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Karen Chamberlain is Headteacher at Lilian Baylis Technology School in South London and a passionate advocate for educational equity. Over a 25-year career spent entirely in disadvantaged schools, Karen has championed anti-oppressive practice and deep inclusion, creating an environment where Ofsted highlighted that pupils feel the school is "home."

Raised in Sandwell, UK, Karen’s own state education taught her the life-changing power of great teachers. Today, she combines headship with board roles at educational charities including SEO London and the Oval Learning Cluster to dismantle barriers and drive transformative outcomes for young people.

I am an experienced school leader with expertise in Behaviour and Attitudes, Personal Development, Culture and Ethos, and Raising Standards. Having faced systemic barriers and significant challenges during my own schooling journey, I am deeply committed to removing obstacles and creating equitable opportunities for all pupils. As Founder & CEO of PGS-Educators, I prioritise collaboration and building strong partnerships with schools and organisations to deliver evidence-informed interventions that bridge the gap between pupil behaviour and academic success. It is of paramount importance to me that the work I undertake enables pupils to fulfil their potential and achieve their aspirations.

Stacey Burke is the SENDCo at Risedale Secondary School in Catterick Garrison, where she is passionate about creating an inclusive environment in which every young person feels valued, supported and able to achieve their potential. Working within a highly mobile military community, Stacey understands the challenges that frequent transitions can bring and is committed to ensuring continuity of support for pupils and their families. She works closely with local partners and services to help families navigate the SEND system, advocating for individual needs and fostering positive outcomes for young people across the community. 

Louise Newport is the Headteacher of Carnagill Primary School in Catterick Garrison and has served in headship for 14 years, including the last eight years leading the school within its unique military community. She is passionate about inclusion and is committed to ensuring that every child, particularly those experiencing mobility and transition, feels supported, valued and able to thrive. Louise believes that strong relationships are at the heart of successful schools and works to create a nurturing environment where children, families and staff feel connected, respected and inspired to achieve their best. 

Rebecca Wigham is an experienced primary school teacher with over 20 years of service in schools within the Catterick Garrison community. Since becoming SENDCo in 2018, she has played a key role in supporting and championing inclusive practice, ensuring that pupils receive the support they need to thrive. Through her involvement in the Garrison Assist Project, Rebecca has helped shape and embed a positive, nurturing and inclusive school environment where every child feels valued, supported and able to succeed. 

Whole School SEND has published six self-evaluation frameworks aimed at improving the quality of provision in mainstream and special schools for children and young people with SEND.

Sarah Seleznyov, Director of London South Teaching School Alliance, writes about about a research project supporting teachers to better meet the needs of pupils with autism, run in collaboration with UCL Centre for Inclusive Education.

Written by the National Sensory Impairment Partnership

Helen Boden is CEO of the British Dyslexia Association. You can find out more about the British Dyslexia Association here: https://www.bdadyslexia.org.uk/

Interview with Professor Karen Guldberg, Director of the Autism Centre for Education and Research (ACER) at the School of Education, University of Birmingham and lead author of the AET Good Autism Practice Guidance

In her 2015 book, Teaching Gifted Children with Special Educational Needs, Professor Diane Montgomery noted that ‘if we meet the needs of pupils with DME then the school experience and the achievement of all children will be raised’.

Dr Sally Payne, Occupational Therapist and Dyspraxia Foundation Trustee