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Rob is the co-founder of The Dyscalculia Network, an organisation that provides training and advice for teachers and parents supporting pupils with maths difficulties.

He has over 15 years’ experience teaching young people with special educational needs. Over the past decade, he has specialised in supporting children who struggle with maths, working across both independent and state schools.

Rob is a member of the CRESTED Council, where he represents issues relating to dyscalculia and maths difficulties across specialist schools throughout the UK.

He holds an OCR Level 5 Diploma in Teaching Learners with Specific Learning Difficulties (Distinction) from Helen Arkell. He is also co-author of The Maths Difficulties and Dyscalculia Assessment, published by Jessica Kingsley Publishers in July 2025. This assessment is unique in that it not only measures scoring accuracy but also explores the strategies and techniques learners use when tackling key areas of foundational maths.

Rob has delivered presentations at a wide range of educational exhibitions and has worked with schools, colleges, and universities both across the UK and internationally.

Dr Yetta Wong is a lecturer at the School of Psychology, University of Surrey, whose work focuses on understanding the mechanisms underlying learning and development. With a background in psychology and cognitive neuroscience, she is particularly interested in developing new ways to accelerate learning and in translating research into practical strategies, with an emphasis on supporting learning of children and young people, including those with special educational needs and disabilities (SEND).
 

My name is Grace McGill. I am an eye care champion and have lived experience of learning disabilities, autism and sight loss.  

I have been employed by SeeAbility for seven years, helping to get the Easy Eye Care Pathway for people with learning disabilities and autism commissioned – which has been successful across SE London - and promoting its use. I am passionate about making things better for people with a learning disability. 

Malvi Patel is the Clinical Lead for SeeAbility’s Special Schools Eye Care Service, overseeing the delivery of equitable, specialist eye care across special schools for children and young people with learning disabilities and autism. She works closely with schools, families, multidisciplinary teams and hospital eye services to ensure vision needs are identified early and supported through school‑based care pathways. Alongside her leadership role, Malvi remains clinically active, spending one day a week delivering eye care directly in schools. 

Click on the image to watch the recording from the first meeting which took place on Monday 29th January 2024.

A new (NI based) SEND Advisory Group was formed in October 2018. The group consists of a range of educational professionals, all with a passion for supporting children and young people with SEND.

Education Endowment Foundation (EEF) and National Association for Special Educational Needs (nasen) are recruiting 160 secondary schools for a trial of the WSS Review and are focusing on the SOUTH WEST.

As part of The Nisai Group strategy for the ASEAN region, they have formed a partnership to make an impact on global sustainability through education and technical/vocational education and training (TVET). 

It is with great sadness that nasen must inform its members and followers of the passing of Dr Ron Davie, president of nasen 1992 - 1994.

Nasen and UCL are delighted to announce the first line-up of keynote speakers for ISEC (Inclusive and Supportive Education Conference) 2020, which will be held on the 3rd-5th August 2020 at the UCL Institute of Education in London.

Research funded by nasen asks whether Ofsted's new inspection framework supports learners with SEND.

Nasen is delighted to announce the success of an ongoing significant SEND training programme which has helped to support thousands of special education professionals in Pakistan.

Amanda Spielman, Ofsted’s Chief Inspector, launched the Annual Report on 21st January.

The WSS Review provides a framework that enables school leaders to evaluate the effectiveness of current SEND provision through a structured self-evaluation and peer review with another school.

A report by the Children’s Commissioner in December 2019 concluded that 30 years on from the Children Act 1989, legislation that aimed to promote ‘a sense of security, continuity, commitment, identity and belonging for children in care’...

The DfE has published statistics this week about the results of the Early Year’s Foundation Stage Profile

This draft guidance for maintained schools, academies (including free schools) and local authorities has been released by the Standards Assessment Agency.

A review of the current provision available for children and young people with Special Educational Needs and Disabilities (SEND) has been commissioned in partnership with the National Association of Special Educational Needs (nasen).

Key Stage 4 Performance 2019 (revised) report reveals pupils with SEN perform markedly worse than pupils with no SEN across all headline measures of attainment.

Do you spend your time as a teacher or Special Educational Needs Co-ordinator (SENCo) / Learning Support Co-ordinator (LSC) wrecking your brain for ways to meet the diverse needs of pupils with SEND?