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Donna is the Education Training and Projects Coordinator at Thomas Pocklington Trust. Her work specialises in delivering training to a range of professionals, from secondary, Further Education, Higher Education, Careers and Disability specialists.
Prior to joining TPT Donna was a teacher for 35 years. Specialising early on in her career as a teacher of English as an Additional Language (EAL) in a large multicultural secondary school, then for 6 years as the Head of Language and Curriculum Development. She then specialised in specific learning difficulties, focusing on EAL and dyslexia teaching. Donna became a Qualified Teacher of Vision impairment (QTVI) in 2001 and worked with blind and partially sighted children and young people for 22 years. As a Senior QTVI she led on Secondary and Post 16 education in a local authority.
Magdalene was a primary class teacher and a SENDCo for many years. She then worked for the Local Authority as a Learning Support teacher and, as a keen mathematician, joined the Maths Hub LLME Team with a focus on SEND. She now works as an SEND and Maths Consultant Teacher, both independently and with the Maths Hubs, working with pupils and school staff in primary, secondary and special schools across South Yorkshire and beyond.
Victoria Osborne is a secondary mastery specialist with the NCETM and was in the first cohort of specialists trained in the five big ideas. She has worked in primary, secondary and special schools as a maths teacher and leader. She now works in the Meridian Trust and the Cambridge Maths hub, splitting her time between curriculum development and teacher professional development.
Jamie, a founding member of Special Networks and a chartered Developmental Psychologist, has dedicated more than 20 years to the fields of inclusion, psychology, innovation, participation, and learning, with a focus on empowering children and young people. His work explores the intersection of psychology and social justice, aiming to foster genuine social change. Jamie strongly believes in the power of inclusion by design. His expertise extends far beyond the theoretical aspects, guiding the education sector and wider industries, products, and services in adopting and implementing this groundbreaking approach. His diverse professional background spans roles in play work, family support, lecturing, teaching, training, strategy, policy work, and international consultancy. Jamie's career has seen him partner with a wide array of institutions, from charities and government bodies to global corporations.
Kalliopi Kritsotaki, is a Ph.D. candidate in the Department of Psychology and Human Development at UCL-IOE. She specialises in Learning Difficulties and Educational Technology. Her thesis focuses on enhancing writing skills in primary school students with dyslexia through digital storytelling, with view to promote cultural and critical learning, as well as inclusive education. In addition to her research, she presents and publishes work in the field of education. Kalliopi has been a primary school teacher for nine years in Greece, as well as a Deputy Headteacher. She also held a position as Postgraduate Teaching Assistant at UCL-IOE, leading seminars and lectures.
Dr Joanna Kolak is a developmental psychologist and lecturer in language development at Institute of Education, UCL’s faculty for Education and Society. She conducts interdisciplinary research that bridges the fields of psycholinguistics and educational technology. Joanna is interested in factors supporting vocabulary development in monolingual and bilingual children, as well as measuring and improving the educational potential of media. She developed the first systematic tools for assessing the educational potential of children’s touchscreen apps. Joanna is also a keen science communicator, working as a consultant in educational technology and language development with families and media designers.
Literacy and Numeracy Inclusion Advisor
Janet Goring has taught for over twenty years as a class teacher, maths subject leader, Advanced Skills teacher and most recently as a specialist teacher for pupils with specific learning difficulties. She has a Masters in Specific Learning Difficulties, specialising in Dyslexia and Maths difficulties. Her dissertation researched how playing a board game can increase number sense, following a career-long interest in using games to develop understanding and increase enjoyment in maths.
Janet is an accredited Professional Development lead for the NCETM and has led SEND work groups for the last six years in her local Maths Hub. The two current projects are looking at an approach to Maths Anxiety using Zones of regulation for mainstream schools and a smaller steps curriculum for special schools. She is also on the Dyscalculia committee of the British Dyslexia Association.
Assistant Maths Hub Lead – Primary
Kate is the Primary Mastery Lead for the Hub and is also the Strategic Maths Lead for GLF Schools Multi Academy Trust. She is passionate about teacher professional development in mathematics, believing that this is the key to improving teaching and learning. Having led work groups for the Maths Hub, she continues to be inspired by the teachers and leaders who are transforming mathematics practice and policy in their schools for the benefit of all of their pupils. She is a co-author of the NCETM Curriculum Prioritisation Materials and is a Professional Development Lead.
Maths Hub Lead – Primary
Nicki is one of our Maths Hubs Leads, having been involved in the leadership team since the very beginning and as Primary Mastery Lead and Work Group Lead. She is based at one of the hub’s lead schools, Chesterton School, where she also oversees CPD Partnerships for the Wandle Teaching School Hub.
Nicki has 20 years’ experience as a consultant in supporting, developing and training teachers in their maths classroom practice. She loves working with fantastic and inspiring colleagues in the Maths Hub!
Assistant Director for School and Professional Development
Matt has worked at secondary school and cross-phase at local authority level, and now works as an assistant director in the school and professional development strand, with a focus on local leaders of mathematics education (LLME).
School Improvement Lead (Greenshaw Learning Trust)
Rhiannon Rainbow is a maths teacher with 20 years’ experience teaching secondary. Rhiannon completed a 3 year BSc Hons QTS Primary Maths EY before moving to secondary. She is an NCETM accredited SMS, C5, and PD Lead and part of the NCETM MAT Maths Leads delivery team. She also is an LLME in her local Maths Hub and runs the secondary SKTM.
Anne-Marie Cray has more than 30 years' experience as a Speech and Language Therapist working with children, young people and families in early years, primary, secondary settings. She specialised in working with young people who have social, emotional and mental health needs in specialist settings and alternative providers. Anne-Marie joined Speech and Language UK in 2019 and has been involved in the delivery of several projects as well as developing and delivering training and workshops. She is also part of Speech and Language UK's Family Support team delivering parent webinars and providing support for families and practitioners on the advice line.
Dr Susan Richards is a speech and language therapist with over 20 years’ experience working with children and families in early years, primary and secondary settings. During that time, she has combined her clinical role with a research career, most recently as a postdoctoral researcher at Cambridge University. She has been part of Speech and Language UK’s advisory team over the last five years and currently leads on projects focusing on supporting the Home Learning Environment in areas of disadvantage as well as contributing to strategic support for local authorities nationally in developing their speech, language and communication pathways.
I currently lead Teaching & Learning teams within Warwickshire’s Integrated Disability Service, which brings together a range of professionals and services including Specialist Teachers and Teaching Assistants, Occupational Therapists, Physiotherapists, Child Development Services, Portage, and Early Years’ Specialists.
Prior to this, I managed Warwickshire’s Statementing Service. I am an experienced senior secondary leader, having taught in schools in Birmingham, Staffordshire and Wolverhampton.
I have been a Senior European Foundation for Quality Management Assessor for Midlands Excellence and a C4EO Disability Sector Specialist. I am Vice Chair of pdnet, an organisation representing professionals who work to improve outcomes for learners with physical disabilities. I am also a qualified Coach.
My background includes over 30 years of experience of both mainstream and special education sectors including 10 years as a Governor for a local secondary school. I am an experienced manager and have contributed to work streams at a local, county, regional and national level to develop provision and policy which contributes to better outcomes for CYP with SEND.
I previously lead Physical Disability and Sensory teams within Gloucestershire’s Advisory Teaching Service, which comprised a range of professionals and services including Specialist Teachers, Occupational Therapists, Speech and Language therapists and specialist roles including Early Years, Mobility and Assistive Technology roles.
I am National Chair of pdnet, a national organization representing professionals who work within the physical disability sector.
Scotty’s Little Soldiers is a charity dedicated to supporting children and young people, 0 to 25 years, who have experienced the death of a parent who served in the British Armed Forces.
Inspired by the experience of Army widow Nikki Scott, following the death of her husband, Corporal Lee Scott, in Afghanistan in 2009, the charity, which was set up in 2010, provides support and guidance to hundreds of bereaved military children and young people throughout their childhood.
When a young person joins Scotty’s, they become a member and are supported until their 25th birthday. Whether it be one-to-one bereavement support, a respite break with the family, an opportunity to meet others in a similar situation, or access to extracurricular activities, Scotty’s is always there for its members to ensure they don’t feel alone.
So far this year, Scotty’s has supported over 700 children and young people and services are delivered through three Family Programmes.
Dr Juhayna Taha is a Lecturer in Language and Literacy at UCL's Institute of Education and an expert in child language development and disorders. She conducts research, spanning multiple countries and languages, to identify the language, reading and cognitive profiles of children with typical language development, including bilinguals, and those with language learning disorders. She has developed evidence-based screening measures for developmental language disorder and dyslexia. As a qualified speech and language therapist, Juhayna has extensive clinical experience supporting students with Speech, Language, and Communication Needs (SLCN). Juhayna is also a science communicator, having written several blogs, delivered public seminars, and trained teachers and practitioners.
Dr Josselyn Hellriegel is Clinical Psychologist with a specialist interest and experience in paediatric neuropsychology and neurodevelopmental disorders. She has enjoyed working with children, young people and their families helping them focus on a child’s/young person’s unique strengths and address potential difficulties. She has worked in a range of clinical settings, primarily within the NHS, over the past 15 years. Currently, she is working in a social and neuropaediatric setting abroad.
Beth has worked as an Occupational Therapist for the last nineteen years, supporting children, young people, and families across health, education, and social care. She has managed integrated OT services in these sectors and worked internationally, bringing a wealth of expertise to her practice. As an advanced sensory integration practitioner and a passionate advocate for sensory processing and integration, Beth leads the Sensory Inclusive Schools project for Sensory Integration Education. Through this role, she delivers training, raises awareness about sensory processing, and empowers schools to create environments where every student can thrive.