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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.
The Young Experts by Experience in Acquired Brain Injury (YEBEABI) is a diverse group of young people who have all experienced an acquired brain injury in childhood or adolescence. We support each other, share experiences and raise awareness of ABI within education, by discussing support strategies that we found helpful during our own return to education. We use our knowledge to create useful materials for teaching staff such as our ‘5 top tips’, because it is important to us that everyone has proper education regarding what having an ABI really means. Our mission is to create positive experiences in education for others who have brain injuries and make sure that everyone knows that you can still do amazing things, even if you have an ABI!
Dr Gemma Costello is a Specialist Educational Psychologist in Paediatric Neuropsychology. She is currently the Consultant Psychologist and Clinical Lead at the Cambridge Centre for Paediatric Neuropsychological Rehabilitation (CCPNR), working as part of an inter-disciplinary team, supporting children, young people and their families following Acquired Brain Injury (ABI).
Gemma is an active member of special interest groups in both paediatric neuropsychology and neurorehabilitation. She is committed to promoting the role of Educational Psychology in paediatric acquired brain injury, working with services across the UK and more recently contributing to Educational Psychology and Paediatric Neuropsychology training. Gemma is a member of the steering group of the National ABI in Learning and Education Syndicate (N-ABLES) which aims to identify ways to support education professionals in developing a minimum level of awareness and understanding about ABI and the educational requirements of this group of children and young people.
Joanna Woodhouse is a qualified teacher and SENCO with a Masters Degree in SEND and Inclusion. She has wide ranging experience of working with children and young people with Special Educational Needs. Professionally, Joanna has worked on the successful rehabilitation of children and young people with complex Acquired Brain Injury (ABI) to mainstream secondary educational settings. This has involved working collaboratively with colleagues in the health, care, and social sectors.
Joanna is a member of the National Acquired Brain Injury in Learning and Education Syndicate (N-ABLES) and co-chairs their Educational Professionals Advisory Group. She regularly delivers training, both locally and nationally, to teachers regarding the return to education and the provision and management of young people with an ABI.
In September 2019 Joanna’s own daughter sustained an ABI following a sudden accident. This traumatic event has given her a unique insight into the impact of an ABI on both young people and their families. Joanna has now left mainstream teaching and is able to dedicate more time to using her personal and professional knowledge and expertise to improve awareness, understanding and outcomes for children and young people with ABI.
Dr Emily Bennett is a Consultant Clinical Psychologist and Paediatric Neuropsychologist specialising in paediatric neuropsychology and neurorehabilitation at the Nottingham University Hospitals NHS Trust. She is the lead psychologist for the Trust’s paediatric neurorehabilitation (BRILL Team) service. Emily’s clinical work involves supporting children, adolescents and young adults with acquired brain injury (ABI) and complex neurological, neuro-oncological and neurosurgical conditions.
In addition to her clinical role, Emily lectures on local Doctorate, Masters and Undergraduate courses and is actively involved in research. Emily also collaborates with educational colleagues, to support the development of provision for CYP with an ABI in education. Emily is the Chair for the National ABI in Learning and Education Syndicate (N-ABLES) and has been involved in the ‘Time for Change’ work of UKABIF and the All-Party Parliamentary Group hoping to secure better awareness, provision, and support for people with an ABI.
BeReady Founder
Kyle Burrows is Chief Learning Officer at BeReady, where he works with the wider team to ensure training content is market-leading and responsive to the needs of the education sector. Before founding BeReady, Kyle owned and ran a corporate training company, delivering skills development programmes across the private and public sectors.
Chief Operating Officer
Kate Staples is Chief Operating Officer at Manor Hall Academy Trust, where she leads all business operations, including HR, estates, compliance, and strategic development. Appointed in 2020, she plays a central role in shaping the Trust’s operational strategy and ensuring schools are supported to deliver excellent outcomes. With a background in community leadership and public service, Kate brings a strong focus on collaboration, efficiency and impact. She is passionate about creating the systems and structures that enable staff to focus on improving the lives and opportunities of children and young people.
This moving article looks first hand at what its like to live with Dyslexia and how modern day technologies can open lots of opportunities, especially for those who may think differently.
The resource can be used as a reference sheet for the purposes and uses of the statutory Engagement Model from September 2021. Benefits of using this resource it will provide an overview of the Engagement Model
A quick reference sheet for ensuring your annual reviews run smoothly and that the family are central to the process.
This resource is a checklist/ guide to be used to support Early Years SENCOs in their role throughout the year.
This resource is designed to help teachers work their way through the graduated approach for those pupils that haven’t necessarily yet been identified with SEN but for whom there are initial concerns.
An useful tool which you could use to summarise and collate the essential information you need about children and young people with SEND at transition points.
Dr Becky Baxter is Director of Education and Speech and Language Therapy at Down Syndrome UK. With almost 20 years of experience working with schools and families, Becky has successfully supported hundreds of children with Down syndrome of all ages across a range of education settings. Becky is committed to promoting evidence-informed practice and works with researchers to develop research priorities and projects to improve the speech, language, communication and education of individuals with Down syndrome.
Charlotte is an education researcher specialising in inclusion, digital alternative provision and the use of data to improve outcomes for learners with SEND. She leads a Knowledge Transfer Partnership between the University of Staffordshire and Nisai Learning, examining how digital learning can support students who are poorly served by mainstream education. Drawing on more than a decade in teaching, her work combines classroom experience, mixed-methods research and data analysis to explore what equitable digital provision looks like in practice.
Paul spent over 20 years as a special educational needs teacher, school leader and advisor in both mainstream and special education settings. As an educator his focus has always been on two key groups of young people; those with social and emotional difficulties, and those who are neuro-diverse – and on the significant overlap between the two. Paul is focused on the role that true innovation and positive disruption can play in creating change in education systems for the most vulnerable learners.
A practical guide to investigating, developing and sharing inclusive practice through research rooted in your own classroom or setting.
An editable template to help you write up and share your inclusive practice as a case study for the Whole School SEND Inclusive Practice Hub.
An editable checklist to help you make sure your close-to-practice research is manageable, fair and appropriate before you begin or share it.