SSAT Member Conference 2024

Embracing neurodiverse education is vital for creating inclusive schools where every student can thrive. By recognising and supporting neurological differences like autism, ADHD, and dyslexia, schools can tailor learning approaches to meet diverse needs. This fosters greater academic success and promotes empathy, creativity and inclusion, ensuring all students have the opportunity to reach their full potential. But how can schools implement this while staying on top of their priorities with budget restrictions?

Join us for the SSAT Member Conference 2024, where this year’s focus is on the important theme of neurodiversity. Whether you’re from a special school or a mainstream setting, this conference is for all schools(SSAT members and non-members) who share our commitment to ensuring that every student, regardless of ability or background, is fully prepared to lead a fulfilled and purposeful life.

Who is this for?

Education based staff – Primary, secondary and special school leaders and teachers and MATs. Open to both SSAT member and non-member schools.

Why Attend?

With the growing awareness and diagnosis of neurodiverse conditions, schools are under increasing pressure to meet the diverse needs of students. But it’s not just students who are impacted — neurodiversity affects everyone, including parents, families, and staff. How can we, as educators, create more inclusive, supportive environments where all individuals can truly thrive?

At this conference, you’ll:

• Gain a deeper understanding of neurodiversity and what it means for schools.
• Gain valuable insights from leading experts and practitioners.
• Learn practical strategies to create safe, inclusive environments for students and staff.
• Network with like-minded professionals and schools committed to supporting neurodiversity.

Keynote Speakers

• Nic Ponsford, FRSA FIESE, Award-winning CEO & Founder of the Global Equality Collective (GEC)
• Dr. Freya Spicer-White, renowned researcher in neurodiversity and Chief Clinical Officer and Consultant Clinical Psychologist, Outcomes First Group

These inspiring speakers will share their expertise and offer actionable strategies that you can implement in your school right away.

Speaker information

Nic Ponsford FRSA FIESE, Award-winning CEO & Founder of the Global Equality Collective (GEC)

After working in education for over 20 years as a teacher, school leader and coach, Nic wanted to find an accessible means to make ordinary classrooms extraordinarily inclusive. Nic is also the founder of the GEC (Global Equality Collective), addressing one of the biggest issues in education; diversity and inclusion. The GEC is a collective made up of 13k+ followers on socials, the ‘GEC Circle’ (400-strong group of culture, diversity and inclusion experts) and the creator of the multi-award winning ‘GEC Platform’, the “world’s first DEI” platform for education.

Nic is a Harvard-published author, frequent keynote speaker and writer for news outlets including Schools Week, TES and The Guardian. She is currently a doctoral researcher at Bournemouth University, exploring equity and edtech. Her outreach work includes being headhunted for DfE projects including the Edtech Demonstrator Programme and assistive technologies, and is Co-Head of Education for Microlink. Nic is a Fellow in Data Sciences both at IESE and RSA and has been recognised as one of Europe’s top 50 women in tech #InspiringFiftyEurope. Her awards include ‘Outstanding New Teacher’ at national Teaching Awards and has most recently been listed ‘Highly Commended’ in the category of ‘Role Model of the Year’ by Computing magazine, acknowledging her commitment to innovation and inclusion. Nic is now a finalist for the National Diversity Awards 2024 for ‘Entrepreneur of Excellence’ (results in October 2024).

Dr. Freya Spicer-White, Chief Clinical Officer and Consultant Clinical Psychologist, Outcomes First Group

Freya obtained her B.Sc. Psychology from the University of Manchester and started her career as a learning support assistant alongside Autistic college students instilling in her a passion for supporting Neurodivergent individuals to thrive in education. She gained experience as an Assistant Psychologist working within children’s community and adult residential services before completing her Clinical Psychology Doctorate in 2012 at Bangor University: dedicating her final year to understanding Autism throughout the life span.

Freya spent 8 years within different neurodevelopmental services in the NHS, pioneering new ways of delivering Autism assessment and intervention services for children and adults. She joined the Outcomes First Group as a Consultant Clinical Psychologist in January 2020 and as of April 2022 she was the group’s Head of Neurodiversity. In this role Freya spearheaded the group’s Neurodiversity Strategy, Ask, Accept, Develop, to strengthen and continually progress the group’s approach to the provision of education, care and clinical services to Neurodivergent individuals in an environment and culture which is conducive to their strengths and needs.

Freya took on the role of Chief Clinical Officer at OFG in April 2024; her focus is to continue to deliver and embed standardised clinical excellence across the group and deliver outcomes that lead to incredible futures for all individuals. In addition to her role in OFG Freya is the clinical director of a small neurodiversity affirming Autism and ADHD assessment company.

Session Summary

Creating inclusive schools – How teaching teams in schools can support pupils through their neurodiversity journey: including those on waiting lists, going through assessment and those with a diagnosis.

Aims

• to help teacher’s understand the assessment process
• what they can look out for in the classroom and beyond
• understanding masking in schools
• practical tips to make your school an inclusive environment

Charlotte Downs, Deputy Head teacher, Riverside School

Riverside School is a large specialist school for children and young people with complex needs. Before this role Charlotte worked as a job coach and travel trainer, supporting young adults with SEND to progress into the world of work and successful employment.

Charlotte believes one of our main responsibilities as educators is to provide the emotional conditions required to help all pupils find true fulfilment.

Charlottes’ presentation as part of the Conference, titled ‘Nakupenda’, will be an opportunity to hear her share and explore themes around wellbeing and the pursuit of happiness and the ways in which she strives to inspire the staff that she leads to understand their pivotal role within this, focusing on the power of connection and belonging.

Samantha Warwick, Director of SEND, Formby High School

Samantha is driven by her relentless commitment to ensuring young people with SEND experience a truly inclusive high journey, enabling them to flourish.

Her unique skill-set draws on her successes as both a primary and secondary school teacher and SENDCO alongside being a governor and EHCP parent herself. Underpinning this is strong pedagogy, deep curriculum knowledge and a fundamental understanding of the developmental journey young people experience. Samantha has developed a ground-breaking bespoke curriculum for young people working significantly below age related expectations. The ‘Reaching High’ curriculum blends the best features of mainstream and specialist provision and was commended when the school was named TES Inclusive School of the Year in 2023. Samantha continues to advocate for young people with SEND, driving change by inspiring and empowering others to embed truly inclusive cultures.

Reaching High: Our Inclusion Journey

Formby High School is a typical mainstream school which has experienced an exponential rise in students joining and being diagnosed with SEND. As a proudly inclusive school they celebrated being named TES Inclusive School of the Year in 2023. This session shares Formby High’s journey, providing an overview of how they bravely diversified their curriculum and embraced neurodiversity to support an increasingly complex intake. Through challenging the perception of what mainstream can offer they have made high-school experience more accessible and truly inclusive.

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