Weymouth Elizabeth Anderson CEO, Digital Poverty Alliance Cheryl Shirley Director of Digital Learning, LEO Academy Trust 

The Wellbeing-Attendance-Behaviour Cycle: Break It Before It Breaks Your School

Evidence-based approaches to reduce absence and disruption while improving student mental health

Chair: Kelly Hannaghan Director, Mind Work Matters 

Implementing SEN Units, Resourced Provisions, ‘Internal Enhanced Provisions’: What Schools Really Need

Explore the realities of implementation with a focus on what actually helps schools make SEN Units, Resourced Provisions and ‘Internal Enhanced Provisions’ work well — and what currently gets in the way.

Amanda Wright Head of Whole School SEND, nasen 

Sustainable builds across school estates now and for the future

Closing performance gaps around health, comfort, energy and carbon savings using the Passivhaus standard across school buildings.

This one-hour interactive discussion will explore how to overcome delivery challenges using industry examples. It will also examine how the Passivhaus standard can build climate resilience across school estates in the future.

Anne-Marie Fallon Co Director, Passivhaus Trust