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Many schools across the UK are unknowingly paying for tools or software that are already built into Microsoft or Google platforms. Imagine how much your school could save by leveraging these built-in features.

March 2026

The Department for Education (DfE) has launched a new consultation on significant reforms to Key Stage 4 (KS4), aiming to ensure that schools with lower prior attaining pupils are judged more fairly.

March 2026

Specific learning difficulties (SpLDs) are not being identified equally among school pupils in England, according to a major study by Durham and Oxford universities.

March 2026

We are seeking trustees who have currency in:
-Matters related to digital, whether that is strategic or analytics, cyber security or AI
-Marketing, especially the public or non-profit sector
-Legal experience in UK Commercial or Charity Law

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).
 

March 2026

Join the National Children's Bureau for a funded webinar exploring fresh insights from ten years of the A Better Start (ABS) programme and their insights into improving outcomes in the early years.

March 2026

A major new study, led by the University of East Anglia in collaboration with Lancaster University and Durham University. has revealed that the pandemic significantly disrupted the development of children’s executive function skills.

March 2026

The House of Lords has opened a major inquiry into how well England equips people with the numeracy skills needed throughout life, with a public call for evidence now live.

March 2026

The Specialist National Reference Group (SNRG) has recently submitted a paper to
Government to support the implementation of the School’s White Paper. We want to hear from School Leaders and Senior School Staff, join the discussion!

March 2026

On Friday 3rd July 2026, the SEND community will come together at The Vox Conference Centre, Birmingham, for nasen LIVE 2026 - a national conference designed to support the sector through a period of significant change.

Following the successes of their last Working Well with Sight Loss Residential Courses, Thomas Pocklington Trust are hosting their next course on 17-19 June.

Schools in England are being reminded of their legal duties following the introduction of new statutory guidance on restrictive interventions in education settings.

The campaign, launched by Coram PACEY, celebrates the vital role childminders play in supporting children, families and communities across England and Wales and encouraging more parents to choose childminding as an option for their family.

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. 

nasen and Concero have partnered to deliver exclusive accessibility training for school staff, helping you make the most of the tools already available in your school.

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!