ASCL ANNUAL CONFERENCE 2025

Programme

ASCL Annual Conference 2025 will include a range of opportunities for senior and aspiring leaders regardless of their role.

Keynote addresses
Hear from policymakers, educationalists and inspirational leaders from other sectors.

Workshops
Get involved in individual sessions or follow one of our workshop themes including sessions focused on business leadership, primary, post-16, and diverse leadership. The full programme will be announced shortly.

Conference Hub
Get practical updates from our partners and supporters and insight into the latest developments to support you and your school, college or trust.
 

ASCL President 2024-25 and Headteacher, Tytherington School

Manny Botwe is an elected member of ASCL Council representing the North West and served as Chair of the Leadership and Governance Committee for two years prior to his election as Vice President. He is in his ninth year as Headteacher at Tytherington School in Macclesfield having previously served as a Deputy Headteacher in South Oxfordshire. Before teaching, he worked for the University of Oxford’s Widening Participation Team. 

Manny was born and raised in South London and was the first member of his family to go to university, reading PPE at Oxford. He has a genuine belief that fantastic schools, ably led by brilliant and principled leaders, have the power to transform people’s lives and their circumstances. 

Manny's theme for his Presidential year is 'A brighter future'.
 

HMCI Ofsted

Sir Martyn Oliver started as His Majesty’s Chief Inspector at the Office for Standards in Education, Children’s Services and Skills in January 2024. He has worked in education since 1995 starting as a teacher and joined Outward Grange Academies Trust (OGAT) in 2009 where he became Principal of Outwood Grange Academy and then a National Leader of Education (NLE). In 2016, Sir Martyn was appointed Chief Executive and Accounting Officer for OGAT, a role he held until he started as His Majesty’s Chief Inspector. Sir Martyn has also previously held Trustee positions for the Office for Students (OfS), Education Endowment Foundation (EEF), Confederation of Schools Trusts (CST) and for the David Ross Education Trust (DRET), was a board member of the Department for Education’s (DfE) Opportunity North East and has advised both the government and the DfE on a number of groups.

Secretary of State for Education and Minister for Women and Equalities.

Bridget is the Labour MP for Houghton and Sunderland South; one of three constituencies in the City of Sunderland. She was first elected to the seat on 6th May 2010, and was most recently re-elected at the 2024 General Election. She is Secretary of State for Education and Minister for Women and Equalities.

Anu Manthri, Fiona Law and Grace Kelly

Anu Manthri, Head of Google for Education -UK & Ireland

Anu leads Google for Education across the UK and the Republic of Ireland. Anu supports school Senior Leadership Teams, Multi Academy Trusts and Local Authorities with strategic digital transformation programmes with Google to effectively transform learning and teaching. Anu has worked in education for 15 years, starting her career in the classroom, she brings an understanding of classroom practice and technology via her role at Google for Education. 

Grace Kelly, Head of Digital Transformation, UK & Ireland
Grace leads our digital transformation division, with a background in education and tech, Grace is passionate about using GfE tools to drive equity in education. Grace focuses on ensuring that our existing community of schools, Local Authorities, and MATs are making the most out of their relationship with Google For Education. In action, this means working collaboratively with education leaders on strategic initiatives for digital optimization through the GfE tools and platforms. Grace also works with these schools and colleges to showcase their impact stories in our Google Reference School program, and oversee scaled community programs that empower educators to digitally up-skill and transform. 

Fiona Law, Partnerships, Programmes and Community Lead
Fiona looks after partnerships for the Google for Education team- supporting other education organisations and our partner schools and MATs. She also supports Google programmes such as Google Certified Educator and Google Reference Schools.  Fiona was a secondary teacher and part of senior leadership teams in London state schools for over 16 years. She is a Google Certified Educator, Trainer and Innovator. She was Head of Training for a Google Partner where she led their team of Google Trainers and over 20 consultants, and has provided Google CPD in many schools, MATs and LAs to share her passion for technology in the classroom to enhance T&L  and save teachers’ time.

Chris Goodall, Head of Digital Education, Bourne Education Trust 

This workshop reflects on a year of AI implementation in schools and colleges, highlighting key successes and challenges encountered, and aims to equip leaders and colleges with practical strategies and recommendations for successful AI adoption in their schools. 

Learning outcomes

  • Understand the key successes and challenges of AI implementation in schools. 
  • Gain practical strategies for integrating AI effectively in their schools. 
  • Assess how AI can align with and support school improvement priorities. 
Target audience
  • Primary 
  • Secondary 
  • Independent 
  • Post-16 
  • Business Leaders 
  • Assistant Heads 
  • Deputy Heads 
  • Headteachers 
  • CEO/Trust Leaders​

Evelyn Forde MBE

Many young people and staff from an ethnically diverse background often feel that their school, college or trust has not truly acknowledged their unique contributions and have not done enough to ensure they are made to feel that they belong.  

To flourish and thrive, everyone needs to see that their opinions matter, their aspirations are recognised and supported, and that inclusion is not seen as an event but as a process. This workshop will enable delegates to reflect on their current practice, and how it can be improved for everyone. 

Learning Outcomes 

  • Delegates will learn about the lived experiences of teachers and students from an ethnically diverse background. 
  • That inclusion is not an event but a process; EDIB cannot be bolted on, it has to be baked in. 
  • How allyship can be a lever for change and how to improve their setting for the benefit of everyone. 

Target audience

  • Primary  
  • Secondary 
  • Independent 
  • Post-16 
  • Assistant Heads 
  • Deputy Heads 
  • Headteachers 
  • CEO/Trust Leaders 

Emma Harrison, ASCL Business Leadership Specialist
Julia Harnden, ASCL Funding Specialist 

Business leadership is at the heart of school and college organisational strategy – and it’s about so much more than finance!  

In this workshop, we will guide you through the evolution of the role to today, covering all aspects of business leadership. We’ll also use a forward-looking lens to consider how senior leaders recognise and utilise this essential role to achieve success in your school or college. 

Learning Outcomes 

  • Remove the ‘back office’ culture of business leadership. 
  • Achieve financial resilience and defining risk architecture. 
  • Translate current policy developments into school and college strategy. 

Target audience

  • Primary 
  • Secondary 
  • Independent 
  • Business Leaders 
  • Post-16 
  • Assistant Heads 
  • Deputy Heads 
  • Headteachers 
  • CEO/Trust Leaders 

Gary Moore, Headteacher, Regent High School

Whole-school improvement is enacted by the engine room of middle leadership developing and owning the strategic direction of senior leaders. Middle leaders are expected to lead staff with a range of experiences, understand and be able to analyse data, be familiar with the latest educational and pedagogical initiatives, and lead by example as excellent classroom or pastoral practitioners. However, many middle leaders arrive with little or no experience of managing and leading an often diverse team. They may come from a range of different experience levels or from different educational backgrounds and bring contrasting skillsets and levels of expertise.

This workshop will look at practical ways in which middle leadership can be developed and how standardised professional skills, competencies, and soft management techniques can be taught, modelled and cultivated through a middle leadership standards approach. Techniques will be highlighted including developing middle leadership meeting cycles, techniques of effective data management and analysis, in-school or college CPD, and peer support programmes, SLT and middle leadership joint work, and shared accountability across key areas of the school or college.

Learning Outcomes

  • Understanding that change management will only happen on a foundation of developing middle leadership.
  • Using middle leadership standards as a lens for consistency.
  • Ways to develop ‘comfortable accountability’ amongst middle leaders.

Target audience

  • Primary
  • Secondary
  • Post-16
  • Assistant Heads
  • Deputy Heads
  • Headteachers
  • CEO/Trust Leaders

Mike Nicholson, Founder and Director of Progressive Masculinity

An engaging exploration of how regressive, dominance-based models of masculinity negatively impact everything from attendance and behaviour to mental health and attainment. Academic research is used to explore the impact of online ‘influencer culture’ and how this is shaping many young people’s understanding of masculine identity. Evidence-based strategies which have been proven to have a positive impact in schools and colleges will be shared in order to change the narrative from ‘toxic’ masculinity to a values-based ‘aspirational’ masculinity. The session will include an in-person testimonial from a headteacher whose school has engaged staff, pupils and parents in strategies around masculinity. Progressive Masculinity has over 20 years’ experience working within education, is considered one of the thought leaders in this incredibly relevant area and is regularly featured in the national media.  

Learning Outcomes 

  • Understand the prevalent views of masculinity and how these influence attitudes and behaviour. 
  • Understand some of the contemporary socio-cultural factors shaping views of masculinity.  
  • To gain evidence-based approaches for engaging young people on healthy discussions and explorations of what it can mean to ‘be a man’ in today’s world. 

Target audience 

  • Primary 
  • Secondary 
  • Independent 
  • Post-16
  • Assistant Heads 
  • Deputy Heads 
  • Headteachers 
  • CEO/Trust Leaders 

Pam Burrows, People Booster

Let’s have a fabulous and fearless future. How do you help people to embrace change and create a brighter tomorrow? In this practical, energising session, Pam Burrows, People Booster, shares the science and psychology behind top persuaders, plus strategies for balancing your wellbeing, and boosting your confidence in those tricky conversations. Bring your fabulous, frazzled self and leave with tools to recharge and empower you and your team. It’s a lot to cover in one workshop, so in addition to the work you’ll do in the session, you’ll also leave with some complementary materials to help you go deeper and apply the learning back at the ranch.  

Learning Outcomes 

  • Build your skills in effective persuasion. 
  • Boost your confidence in tricky conversations. 
  • Get a blueprint for wellbeing that benefits the whole school or college. 

Target audience 

  • Primary 
  • Secondary
  • Independent
  • Business Leaders
  • Post-16
  • Assistant Heads
  • Deputy Heads
  • Headteachers
  • CEO/Trust Leaders

Donna Stevens, Chief Executive, Girls' School Association (GSA) 

As GSA and ASCL enter their 151st year, we look back on the 150 year history of our joint associations and how far we’ve come in relation to equality for women and girls. Drawing on the latest research in girls education, GSA Chief executive Donna will present the latest evidence base that brought together stakeholders from across multiple generations from over 150 girls’ schools and over 8000 students, teachers, parents and alumnae. The session will also extend a warm invite to any delegates of girls’ schools to join our research collaboration, the largest in the UK. 

Learning Outcomes 

  • History of girls’ schools and girls’ education 
  • Latest evidence base for single sex girls schools 
  • Invite to join the 2025 research collaboration 

Target audience 

  • Secondary 
  • Assistant Heads 
  • Deputy Heads 
  • Headteachers 
  • CEO/Trust Leaders 

Dame Sue John, Executive Director, Challenge Partners
David Bartram OBE, National SEND Expert 

With mainstream schools and colleges educating pupils with SEND in greater numbers and with greater complexity than ever before, this workshop will share emerging findings from Challenge Partners’ SEND Peer Review pilot 2023/24, together with hundreds of SEND reviews conducted by SEND expert David Bartram, about what it takes to lead for excellent SEND provision and outcomes in mainstream Education. 

The workshop will have a particular focus on the importance of a whole-school approach to SEND leadership, and will cover these areas: 

  • Future: Establishing the priorities for your SEND strategy, based on accurate self-evaluation and evidence of what works for pupils with SEND. 
  • Engage: Working with stakeholders and the importance of creating teams; utilising a practitioner facilitated peer review approach to achieving effective implementation. 
  • Deliver: Through trio peer review learning sets, identifying innovative practice, actions and practical tools to support the development of your SEND provision. Our evaluation of the SEND programme highlighted that 98% of school leaders had taken something away from the review days which will support their school to improve SEND provision 

Learning Outcomes 

  • The importance of accurate self-evaluation when setting your strategic direction for SEND. 
  • The benefits of identifying and mobilising current SEND expertise through high-quality, facilitated peer review using the capacity that exists within the system. 
  • That great SEND provision is attainable when schools and colleges keep their approach simple and do a few things really well.  

Target audience 

  • Primary 
  • Secondary 
  • Independent 
  • Post-16 
  • Assistant Heads 
  • Deputy Heads 
  • Headteachers 
  • CEO/Trust Leaders 

Michael Hanton, Deputy Chief Regulator of Ofqual

With the summer exam season starting shortly, Ofqual’s Deputy Chief Regulator will share key information about exams and assessments, including grading for GCSEs, AS and A Levels in 2025, to support preparation for schools and colleges.  

The workshop will include an overview of the risks and challenges in assessment and the measures that can be taken to mitigate them, and a forward look beyond 2025.  

Learning Outcomes 

  • Ensure your school/college is prepared for the 2025 assessment cycle. 
  • Understand the risks facing assessment and the possible mitigations that can be applied to them. 
  • A forward look to the future of assessment. 

Target audience  

  • Secondary 
  • Post-16 
  • Independent 
  • Assistant Heads 
  • Deputy Heads 
  • Headteachers 
  • CEO/Trust Leaders 

Damian Matthews, Headteacher, The Marvell College
Ellie Sams, Assistant Headteacher, The Marvell College

Marvell College in Hull will share their school improvement journey. Pre-2016 they were back-to-back in special measures. In 2019, they achieved a ‘good’ from Ofsted but still had falling numbers, high staff turnover, and poor outcomes for their most vulnerable learners. Leaders realised that staff weren’t in a place where they believed they could do better for some of the children without significant specialist resources; struggling learners were on a conveyor belt to external AP, and they recognised a need for creative and intentional school improvement planning. They conducted a SEND review, visited other schools and gradually formulated a clearer picture of their barriers.  

At the root of their challenge was wider culture and dispositions. Staff needed help to shift their belief in themselves and in their learners with SEND, if every teacher was to have the capacity to support more complex learners as part of their effective everyday teaching. Systems and behaviours had to change to affect what happens in the classroom, and distributing leadership and knowledge was key to support staff understand their learners. Hear how they achieved this through a SEND champions programme that did so much more than simply support SEND improvement.  

Learning Outcomes 

  • Developing a whole-school approach to SEND and inclusion. 
  • Developing shared goals and shared language for inclusive improvement. 
  • Growing teacher agency and shared leadership responsibilities.  

Target audience  

  • Primary  
  • Secondary 
  • Post-16 
  • Independent 
  • Business Leaders 
  • Assistant Heads 
  • Deputy Heads 
  • Headteachers 
  • CEO/Trust Leaders 

Andrew Caffrey, CEO, Canopy
Rose Carr, Head of Training, Canopy Education 

Learning how to present data in clear, visual formats is an invaluable skill leaders can use to their advantage. In this practical workshop, school and college leaders will be given a tour of the key data tools within Google Workspace with a focus on how to master data visualisation.  

We will explore Google Classroom Analytics, connected data across Workspace, and Looker Studio. Throughout the workshop, there will be opportunities for discussion, questions and reflection on how leaders may enhance data visualisation in their settings.  

Learning Outcomes 

  • Learn what tools, within Google Workshop, can support leaders with data visualisation. 
  • Gain an oversight of Google Classroom across your organisation.  
  • Explore how Looker Studio can enhance data reporting, analysis and presentations.  

Target audience 

  • Primary 
  • Secondary 
  • Post-16 
  • Independent 
  • Business Leaders 
  • Assistant Heads 
  • Deputy Heads 
  • Headteachers 
  • CEO/Trust Leaders 

Andrew Caffrey, CEO, Canopy
Rose Carr, Head of Training, Canopy Education 


This interactive workshop will provide an overview on how the recent advancements in Google’s AI technologies can be accessed and proactively utilised by education leaders. AI will never replace the skills and knowledge of staff but, through the AI updates and live demos in this session, leaders will learn how AI can supplement their team’s expertise. We will explore tools such as Gemini for Workspace and NotebookLM.

Throughout the workshop, there will be opportunities for discussion, questions and reflection on how leaders may implement AI in their settings.

Learning Outcomes

  • Understand the recent developments from Google and key considerations to consider when using AI within education settings.
  • Discover how Google’s Gemini AI can promote increased productivity and bring innovation to teaching and learning.
  • Explore the numerous capabilities of using Google Notebook LM as your AI research assistant.
Target audience 
  • Primary
  • Secondary
  • Independent
  • Post-16
  • Business Leaders
  • Assistant Heads
  • Deputy Heads
  • Headteachers
  • CEO/Trust Leaders

Margaret Mulholland, ASCL SEND and Inclusion Specialist
Amelie Thompson, Assistant Director of Education - SEND, Greenshaw Learning Trust
Samantha Warwick, SENDCo, Formby High School


With the current government emphasis on inclusive mainstream education, how can leaders respond positively to the growing number of learners with SEND and the increasing complexity of need that schools are experiencing year on year. For many leaders, creating or expanding enhanced provision is a strategic priority.

This workshop will cover whole-school approaches where those with the most complex needs are at the heart of systemic thinking. We will share models of effective decision making around the growth of additionally resourced provision (formal and informal) and how to ensure we can offer financial stability whilst offering the flexibility to meet ever changing profiles of need. Enhanced provision must be sustainable provision, not a quick-fix solution to a seemingly intractable ‘problem’, creating spaces where learners with can thrive.

Learning Outcomes

  • Identify the benefits and risks of enhanced provision.
  • Evidence-informed decision making.
  • Build sustainable funding and provision models.

Target audience

  • Primary
  • Secondary
  • Independent
  • Business Leaders
  • Assistant Heads
  • Deputy Heads
  • Headteachers
  • CEO/Trust Leaders

Dr Adam Brett, Lecturer and Researcher in Education, University of Derby

Research demonstrates the additional challenges that LGBT+ people can face in a school or college environment and this workshop will help leaders to think about how they can develop a safe, supportive, and equitable culture for LGBT+ students and staff. Through examining research and case studies to understand the challenges that LGBT+ staff and students can face in school or college, this session will share practical advice, guidance and suggestions about the things we can do as leaders to make our LGBT+ staff and students feel included and valued. 
 
Learning Outcomes

  • Understand the experiences and needs of LGBT+ staff and students.
  • Develop confidence in becoming an LGBT+ inclusive leader.
  • Gain valuable strategies to develop school-wide inclusion.

Target audience

  • Primary 
  • Secondary 
  • Independent
  • Post-16 
  • Assistant Heads 
  • Deputy Heads 
  • Headteachers 
  • CEO/Trust Leaders 

Professor Rose Lukin, Founder EDUCATE Ventures Research Ltd
 

As artificial intelligence transforms education, school, college and trust leaders face both unprecedented opportunities and complex challenges. This workshop explores how to strategically harness AI whilst prioritising human intelligence development and safeguarding. Drawing from the latest research and real-world examples, participants will explore a framework for AI integration that spans governance, staff capability, technology infrastructure and practical applications. The session will address critical concerns around equity, ethics and safety whilst demonstrating how AI can enhance teaching and learning when thoughtfully implemented.

Participants will gain practical tools and strategic approaches to lead their school, college or trust confidently into an AI- enabled future whilst ensuring their pupils develop the sophisticated thinking skills needed to thrive in an AI world.

Learning Outcomes

  • Evaluate and apply a strategic four-quadrant framework for implementing AI in your setting, encompassing governance, ethics, staff capability and practical applications.
  • Identify key safeguarding priorities and develop practical approaches to protect pupils whilst enabling them to benefit from AI tools and technologies.
  • Create an action plan to develop human intelligence capabilities alongside AI integration, ensuring pupils build the meta-cognitive skills needed for future success. 

Target audience

  • Primary 
  • Secondary 
  • Independent 
  • Post-16 
  • Business Leaders 
  • Assistant Heads 
  • Deputy Heads 
  • Headteachers
  • CEO/Trust Leaders

Jo Marchant MBE, MA, MBA, FISL, Estates Professional, The Boxing Academy
Jonathan Jones BSc (Hons), MA, MCIOB, Director, MAC Construction Consultants

The inclusion in the Academy Trust Handbook 2024 of poor estate management as a potential Notice to Improve issue means that effective estate management must now be as important to your business and operations strategy as other key functions. 

In this workshop, presented by Jo Marchant MBE, author of the bestselling The School Premises Handbook, and Jonathan Jones, Director of MAC Construction Consultants, we will provide you with a practitioner and a professional building consultant perspective on how to ensure effective estate management is integrated into your business operations strategy. 

We will present evidence of how effective estate management directly benefits educational outcomes and how this information can be used to raise the profile of estates throughout your organisation.  This will include signposting relevant resources and the opportunities that exist for increasing the impact of your estate on educational outcomes.

Every delegate attending the workshop will receive a free copy of Jo’s new book, Managing School Business Operations, published in November 2024.

Learning Outcomes

  • How to integrate effective estates management into your business operations strategy.
  • Where to find relevant resources for raising the profile of estates in your organisation.
  • How to identify opportunities for increasing the impact of your estate on educational outcomes.

Target audience

  • Primary
  • Secondary
  • Independent
  • Business Leaders
  • CEO/Trust Leaders

Neil Blundell, CEO, Cathedral Schools Trust

This workshop will explore the priorities for school improvement in schools and MATs. A distillation of the learning from setting up a medium-size MAT in the South West, this session focuses on three key areas of trust work: curriculum, scale, and X factor.

The workshop will highlight the importance and challenges of delivering school improvement at scale and to schools with very different needs using curriculum alignment as the primary vehicle for school improvement. As the trust sector grows, how we use our scale to ensure that we have the capacity that school improvement becomes a recurring theme and trusts have differing approaches; scale and size are not the same thing. As our trusts grow, how do we make sure our institutions are distinctive?

Learning Outcomes

  • Understanding the curriculum as a vehicle for school improvement, with some solutions and suggestions.
  • An understanding of scale and how large our organisations need to be to make a real difference and become resilient over time.
  • Ensure our institutions are not ‘beige’, ensuring excellence that can be more widely disseminated.
Target audience
  • Primary
  • Secondary  
  • Business Leaders 
  • Assistant Heads    
  • Deputy Heads   
  • Headteachers
  • CEO/Trust Leaders      

Keighley Douglas, Founder, Kid's Black History

This engaging workshop is designed to explore the significance of year-round integration of Black history into the curriculum. Led by the founder of KBH Classroom, this session introduces the concept of peer-to-peer teaching, inspired by our platform’s innovative eight-year-old teacher Raiyah, as an effective way to engage students. Participants will learn practical strategies for embedding Black history into their teaching practices, promoting diverse role models, and empowering students to appreciate the contributions of Black figures to global history.

The workshop encourages educators to create more inclusive classrooms that reflect the diverse experiences of all students.

Learning Outcomes

  • Understand the importance of representation through exploration of the crucial role of Black history in creating an inclusive and representative curriculum, fostering a sense of belonging for all students.
  • Empower peer-to-peer learning via a unique peer-teaching approach which can empower students to engage more actively in their learning and teach them to share knowledge with confidence.
  • Utilising literacy to teach Black history to enrich students’ reading, writing, and critical thinking skills, while embedding diverse role models and historical narratives into their lessons.

Target audience

  • Primary
  • Independent
  • Headteachers
  • CEO/Trust Leaders

Rachel Macfarlane, Lead Adviser for Underserved Learners at HFL Education

This workshop will share impactful strategies for making school a place where everyone belongs and a place that all learners want to come to each day.

It will explore the research behind the physical sense of belonging and examine what schools that have successfully created a powerful culture of belonging have done.   It will share case studies from a range of schools and phases. Examples will range from teaching and learning strategies to relationship building techniques and whole-school structures and practices.

The session will go on to support leaders to consider what motivates learners to come to school or stay away and to share strategies (most of which do not cost money or require additional time) for making school too good to miss.  

Learning Outcomes

  • A greater understanding of the link between a sense of belonging and capacity for effective learning.
  • Clarity about how to create a culture of belonging in your school.
  • Practical strategies for making school unmissable.

Target audience

  • Primary
  • Secondary
  • Independent 
  • Business Leaders 
  • Assistant Heads
  • Deputy Heads
  • Headteachers
  • CEO/Trust Leaders

Dr Kate Chhatwal OBE, CEO, Challenge Partners
Aspire Hub Senior Partners:
Karen Bramwell OBE, CEO, Forward as One Trust
Simon Corner, Director of Secondary Education, Wade Deacon Trust
Amanda Ryan, Headteacher, Hillside High School, Bootle


Since 2019 the Challenge Partners Aspire Hub has provided a vehicle for collaborative school improvement across the North West, under the banner “Looking Up; Looking Out; Looking Beyond”. The Hub has grown to encompass 64 schools and 10 trusts across 16 local authorities. It is jointly led by Forward as One Trust and Wade Deacon Trust, who share a determination to give local children a better future, and the belief that with so much at stake collaboration can’t be fluffy.

In this workshop, we will share how the Aspire Hub has combined wisdom and joint endeavour to achieve more together than any school or trust could on its own. We offer the underpinning principles and methodologies as a template for collaboration everywhere, and the North West experience as a model for the ‘universal offer’ of RISE Teams as they seek to harness and spread the excellence in our system.

Learning Outcomes

  • Isolate the factors that make for impactful collaboration between schools and trusts.
  • Explore how the approach does/could/should align with DfE’s RISE Teams and particularly the universal aspect of their work.
  • A chance to reflect on how to sharpen your own approach to collaboration.
 Target audience
  • Primary
  • Secondary
  • Independent
  • Assistant Heads
  • Deputy Heads
  • Headteachers
  • CEO/Trust Leaders

Kelly Potton, Advocate Director, Education Mutual

This workshop will explore the mental health and wellbeing of school business leaders in 2025, presenting key findings from the comprehensive survey conducted by Education Mutual, the UK’s largest member-owned provider of staff absence protection for schools and trusts. As vital members of school leadership teams, SBLs often face significant pressures related to financial management, staffing, compliance, and day-to-day operational challenges.

The session will highlight data on stress levels, workload, and work-life balance, offering a detailed look at the wellbeing issues they face.

Participants will gain insights into the major stressors impacting school business leaders, how these challenges affect their performance, and the broader implications for school management. The session will also share recommendations for supporting these professionals, both at the individual and organisational level. By addressing concerns, we can ensure a healthier, more productive leadership environment in schools, leading to better outcomes for the entire educational community.

Education Mutual is an event sponsor of ASCL Annual Conference 2025.

Learning Outcomes

  • Understanding key wellbeing challenges in the sector.
  • Strategies for improving the mental health and wellbeing of SBLs.
  • Recognising the impact of wellbeing on performance.

Target audience (please highlight all that apply)

  • Primary
  • Secondary
  • Business Leaders
  • Headteachers
  • CEO/Trust Leaders

Anne Murdoch, Senior Advisor, College Leadership
Karen Roberts, Assistant Principal, Chieshire College South and West

This workshop will look at what is needed to ensure high-quality applied and vocational learning for young people aged 14-19.

The workshop will be based on the experience of senior leaders who have developed ways of working with partners and employers which can be replicated within a range of settings.

This will be an interactive session where participants can hear about ways of working with partners and employers which work well and find out how to put those ideas into practice.

Participants will come away from the workshop with examples they can use in their own settings.

Learning Outcomes

  • Hear about different ways of engaging partners and employers in the education experience of young people.
  • Understand the demands on partners and employers and how to mitigate these demands.
  • Hear about examples of partner and employer engagement which work both for schools and colleges and which can be replicated in post-14 settings.

Target audience 

  • Secondary 
  • Post-16 
  • Independent 
  • Business Leaders 
  • Assistant Heads 
  • Deputy Heads 
  • Headteachers 
  • CEO/Trust Leaders

Thomas Freeney, ASCL Leadership Development Manager
Tyronne Lewis, Deputy Headteacher, Copthall School, London

This workshop explores the critical role of continuous professional development (CPD) in improving staff retention, with a focus on using personalised staff profiles to better target development needs. Drawing on recent research and practical experience, the session will demonstrate how schools and colleges can strategically use CPD alongside staff user profiles—detailing self-efficacy levels, career stage, and CPD preferences—to enhance educators' commitment, reduce turnover, and foster a positive work environment. By personalising CPD based on these profiles, senior leaders can better balance CPD quantity and quality, avoiding burnout while ensuring relevance.

The workshop will include real-world case studies and data from educational settings across the UK, offering participants tools to design CPD programmes tailored to staff needs. Attendees will leave with practical strategies for implementing both face-to-face and virtual CPD formats based on these personalised profiles, leading to more effective professional development and retention outcomes.

Learning Outcomes

  • Understand the impact of CPD on educator retention and how personalised staff profiles enhance its effectiveness.
  • Learn how to balance CPD quantity and quality to maximise retention while avoiding CPD fatigue through targeted interventions.
  • Gain practical strategies for developing personalised staff user profiles and integrating these with CPD offerings, including both virtual and face-to-face formats.

Target audience

  • Primary 
  • Secondary 
  • Post-16 
  • Independent 
  • Business Leaders 
  • Assistant Heads 
  • Deputy Heads 
  • Headteachers 
  • CEO/Trust Leaders

Writer, communicator and strategist

Alastair Campbell is a writer, communicator and strategist best known for his role as former British Prime Minister Tony Blair’s spokesman, press secretary and director of communications and strategy. Still active in politics and campaigns in Britain and overseas, he now splits his time between writing, speaking, broadcasting, charities and consultancy.

He has written nineteen books in the past fifteen years, including ten volumes of diaries, four novels, a Number 1 best-selling analysis of what it takes to win in politics, business and sport, Winners and How They Succeed, and two personal memoirs on depression and the pursuit of happiness.

He was for many years chairman of fund-raising of Bloodwise, Britain’s main blood cancer charity, but in recent years has become increasingly involved with mental health charities and causes, speaking about his own experience of depression, psychosis and addiction, and of his brother Donald’s lifelong struggle with schizophrenia. A former ‘Mind Champion of the Year’, he is an ambassador for several charities, including Mind, Rethink and  Alcohol Concern. He is  patron of Maytree, the country’s only charity for the suicidal, and of Kidstime, which supports the children of mentally ill parents. He is a Global Ambassador for Australians for Mental Health.

He co-founded the all-party campaign, Equality4MentalHealth, which was credited in Parliament by then Chancellor George Osborne with securing an extra £600million for mental health services. He is an active supporter of the Heads Together campaign headed by Prince William. In November 2017 Campbell was awarded an honorary fellowship of the Royal College of Psychiatrists in recognition of his leadership role in breaking down the stigma surrounding mental illness, and in fighting for better services.

Though he left a full-time role with the Blair government in 2003, he returned for the subsequent three general elections to help first Blair, then Gordon Brown and Ed Miliband. He also advised the Better Together campaign against independence for Scotland, and the Remain side in the EU referendum campaign. He worked for the People’s Vote Campaign in the failed pursuit of a second Brexit referendum and remains an outspoken opponent of Brexit and the Johnson government. He continues to advise left of centre parties, in particular in the Balkans, where he has for some years been a strategic director for the Albanian Socialist Party, who won a landslide victory in June 2013, making Edi Rama Prime Minister, a second term four years later, and a third in 2021.

Campbell has been Humanitas Visting Professor on media at Cambridge University, and has been honoured by both University College Dublin, Trinity College Dublin and University College Cork for his contribution to the Northern Ireland Peace Process. He is on the advisory board of Portland PR, and in addition independently acts as an advisor to governments, businesses, charities, sports organisations and high profile individuals. He helped to found the world’s first university in football business, UCFB, in Burnley, Lancashire, which has since extended to Wembley and Manchester City’s Etihad stadium, as well as overseas.

He was born in Yorkshire in 1957, the son of a vet. His family moved to Leicester in 1968, and he went to school there until going to Cambridge University in 1975. He graduated four years later with a degree in modern languages. His university education included a year in France when he had his first ‘journalism’ published, articles on sex in Forum magazine. He also busked around the world with his bagpipes. Finally he decided to become a journalist and trained with the Mirror Group on local papers in the West Country before joining the Mirror itself in 1982.

He left in the mid 80s to work for Eddy Shah’s Today newspaper as news editor but had a nervous breakdown and left to return to the Mirror after convalescence. He rose to become political editor and the paper’s chief political columnist. He then worked briefly for Today under new ownership in 1994 before being asked by Tony Blair to be his press secretary when Mr Blair became leader of the Labour Party. Mr Blair, in his own autobiography, credited Mr Campbell with coining the phrase ‘New Labour’ as the label for the party’s strategy, and described him as a ‘genius’ for the role he played in helping to create New Labour, return the Party to power, and win three general elections.

After the 1997 landslide election victory he became the Prime Minister’s Chief Press Secretary and Official Spokesman, which entailed the co-ordination of Government communications and twice daily briefings of the press. He was seconded to NATO in 1999 to oversee communications during the Kosovo conflict. After helping Mr Blair win a second landslide election victory, he became Director of Communications and Strategy. He did this until he resigned in September 2003, saying it had been enormous privilege but he wanted more of a life with his partner Fiona and their three children, Rory, Calum and Grace, now aged 34, 32 and 27. He has been portrayed in many films and TV adaptations, most notably perhaps The Queen, and is often thought to be the main inspiration for Armando Ianucci’s satirical creation, Number 10 spin doctor Malcolm Tucker.

His main interests outside work are cycling, open water swimming, running, bagpipes and following Burnley FC. He took up running in 2003 at the instigation of his sons and he has run the London Marathon, the Great North Run, and the Great Ethiopian Run, and completed several full triathlons, all for Bloodwise, his best friend John Merritt having been killed by leukaemia.

In July 2007, he published his first book on his time with Tony Blair, The Blair Years, extracts from his diaries from 1994 to 2003, which was an instant Sunday Times Number 1 bestseller. He has since published eight volumes of the full diaries, and a special edition of the diaries focused on the Northern Ireland peace process, ‘The Irish Diaries‘. His first novel, All In The Mind, appeared in November 2008, to enthusiastic reviews for its frank examination of mental illness. His second novel Maya, a gripping analysis of fame and the obsession it attracts, was published in February 2010. His third novel, published in September 2013, was called My Name Is, and tells the story of a young girl’s descent into alcoholism. This led to him becoming an ambassador for Alcohol Concern. His fourth novel, Saturday Bloody Saturday, co-written with former footballer Paul Fletcher, was published in February 2018, and was a Sunday Times best-seller.

In October 2008 Alastair broadcast an award-winning one hour documentary on BBC2 about his own breakdown in 1986. Both the film, Cracking Up, and All In The Mind, won considerable praise from mental health charities and campaign groups for helping to break down the taboo surrounding mental health, leading to his election as Mind Champion of the Year award in May 2009. He made a further BBC documentary, ‘My Depression and Me’ in 2019, which became the basis for Living Better: How I Learned to Survive Depression. He has also made an award-winning documentary about Burnley FC, another BBC documentary about alcoholism, and more recently a film about wildlife. He has made a film too about his love of bagpipe music, which ended with him performing in front of 2,500 people in Glasgow’s Royal Concert Hall.

In the wake of the referendum in which the UK voted to leave the EU, he helped set up a new newspaper, The New European. He is editor-at-large and writes a weekly column for the paper. For several years, he wrote a monthly interview for GQ magazine, and has covered figures as varied as Prince William and Jose Mourinho, Al Gore and the Archbishop of Canterbury, Nicola Sturgeon and Nicola Adams. Passionate about sport, he was written about different sports for The Times, the Irish Times and Esquire magazine. He was communications adviser to the British and Irish Lions rugby tour of New Zealand in 2005. He led a fundraising drive for Burnley FC, a team he has supported since the age of four, when the club was in financial trouble. They are currently riding high in the Premier League. His charity projects have involved him playing football with both Diego Maradona and Pele, and appearing in a one off version of the popular TV programme, The Apprentice.

In 2021, following the departure of Piers Morgan from ITV’s Good Morning Britain, he was asked to be one of a pool of new presenters. He does a regular podcast with his daughter Grace, Football, Feminism and Everything in Between, in which they interview prominent figures from culture, sport, business and politics. He is active in social media where he does regular ‘Campbell’s Rambles’ live on Instagram, and his daily ‘Tree of the Day’ posts attract a widespread following around the world.

In his time in Downing Street he was involved in all the major policy issues and international crises. He has said that in ten years in the media, and a decade in politics, he saw his respect for the media fall and his respect for politics rise. He was called to the Leveson Inquiry into press standards twice, first for his insights into modern journalism, second to give his views on the changed relationship between politics and media. He is a sought after speaker at events around the world, specialising in strategic communications, leadership, team building and crisis management. Since publishing Winners, he has been asked to support a number of leading sports organisations.
 

ASCL General Secretary

Pepe Di'lasio was most recently Headteacher at Wales High School, a 11-19 High school in Rotherham from September 2012 to March 2024.

Pepe began his teaching career in Doncaster before moving as Deputy Headteacher to an 11-19 outstanding school in Sheffield. Pepe has also worked as an Executive Headteacher of two high schools and more recently has been Assistant Director of Education for Rotherham Metropolitan Borough Council.  

Pepe is also a former Chair of ASCL Equality, Inclusion & Ethics Committee and ASCL President 2021-2022.  He was elected as ASCL General Secretary in 2023 and took over the role in April 2024. 

Chair of the Curriculum and Assessment Review, and CEO, Education Endowment Foundation

Professor Becky Francis CBE is presently leading the Government’s independent Curriculum and Assessment Review, seconded from the Education Endowment Foundation (EEF) where she has been CEO since January 2020. Before this, Becky was Director of the UCL Institute of Education (IOE), which is ranked #1 in the world for education in the international QS rankings. Her prior roles include Professor of Education and Social Justice at King’s College London and Standing Advisor to the Parliamentary Education Select Committee.

Throughout her career, Becky has sought to maximise the impact of academic research by working closely with teachers and policymakers, and she is a regular advisor to governments home and abroad on education policy.

Becky was the inaugural Charles Yidan Global Fellow at Harvard University. Her academic expertise and extensive publications centre on social identities and inequalities in educational contexts. 

Melanie Moffatt, ASCL Conditions of Employment Specialist: Pensions

The Teachers’ Pension Scheme (TPS) and Local Government Pension Scheme (LGPS) are fundamental elements of the total reward package for teachers and school support staff.   

In this workshop, Melanie will discuss the various benefits of these schemes and how awareness and promotion of these benefits can play an important role in recruitment and retention.  

The session will include an overview of how your pension is calculated, the options available to you if you would like to enhance your benefits and provide some up-to-date pension related tax information.  

The differences between Defined Benefit and Defined Contribution schemes will be discussed, alongside the different standards of retirement and the predicted level of pension required to maintain the lifestyle you envisage for your future.  

Learning Outcomes 

  • The significance of the TPS and LGPS in school recruitment and retention. 
  • Fundamentals on how the benefits work and are calculated. 
  • How TPS and LGPS differ to alternative provisions. 
Target audience  (Anybody with access to the TPS or LGPS)
  • Primary
  • Secondary
  • Independent
  • Business Leaders
  • Assistant Heads
  • Deputy Heads
  • Headteachers
  • CEO/Trust Leaders

Sam Henson, Director of Policy and Information, National Governance Association
Fiona Fearon, Head of Policy and Research, National Governance Association


Poverty remains one of the most significant barriers to pupil progress and attainment in the face of ongoing wider systemic challenges. While we recognise that schools and colleges are not, and should not be, the solution for addressing the symptoms of these challenges, we will explore how schools, colleges, trusts and their governing boards can go about mitigating the impact of poverty, both in and out of the classroom, from well-informed strategic leadership to providing targeted support and ensuring equity of opportunity.
 
Learning Outcomes

  • Understanding the impact of poverty: understand specific ways in which poverty affects pupil progress and attainment, both academically and socially, and why addressing these impacts is so important in the provision of an equitable education.
  • Strategic leadership approaches: explore strategic leadership practices that can help mitigate the effects of poverty, gaining insights into policies and frameworks that support disadvantaged pupils in making progress both socially and academically.
  • Learning from successful practices: examine case studies of successful practices in mitigating the effects of poverty, gaining practical insights into effective strategies and initiatives that can be adapted and applied within their own contexts.

Target audience

  • Primary
  • Secondary
  • Post-16
  • Assistant Heads
  • Deputy Heads
  • Headteachers
  • CEO/Trust Leaders

Louise Hatswell, ASCL Conditions of Employment Specialist: Pay
Chris Ingate, ASCL Conditions of Employment Specialist: Pay

The requirement for schools to operate performance-related pay (PRP) was removed from the School Teachers’ Pay and Conditions Document (STPCD) from September 2024. This workshop will explore the opportunities presented by this, including how schools and trusts can move to a more developmental and supportive approach to appraisal which is not linked to pay.

We will look at the considerations that need to be made when moving away from PRP, including taking a consistent approach for teachers and leaders together with an overview of the relevant policies and procedures and supporting evidence and research.

The session will also look at the updated DfE guidance and share examples of good practice from employers who have already embarked on this journey. This will include pitfalls to look out for and positive impact.

Learning Outcomes

  • Understand the benefits of moving away from PRP and how to manage a successful transition.
  • Knowledge of the policies and procedures related to changing approaches to appraisal.
  • Practical advice, tips and case studies.

Target audience

  • Primary
  • Secondary
  • Independent
  • Business Leaders
  • Assistant Heads
  • Deputy Heads
  • Headteachers
  • CEO/Trust Leaders

Kat Pugh, Headteacher, The Marylebone C of E School
 

In 2019, Arts Council England’s Durham Commission on Creativity and Education made a series of recommendations, one being the Creativity Collaborative programme, which launched in 2021. Having been one of the Durham Commissioners, Kat also became lead of one of the eight Creativity Collaboratives in England,andled a network of schools across all phases and contexts to identify how to foster creativity in the classroom, across the curriculum, intentionally not limited to the arts. We used professional learning communities as the medium for bringing about changes in teachers’ beliefs, attitudes, confidence and ability to develop their students’ creativity. It worked. It produced not just a robust package of resources but a group of teachers and leaders who became motivated, skilled and knowledgeable about how fostering students’ creativity isn’t just a ‘nice to have’ or a fancy distraction, but a fundamental part of learning which leads to achievement, engagement and joy.

Learning Outcomes

  • How to fend off the fear and perceived threat posed by bringing creativity into the classroom.
  • How to generate a language and practice which fosters creativity in your context.
  • How to establish professional learning communities as a vehicle for lasting change.

Target audience

  • Primary 
  • Secondary 
  • Post-16
  • Independent 
  • Assistant Heads 
  • Deputy Heads 
  • Headteachers 

Andy Pilbury, Deputy Headteacher, Tytherington School

Built upon in-school experience, this insightful workshop explores the transformative power of mentoring and coaching within educational settings. Discover how creating a supportive space can help individuals navigate their paths towards achieving their goals. Learn about how the inherent reciprocity in mentoring and coaching relationships lead to mutual growth and development and gain practical insights into developing effective mentoring and coaching programmes within schools and colleges.

This workshop is designed to equip leaders with an understanding of creating a supportive and collaborative environment for disadvantaged and hard-to-reach pupils, and staff feeling lost in their careers.

Learning Outcomes

  • Understand the power in having facilitated space to work out ways forward to your goal(s).
  • Understand reciprocity in the mentoring/coaching relationship.
  • Develop mentoring/coaching programmes in your school or college.

Target audience

  • Primary
  • Secondary
  • Independent
  • Post-16
  • Assistant Heads
  • Deputy Heads
  • Headteachers
  • CEO/Trust Leaders

Dr Emma Simpson, Senior Research Manager at The Difference

This workshop shares findings from recent research by The Difference into what strong practice looks like in internal alternative provision (IAP). It outlines key principles which support strategic leaders to set up, refine and run effective IAP and how to avoid common pitfalls. Examples are provided of specific practices used by case study schools, with evidence of their impact. A conceptual framework is offered to help leaders think flexibly about the ideas presented and how to adapt to their context.

Research has involved interviewing IAP leads and trust inclusion leads, as well as visiting schools with strong or promising IAP practice from primary and secondary schools across the country. As such, the session is relevant to primary and secondary leaders and to those operating across a trust or local authority. There will be space for questions and discussion.

Learning Outcomes

  • Know the principles that support effective IAP practice.
  • Know the pitfalls and how to avoid them.
  • Understand a conceptual framework and how to apply it to your setting.

Target audience

  • Primary
  • Secondary 
  • Independent
  • Assistant Heads 
  • Deputy Heads
  • Headteachers
  • CEO/Trust Leaders 

Ian Potter

Improving schools and colleges for the future needs to be about supporting settings in their disposition and ability to be inclusive. In this workshop, and using examples of inclusive practice, we will explore notions of leadership for inclusion and unpack different perspectives. We will discuss the impact of these perspectives on how a school or college is organised, and on its capacity to be inclusive.

Learning Outcomes

  • Review the extent to which the setting’s leadership structure enables or hinders an inclusive culture and how management behaviours impact on inclusivity.
  • How to address the inevitable dilemmas generated when becoming more inclusive and supporting stakeholders whose mindsets are not well disposed towards inclusion.
  • Production of a school improvement plan incorporating development for further inclusion.

Target audience

  • Primary
  • Secondary
  • Independent
  • Post-16
  • Business Leaders
  • Assistant Heads
  • Deputy Heads
  • Headteachers
  • CEO/Trust Leaders

Lucy Supperstone, Director of Innovation and Standards, Leadership Skills Foundation

The curriculum does not currently have a ‘natural subject home’ for essential skill development. This needs to change.

We need to embed opportunities to build leadership skills into schools and colleges’ learning programmes and work it into the day to day. Our learners’ success in the future depends on it.

The young people we hear from are asking for opportunities to develop leadership skills to create positive change for themselves and others. They tell us they want to develop a stronger sense of agency, to grow their confidence and resilience, and to do this by developing the essential skills they will need throughout their lives. And, importantly, they tell us they want the opportunity to be recognised for this work by schools, employers, and by wider society.  

This workshop will tackle the relevance and importance of embedding skill development as a golden thread throughout your school or college’s curriculum. You will leave with useful ideas to support you to influence the success of your learners by providing them with the leadership opportunities they need to develop their skills. Armed with this knowledge, you can support them as they progress their learning into a landscape that will require them to bring about a brighter future for all.  

Learning Outcomes

  • How to start your school or college’s essential skill development journey.
  • How both learners and the school or college can benefit from more confident and resilient learners.
  • The triple benefit: learners, school/college, wider community/society.

Target audience

  • Secondary
  • Independent
  • Post-16
  • Assistant Heads
  • Deputy Heads
  • Headteachers
  • CEO/Trust Leaders

Karen Wespieser, Chief Operations Officer, Teacher Tapp

Just four years ago, parents literally stood on their doorsteps and clapped for teachers. But in 2024, a third of teachers’ report having been abused by parents, and a fifth of schools have had to ban parents from directly communicating with staff following abuse. What's going on? This workshop will use Teacher Tapp stats to explore the home-school relationship and provide some tips and ideas for how to improve it.

Learning Outcomes

  • Understand the drivers of poorer home-school relations so leaders can better support their staff and communities.
  • Tools and tips on how to improve relationships with parents.

Target audience 

  • Primary 
  • Secondary 
  • Assistant Heads 
  • Deputy Heads 
  • Headteachers 
  • CEO/Trust Leaders 

CEO, Education Support

Sinéad Mc Brearty is CEO at Education Support, the mental health and wellbeing charity for the education workforce across the UK. She advocates for a systemic approach to wellbeing for the education workforce, attending to the individual, the workplace and the wider policy environment.

Sinéad began her career at KPMG before moving to leadership roles in the not-for-profit sector. She has worked as an organisational development consultant and a lecturer and has been a trustee at a number of charities including Kaleidoscope Trust and Groundswell.  She is a currently a governor of a south London primary school.

Marc Rowland, Pupil Premium and Vulnerable Learners Adviser, Unity Schools Partnership

How to plan, enact and evaluate an approach to addressing educational disadvantage which helps pupils thrive in all aspects of school life. From publishing the DfE template to the lived experience of pupils in the classroom, this workshop will cover the core components of an effective approach.

Learning Outcomes

  • Pitfalls to avoid.
  • How to secure a collective responsibility.
  • Building a genuine understanding of low family income and its impact on learners.

Target audience

  • Primary 
  • Secondary 
  • Post-16 
  • Assistant Heads 
  • Deputy Heads 
  • Headteachers 
  • CEO/Trust Leaders 

Suki Gill, Post-16 Adviser, HFL Education

Suki Gill, Post-16 Adviser from HFL Education, will introduce the Twin-track apprenticeship toolkit that encourages students to apply for apprenticeship programmes alongside a degree. The workshop will allow secondary school leaders to explore the toolkit and consider an approach for KS3, KS4 and KS5 staff to change the culture, improve practice and increase teacher knowledge of apprenticeships and degree apprenticeships.
The toolkit is based on work with schools which revealed that whilst students, teachers and parents were increasingly positive about the apprenticeship route, teachers lacked the expertise and confidence to provide students with high-quality advice and guidance.  The “Twin-Track Apprenticeship Toolkit” signposts school leaders to a free resource that will help them plan and implement an apprenticeship support programme.
 
Learning Outcomes

  • Gain practical support and guidance in how to create parity between the apprenticeship pathway and a degree programme.
  • Help sixth form students build their confidence in researching and applying for an apprenticeship.
  •  Reflect on the best practice experienced by secondary schools and young people encouraged by adopting this approach.
Target audience
  • Secondary 
  • Independent 
  • Assistant Heads 
  • Deputy Heads 
  • Headteachers 
  • CEO/Trust Leaders 

Steve Playford, Leadership and Resilience Consultant

Resilience in the world of education has never been more important. This workshop will attempt to redefine organisation resilience as being about strengthening future performance for a ‘brighter future’, rather than just coping better, as we look to build strong connection through strong leadership.

Learning the components of resilience will help your organisation and teams to be stronger, robust and agile, helping to create a value-based systems approach. It will support your students, staff and community.

The workshop will provide you with a toolkit and language of resilience. We will explore established models of change and resilience, in particular, we will explore the components of resilience as set out in the globally validated framework, “Resilience at Work” (R@W)R. It will also help to ensure your organisation is authentic, connected and supported.

There will be time to share your ideas, thoughts and ask questions during this interactive workshop.
 
Learning Outcomes

  • Understand the different components of resilience at work for organisations and teams.
  • Explore how a value-based, systems and collective mutual approach will strengthen organisations and build a brighter future perspective.
  • Share and explore your thoughts and ideas.
Target audience
Suitable for all leaders leading teams or organisations
  • Primary
  • Secondary
  • Post-16
  • Independent
  • Business Leaders
  • Assistant Heads
  • Deputy Heads
  • Headteachers
  • CEO/Trust Leaders

Jack Reynolds, Co-Founder and Chief Executive, Football Beyond Borders
Yolanda Smith, Senior Education Adviser, Football Beyond Borders
Rachel Wells, School Trainee, Football Beyond Borders

Football Beyond Borders works with 3,000 young people in London, the North West and the West Midlands every week, with their work focused on engaging the most vulnerable students. Join them for a session exploring how relational practice can enhance school cultures and improve outcomes for vulnerable students. Drawing on Football Beyond Borders’ approach to training and development, this workshop will showcase live case studies of their impact in schools across the UK, highlighting the power of relational cultures in boosting engagement, mental well-being, and student-staff relationships. Targeting headteachers and senior leaders, this session will offer practical solutions for schools aiming to build relational cultures, strengthen staff development, and improve outcomes for young people, while making savings too.

Learning Outcomes

  • The importance of relational practice and relational cultures to benefit vulnerable students in your school.
  • Maximise support staff and making savings.
  • Design continuous professional development with the most vulnerable in mind.

Target audience

  • Secondary
  • Deputy Heads
  • Headteachers

Andy Wright OBE, Chair, Attachment Research Community (ARC)
Neil Moggan, Founding Director, Future Action
Sarah Rivers, Headteacher, Staffordshire Virtual School
Emily York, Head of Programmes, The Mighty Creatives


This workshop highlights the importance a sense of ‘belonging’ for all of our children and young people so that they are able to engage in a purposeful, healthy and engaged lifestyle and ensure all individuals develop into successful and independent adults.

The curriculum offer for statutory aged children and young people must be able to meet the needs of all learners. In preparing each individual for future employment, the learning experience needs to emphasise and place a high value on broader life skills. The workshop outlines how vital it is that the learning programmes embrace emotional and physical literacy to complement and enhance academic progress. It will share how and why the curriculum model for the future needs to integrate the strengths from the variety of approaches that have emerged for some of our most vulnerable learners. It demonstrates how a rich cultural experience enables real, consistent relationships to be placed at the heart of education, to help model, support and include each young person.

Learning Outcomes

  • Inform the development of a broad curriculum enhanced by emotional and physical literacy.
  • Raise awareness of workforce development across learning communities.
  • Identify the potential of connecting learning programmes.

Target audience

  • Primary
  • Secondary
  • Post-16
  • Independent
  • Business Leaders
  • Assistant Heads
  • Deputy Heads
  • Headteachers
  • CEO/Trust Leaders

Richard Sheriff, ASCL Past President, Executive Headteacher and CEO, Red Kite Learning Trust
Sara Davison, Director, Red Kite Education 

This workshop will delve into the transformative potential of networks within the educational sector and will outline how networks can help redefine the current educational landscape by bringing together schools, MATs and other organisations with shared values and aims for the benefit of all.  Attendees will gain insights into the strategies and best practices for leveraging networks effectively, focusing on actionable steps for school and network leaders to harness their full potential.  We will also discuss how the collaborative sharing of knowledge within networks can significantly enhance the capacity for school improvement. Examples and case studies will illustrate how networks can foster innovation and drive systemic change. 

Join us to discover how harnessing the power of networks can lead to substantial improvements in educational outcomes and foster a more interconnected and resilient school system. 

Learning Outcomes

  • Explore the potential role of networks in the current educational landscape. 
  • Know how to make a network ‘work’ for you as a school or network leader. 
  • Understand how networked sharing of knowledge can grow system capacity for school improvement. 

Target audience

  • Primary
  • Secondary
  • Independent
  • Business Leaders
  • Assistant Heads
  • Deputy Heads
  • Headteachers
  • CEO/Trust Leaders

Lisa McCall, Headteacher, Wales High School
Richard Harrison, Deputy Headteacher, Wales High School

This workshop equips leadership teams with essential skills to manage complaints from parents, particularly when interactions escalate to disrespectful or hostile behaviour. With a rise in fast-tracked complaints to Ofsted, many teachers and senior staff feel apprehensive about engaging with parents via phone or email. This training provides strategies to foster respectful communication, set boundaries, and handle complaints constructively. Leaders will learn how to protect their teams, maintain morale, and create a safe, supportive environment for staff, thereby promoting wellbeing and resilience at all levels.

Learning Outcomes

  • Develop effective communication skills: participants will learn and apply techniques for managing difficult conversations with parents, focusing on de-escalating confrontational behaviour and fostering respectful dialogue.
  • Implement clear complaint handling processes: leaders will gain strategies to manage complaints constructively, including setting boundaries and understanding when to escalate or mediate concerns, to ensure consistent and fair responses.
  • Enhance staff support and wellbeing: attendees will identify methods to support their teams under pressure, including techniques for reducing staff anxiety, building resilience, and creating a work environment where staff feel safe and valued.
Target audience
  • Primary 
  • Secondary 
  • Independent 
  • Business Leaders 
  • Assistant Heads
  • Deputy Heads 
  • Headteachers
  • CEO/Trust Leaders

Margaret Mulholland, ASCL SEND and Inclusion Specialist
Carl Parker, ASCL Head of Industrial Relations
Becky Arnold, Headteacher, Framingham Earl High School and Chair, ASCL Women Leaders Network
Laura Smith, Assistant Headteacher, Woodbridge High School and Deputy Chair, ASCL Women Leaders' Network

Education has a gender pay gap problem!

With many of the lowest paid roles in the sector being predominantly filled by women and a significant number of more highly paid positions filled by men, there is a certain inevitability that this is where we find ourselves.

This doesn’t mean we have to accept it, nor think that there is nothing that can be done. The variance across employers in education is massive and in this two-part session we will look at, in part one, what employers have done to successfully close the gap.

A male secondary head teacher earns, on average, nearly £4,000 more than a female secondary head. In part two, we will explore the education leadership gender pay gap, how big an issue it is, what causes it and how it can be addressed.

The session will be full of practical measures and next steps for you to take back and apply.

Learning Outcomes

  • Understand the extent of the gender pay gap across education, especially with regard to leadership roles.
  • Explored the reasons why these gaps exist and why it is important we don’t treat the gender pay gap as inevitable.
  • Identified practical steps that can be taken to reduce the gender pay gap.

Target audience

  • Primary 
  • Secondary  
  • Post-16 
  • Independent 
  • Business Leaders 
  • Assistant Heads 
  • Deputy Heads 
  • Headteachers 
  • CEO/Trust Leaders 

Dr Ali Struthers, Co-Founder, Taskmaster Education 
James Blake-Lobb, Co-Founder, Taskmaster Education


Ali Struthers and James Blake-Lobb will discuss the key benefits (as well as the joy) of using Taskmaster in education with the opportunity to put their tasking prowess to the test by trying out some of our tasks. Delegates experience first-hand how Taskmaster Club is honing key skills, such as teamwork, confidence, resilience, creativity, and reasoning, and at the same time is offering an inclusive and welcoming space that enables all children and young people to shine. Working as a team improves a child’s sense of belonging, supporting their wellbeing, and the varied nature of tasks means that it’s not always the same children who do well. Everyone has the chance to play their part, feel involved, and succeed.
 
Learning Outcomes

  • Demonstrate how Taskmaster as a format can be beneficial for skills development.
  • Demonstrate the inclusive nature of setting children tasks that speak to a varied skillset.
  • Suggest how Taskmaster can nurture wellbeing, as well as offer an inclusive space for SEND needs.
Target audience 
  • Primary
  • Secondary
  • Independent
  • Post-16
  • Business Leaders
  • Assistant Heads
  • Deputy Heads
  • Headteachers
  • CEO/Trust Leaders

Kay Batkin, Network Director, Youth Sport Trust
Ali Oliver MBE, Chief Executive, Youth Sport Trust


Well Schools and Well Schools Trusts are pioneering educational approaches designed by educators and which recognise the vital link between physical and mental health and academic achievement. Well Schools create a holistic learning environment that empowers students to thrive and achieve and build a brighter future for the next generation. Well Schools inspire young people to explore their talents, interest and passion while fostering a strong sense of belonging in staff and pupils.

This workshop delves into the core principles and practices of Well Schools and Well School Trusts. You'll hear from educators and innovators who are at the forefront of this movement. They'll discuss the journey so far, the underlying framework, and the exciting future of Well Schools.

By joining us, you'll gain insights into how a Well School Trust can:

  • enhance student wellbeing and engagement
  • improve academic outcomes
  • foster a positive school culture
  • drive significant school improvement
Discover the transformative power of a Well School framework and how it can inspire your own educational journey.
 
Learning Outcomes
  • Increase awareness of a whole-school approach to creating thriving young people prepared for their future.
  • Hear about the journey so far and the real school and trust leaders at the heart of this movement
  • Learn how a Well School approach can support your school or trust.
Target audience 
  • Primary
  • Secondary
  • Independent
  • Business Leaders
  • Assistant Heads
  • Deputy Heads
  • Headteachers
  • CEO/Trust Leaders

Institute for Government 

Sam Freedman is a senior fellow at the Institute for Government and writes regularly on politics and policy for a range of publications. His Substack newsletter ‘Comment is Freed’ has over 60,000 subscribers. Sam’s first book “Failed State: Why Nothing Works and How to Fix It” was released in July 2024 and made the Sunday Times bestseller list, as well as being named an Economist and FT book of the year. He is also a senior adviser to the education charity Ark; Vice-Chair of Ambition Institute; and a trustee of the Holocaust Educational Trust.

British journalist, broadcaster and author

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