nasen LIVE 2026 - Speakers and Panellists

Aaron King is a SEND advisor to councils, trusts and schools. 

His work improves the lives of some of our most vulnerable pupils, schools and staff. 

His earlier career was spent teaching and leading in mainstream schools, resource provision, special schools, and LA SEND services. 

His published works focus on inclusion and leadership. TES, BECOME, and National Governance Association have all featured his guidance. DfE governance guides refer to Aaron’s advice on SEND. 

His training breathes life into crucial inclusion topics. 

Chantal Bryan OBE is a founder of Teach Us Too and a passionate advocate for inclusive literacy. Inspired by her experience teaching her son Jonathan to read and write outside of special school, the charity was established to champion the right of all children, including those with complex needs, to be taught literacy in their school setting. Chantal leads the organisation’s strategic vision and partnerships, amplifying voices often overlooked and calling for change in education policy and practice.

Emma Shackleton is a primary teacher turned SEMH and behaviour specialist, with almost 30 years’ experience in education.   

She is co-founder of Beacon School Support an impactful and dynamic company with inclusion and support at its core - helping schools nationwide to tackle behaviour challenges head-on through whole-school audits, coaching and training in person and via their hugely popular online CPD platform: Behaviour 360.  

As both a national speaker and co-host of the hit School Behaviour Secrets podcast, Emma shares practical strategies that inspire educators to create classrooms where every pupil can thrive.  

Errol has dedicated over two decades to education in London, progressing from classroom teacher to accomplished headteacher. He is widely recognised for his strong leadership, strategic clarity, and meticulous attention to detail. His professional qualifications include an MA in Education, the NPQH, an Oxford Executive Leadership Award from the University of Oxford, the Cambridge University Sustainable Leadership Award, and CISI certification. 

A central focus of Errol’s work is supporting pupils with Special Educational Needs and Disabilities (SEND). He is deeply committed to creating inclusive environments where every learner is understood, supported, and empowered to succeed. He champions tailored, evidence-informed approaches that recognise individual strengths and needs, ensuring that young people with SEND not only access education but thrive within it and beyond. 

Errol is passionate about tackling the systemic barriers that limit educational and employment opportunities, particularly for disadvantaged and vulnerable learners. His work reflects a deep understanding of the complex factors that sustain inequality and a determination to disrupt them. 

Beyond the school environment, Errol is actively engaged in community initiatives aimed at reducing serious youth violence and supporting young people at risk. He is also involved in media work, using his platform to advocate for equity in education and amplify underrepresented voices. A committed community champion, Errol strives to increase the agency and capacity of all young people, ensuring they are equipped to fulfil their potential and contribute positively to society. 

Faye Whittle is an experienced inclusion adviser with over 25 years’ experience working across primary, secondary and alternative settings. She specialises in strategic SEND practice and strengthening inclusive systems that secure meaningful outcomes for pupils with additional needs. 

Throughout her career, Faye has held a range of leadership roles including SENCO, Deputy Headteacher, and MAT SEND Leader. She has worked with individual schools, multi-academy trusts and local authority partners to develop approaches to SEND that balance statutory responsibilities with practical, sustainable provision. 

Faye has a particular interest in how schools design internal alternative provision that protects belonging, strengthens regulation and keeps pathways open for pupils. Her work focuses on ensuring provision remains purposeful, reviewed and aligned with the graduated approach. 

Through her training and advisory work, Faye equips leaders with clear frameworks and reflective tools that support confident decision-making and long-term inclusive development. 

Jason Selormey serves as the Equality, Diversity & Inclusion (EDI) Manager at Weston College, where he leads the development and delivery of strategies, policies, and initiatives that promote equity, diversity, and inclusion across the college community. His work focuses on creating inclusive environments for staff and learners, addressing systemic inequalities, and embedding EDI principles into curriculum planning and organizational culture. 

Jason holds a BSc (Hons) in Criminology and brings a strong background in mental health, diversity, and inclusion. He was part of the inaugural cohort of the Black South West Network Leadership Development Program, a Pan-African-centered course designed to develop leaders in racial justice. This experience has shaped his collaborative leadership style, emphasizing partnership, and shared responsibility. 

He has spoken, written, and delivered training extensively on topics such as SEND, intersectionality, and anti-racism, collaborating with organizations including NASEN and the Association of Colleges. Jason also chairs Weston College’s Global Majority Group, driving anti-racism work and supporting staff and learners from diverse backgrounds. 

Beyond his role at Weston College, Jason actively supports local community projects focused on mental health, anti-racism, and tackling misogyny. He is also a proud White Ribbon Ambassador, advocating for the prevention of violence against women and girls. 

In addition, Jason was a speaker at the “Being Poor is Expensive” Conference, where he addressed the intersection of poverty, education, and systemic inequality. 

Passionate about dismantling systemic barriers, Jason champions inclusive practices that empower individuals mentally, emotionally, and physically, ensuring education and society are accessible and equitable for all. 

Matt McArthur is the Deputy Headteacher at Frank Wise School in Banbury, a special school for children and young adults aged between 2 and 19. Matt leads the Frank Wise School Outreach team, is a system leader in London working for Whole School SEND, and is author of the Enhanced Provision Standards Framework. He has a Masters degree in Educational Leadership.

Director of Inclusion/Deputy Regional SEND Lead, East of England and North East London (WSS/ NASEN).

Rebecca is the Director of Inclusion for Every Child, Every Day Multi Academy Trust (MAT). Her role includes supporting and working in collaboration with Headteachers, Senior Leaders and SENCOs in developing a person-centred approach to inclusion. Rebecca also works as a Deputy Regional SEND Leader (DRSL) for East of England and North East London. She is a NASENCO tutor and a Module Leader with Middlesex University working in collaboration with Real Training. In addition, she is a Trustee of Calibre Audio, a charity focused on audio reading resources for those with a visual impairment and dyslexia needs. Rebecca’s philosophy is centred on the understanding that every teacher is a teacher of SEND and every leader is a leader of SEND.

She has more than 15 years’ experience working as a Senior School Leader, Deputy Headteacher, Assistant Headteacher and a SENCO in several inner-city schools. As part of these multi-faceted roles, she has developed and delivers a five-part course on levels of SEND leadership, supporting SENCOs to progress through a structured hierarchy of competencies in executive leadership skills. At its core, is the empowerment of SENCOs to practice distributive leadership whilst influencing others to prioritise SEND. She sits on several Local Authority panels, including Workstream 5 and a High Needs’ Funding Group. 
 

Rowena Hicks has over 30 years of experience in education, supporting staff and students to recognise their strengths, believe in their value, and thrive. Beginning her career as a primary class teacher in Brixton, London with one of the most diverse classes imaginable, she quickly developed a passion for working with vulnerable children and those with additional needs.

Her journey has taken her from SENCO to Deputy Head, across the UK, Poland, and East Africa, working in mainstream, international, and missionary schools. Rowena holds a master’s degree in Inclusion and has taught and mentored SENCOs undertaking the National Award.

She is especially passionate about speaking to and coaching school staff to build confidence, shift mindsets, and see their daily impact. A mother of four, Rowena brings warmth, honesty, and humour to her work, and a deep belief that both children and adults flourish when they feel seen, supported, and valued.                      

Sarah Giles is a qualified primary school teacher and experienced SENCO who worked as Jonathan Bryan’s home education tutor throughout his Key Stage 2 education. Since its inception, Sarah has led the educational work of Teach Us Too, developing and championing inclusive, literacy-rich educational approaches for pupils with complex communication and learning needs, with a particular focus on meaningful access to reading and writing.

With 17 years of experience in education settings, Stacey is a senior leader and former consultant who specialises in aligning digital strategy with high-impact teaching and learning. Her career is rooted in a commitment to inclusive excellence, drawing on expertise in behaviour, pedagogy and classroom practice to ensure that every student can succeed. 

As an experienced Digital Lead, Stacey has led large-scale, evidence-informed transformations that place pedagogy at the heart of technology use. She is known for designing purposeful strategies where digital tools enhance, rather than replace, effective teaching. Her work is underpinned by cognitive science and evidence informed research, ensuring that professional development translates into meaningful improvements in classroom practice. 

Stacey has a strong track record of raising educational standards through robust, inclusive approaches that support diverse learners. She is skilled at bridging the gap between innovative technology use and the complex demands of SEND provision within the classroom, coaching educators to create environments that are both accessible and high-impact for all pupils. 

Passionate about professional growth, Stacey has led whole-school initiatives that improve behaviour and academic outcomes in tandem. Her pedagogy-first leadership empowers educators to adopt research-informed practices, creating accessible learning environments where both teachers and students thrive.