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October 2025

New platform offers practical advice and resources for families of children with SEND

Oct 2025
The British Journal of Special Education (BJSE), an official nasen journal, seeks two Editors-in-Chief to shape the future of SEND research and publishing. Join a dynamic team, influence the field, and contribute to this international journal.

October 2025

We’re thrilled to announce that nasen is a proud Supporter of the Schools & Academies Show Birmingham, 19-20 November. This flagship event welcomes over 6,000 visitors who share a passion for innovation and excellence in education.

November 2025

More online shopping is done in November than any other month of the year – that’s a huge funding opportunity for your school or setting if you’re using easyfundraising. If you’re not, there’s no better time to join! 

November 2025

We welcome the publishing of the Curriculum and Assessment Review final report. The findings fill nasen with hope that this is the beginning of change, ensuring that there is a real move towards inclusion for all.

November 2025

We’re delighted to share that Jake Gurney, a dedicated primary school teacher from Luton, will represent nasen as our first-ever runner in the 2026 TCS London Marathon.

Dr Claire Lee is an education researcher in the Centre for Psychological Research at Oxford Brookes University. With a background in teaching, she completed her PhD in 2020 at the School of Education, University of Bristol, examining the learning lives of children from UK Armed Forces families. She conducts qualitative, dialogic research with children, parents and teachers, including using arts-based methods to explore children's learning lives and parents'/carers' experiences of supporting their children's education. Claire led the recent ‘Supporting All to Thrive (SATT) research project that investigated the educational opportunities, experiences and outcomes of children with additional learning or support needs and/or disabilities from UK Armed Forces families.  

‘Rebecca is Head of Policy and Deputy CEO of the Naval Families Federation (NFF), promoting understanding of the needs of Naval families to ensure policy decisions are shaped and changed with consideration of their daily lives. As a former senior teacher, experienced across both secondary and junior phases, Rebecca provides advocacy and educational subject matter expertise to support with complex enquiry work; she also contributes to research relating to the Armed Forces Community. As a Naval spouse, with two school aged children, Rebecca’s personal experience and understanding underpins her work at the NFF.’ 

Karen Ross works for the Army Families Federation as their Health and Additional Needs Specialist and has been in the role for over fourteen years. Her role involves advocating and empowering Army families on any health or additional needs related issues. She regularly meets with stakeholders and policy makers in MOD and single Service chain of command and with outside organisations and agencies such as NHS England & the Department of Health and Social Care and with the equivalent agencies in the Devolved Administrations. Karen’s role covers the UK and overseas commands, so anywhere that Army families are based. 

Alexandra Stokes is the Policy Advisor for Education and Childcare at the RAF Families Federation (RAFFF), with responsibilities covering a broad range of issues affecting families, including SEND. Drawing on a background in primary education, Alexandra engages directly with families to provide information and guidance; collects evidence on the lived experience; and advocates for the RAF community to policy makers and stakeholders as the RAFFF work to shape change and improve the quality of life for the RAF family around the world. 

Anna Hutchinson is an experienced education professional with a background in teaching, school leadership, and policy development. She began her career teaching across the primary key stages, developing expertise in classroom practice, assessment, and senior leadership. Anna later moved into an advisory role within a local authority, supporting schools to improve outcomes for children from minority backgrounds. For the past six years, Anna has worked for the Army Families Federation (AFF), advocating for improved education and childcare provision for military children. Her work is evidence-based and focused on shaping policy and informing decision-makers to reduce barriers and improve access.  

Julie Lowe is the Policy Officer for Families, Homes and Communities at the Royal British Legion (RBL). Part of RBL’s Campaigns, Policy and Research team, Julie works to improve public policy and services that support children and families in the Armed Forces community, including special or additional education needs or disabilities. Qualified in adult and children’s nursing, Julie has experience across the Armed Forces charity sector, the Ministry of Defence and British Army.  

nasen Supports First Armed Forces Rugby League Cymru Cadet Cup and Remembrance Day Ceremony, Promoting Inclusion for All Young People.

Project CECiLiA, an evaluation of Care (EduCatIon) and treatment reviews for people with Learning Disabilities and Autistic people, have launched a national survey study to find out more about how people experience C(E)TRs.

December 2025

nasen trustee Mark Blois has been recognised as one of 50 global leaders on the 2025 Enable Role Model List for his outstanding commitment to disability, neurodiversity and mental health inclusion.

Ofqual has launched a 12-week public consultation on its proposed approach to regulating on-screen exams in GCSEs, AS & A levels. The proposals aim to support innovation while protecting fairness, standards & integrity of England’s qualifications system.

The Department for Education has launched the second call for evidence as part of the formal review of the NPQ suite.

The Council for Disabled Children has launched three guides to the disability duties in the Equality Act for schools.

December 2025

At a House of Lords reception, nasen shared compelling evidence that professional development for educators is the key to driving meaningful, long-term improvements for learners with SEND

Hear from specialists across the sector on a range of different topics relating to SEND and additional needs. As well as developing knowledge and awareness of different elements of SEND, there will be points for reflection and practical take aways.