Across the two-week event, each member of your team can pick and mix from the full schedule or follow one of our recommended programmes designed to complement their role.

Sessions will include:

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

Interactive sessions
Listen to discussions and panel sessions and take part with Q&A opportunities as we explore key issues impacting the future of education.

Technical tasters
Get mini updates with essential knowledge on key topics.

Stepping up masterclasses
Take part in personal development briefings which cover what you need to know if you are considering taking the next step in your leadership career.

Join a range of sessions with leader wellbeing at the heart.

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.

ASCL President 2020-2021, Executive Headteacher and CEO of Red Kite Alliance

Richard started his teaching career in Leicester before moving to Leeds as a Head of Department. Having worked as a Deputy Headteacher in a Bradford school he took up his first Headship in Leeds in 2001 before joining Harrogate Grammar School as Headteacher in 2007. Richard is a National Leader of Education and has worked as an Ofsted Inspector but much prefers to focus on his work as Headteacher and Director of the Red Kite Alliance, a thriving partnership of over 40 schools in the Leeds, Bradford and North Yorkshire area. More recently, Richard has become CEO of the Red Kite Learning Trust, a growing MAT built on the same strong collaborative values that has supported and sustained the Alliance.

Secretary of State for Education (invited)

The Rt Hon Gavin Williamson CBE MP was appointed Secretary of State for Education on 24 July 2019.

He was Secretary of State for Defence from 2 November 2017 to 1 May 2019. He was Chief Whip (Parliamentary Secretary to the Treasury) from 14 July 2016 to 2 November 2017.

He was elected Conservative MP for South Staffordshire in May 2010.

This session will explore the role of Regional Schools Commissioners, providing insight into the work they have done nationally and locally to support the response to Covid-19, as well as covering their work in the academies system. Dominic Herrington and Hannah Woodhouse will update on the current academies landscape, talk through the role that academy trusts have played in the response to Covid-19, and look beyond the pandemic to consider future opportunities.  

Learning Outcomes
Understanding of:

  1. Role of a Regional Schools Commissioner
  2. Academies landscape – current and future
  3. Covid response activity

Dominic Herrington
National Schools Commissioner

Hannah Woodhouse
Regional Schools Commissioner, South West


ASCL General Secretary

Geoff studied English and Linguistics at the University of Lancaster, then trained to teach at Leicester University. From 2002 to 2017 he was headteacher of King Edward VI School, Bury St Edmunds, a 11-18 school of 1650 students. He is a Founding Fellow of the English Association and patron of the English & Media Centre. He was a longstanding member of ASCL Council, founding chair of its Pedagogy Committee, and a ‘Leading Thinker’ for the National Education Trust. He was elected as General Secretary of ASCL in April 2017.

President of CBI

Karan Bilimoria is the founder of Cobra Beer, Chairman of the Cobra Beer Partnership Limited, a Joint Venture with Molson Coors, and Chairman of Molson Coors Cobra India.

Lord Bilimoria is the Founding Chairman of the UK India Business Council, a Deputy Lieutenant of Greater London, a former Chancellor of Thames Valley University (now the University of West London); he was the youngest University Chancellor in the UK when appointed. Karan was a former Senior Non-Executive Director of the Booker Group now TESCO PLC (2007-2016); he is one of the first two visiting entrepreneurs at the University of Cambridge; he is a founding member of the Prime Minister of India’s Global Advisory Council. In 2006, Karan Bilimoria was appointed the Lord Bilimoria of Chelsea, making him the first ever Zoroastrian Parsi to sit in the House of Lords. In 2008 he was awarded the Pravasi Bharti Samman by the President of India. He is an Honorary Fellow of Sidney Sussex College Cambridge and was Chair of the Advisory Board of the Judge Business School, Cambridge University from 2015-2020 and subsequently appointed as an Honorary Ambassador.

He qualified as a Chartered Accountant with Ernst & Young and graduated in law from the University of Cambridge. He is also an alumnus through executive education of the Cranfield School of Management, the London Business School and the Harvard Business School. In July 2014, he was installed as the seventh Chancellor of the University of Birmingham, making him the first Indian-born Chancellor of a Russell Group University in Great Britain, and he is the President of the UK Council for International Students Affairs (UKCISA). Since 2017 Lord Bilimoria has been a Bynum Tudor Fellow at Kellogg College, University of Oxford. Lord Bilimoria is an Honorary Group Captain in 601 Squadron Royal Air Force. In June 2020, he was appointed President of the Confederation of British Industry (CBI). In September 2020, he was appointed as a Visiting Fellow at the University of Oxford based at the Centre for Corporate Reputation.

Although we can think of many lessons we’ve learnt the hard way, as leaders we can choose to learn valuable lessons from others’ experiences. This workshop will give a personal insight into the role of a leader in supporting bereavement. It is a reflective session which aims to draw out practical lessons by bringing together the personal and professional experience of Pat Sowa, former primary head and bereaved mother, with Neil Renton, the headteacher who supported the family and school community.  We will explore the impact on staff, students and the wider school whilst sharing lessons we have learnt. The content is intended to stand alone whilst complementing the Leading on Bereavement series led by Pat Sowa. It will benefit leaders who have any responsibility for the wellbeing and pastoral care in their setting. The workshop will be informal and sensitively handled with plenty of time for questions. Although the topic is not always an easy one to choose, it is genuinely life-changing for leaders who want to make a positive difference.

Learning Outcomes

  1. What we want you to know: toptips for leaders when facing bereavement in the community
  2. Possible (and sometimes unexpected) impacts to consider on different communities who are affected
  3. The leadership skills to draw on and those we’ve developed through experience

Pat Sowa
Director, Starfish

Neil Renton
Headteacher, Harrogate Grammar

The power of a coaching approach in everyday leadership

How using a coaching approach in everyday leadership conversations can build connection, support wellbeing, and create a whole-school culture of success for all

  • This session will focus on the key elements of effective coaching, not just in formal settings but in day-to-day leadership conversations
  • Drawing on content from his own best-selling book The BASIC Coaching Method, as well as the work of Christian Van Nieuwerburgh, Mary Myatt, Kim Scott, John Campbell, Julie Starr, Myles Downey and John Whitmore, it will include a range of tried-and-tested practical strategies that will help leaders develop powerful coaching habits.
  • This interactive session is structured around the four key themes of (i) conversational structure (ii) personal qualities (iii) essential habits and (iv) using coaching in feedback conversations and focuses on the micro-behaviours needed to achieve success in each.

Learning Outcomes

  1. How to develop the coaching habit in everyday conversations
  2. How to effectively ‘play back’ what people say to build connection, rapport, and trust
  3. How to use a coaching approach in feedback conversations (instructional coaching)

Andy Buck
Founder, Leadership Matters

Unifrog is a social enterprise supporting over 2,000 schools with their careers programmes – they’re on a mission to level the playing field when it comes to students moving on to the best opportunities for them.

Unifrog’s research shows that three quarters of students (72%) think the pandemic will make it harder for them to find a job in the future. This webinar will explore how you can apply blended learning approaches to help students develop the key employability skills identified by leading employers to support them in pursuing successful careers.

Learning Outcomes

  1. Identify opportunities to facilitate students’ skills development from KS3-5 and reframe attitudes to skills gained during the pandemic.
  2. Understand the key trends surrounding students' future aspirations in light of the pandemic.
  3. Build strategies to ensure your CEIAG programme remains stable during times of instability.

Charley Fowler
Area Manager, Unifrog

Introduced by Anne Murdoch, ASCL’s Senior Advisor for College Leadership, the session will feature presentations from Jon Hofgartner and Amy Hollier, who will showcase their work and share elements of provision they have developed for online learning at their respective organisations. Jon and Amy have both led approaches to using technology in learning and built a community in which to share good practice.

The workshop will focus on innovative projects and enabling participants to recognise how to bring new ideas to their own setting.

The workshop will also look at what needs to happens next and what questions to consider to spark ideas and introduce innovations, and conclude with a Q and A session.

Learning Outcomes

  1. Sparking ideas and innovations amongst participants
  2. Forward thinking and planning
  3. Building a whole-organisation community of technology practitioners and mapping a whole organisation strategy

Jon Hofgartner
Director of Technology, Learning Resources and Progression Skills, Weston College

Amy Hollier
Director of Blended and Online Learning, Heart of Worcestershire College

ASCL President and CEO of Red Kite Learning Trust, Richard Sheriff will be in conversation with Sir Tim Brighouse, former Schools Commissioner for London, discussing the challenges facing education leaders and how we can collaborate to bring about change in the system.

ASCL General Secretary, Geoff Barton will be joined by a panel of practitioners and specialists to discuss the impact of the pandemic on students progressing to higher education and explore how post-18 transition could change in the future.

ASCL Premier Partner Lighthouse Financial Advice will be providing a pre-retirement session for members to help support them in their retirement planning.  The workshop will cover the following topics:

  • how your pensions, including the state and Teachers’ Pension Scheme, work, when you can take them and how much you can expect to receive
  • your options for accessing any additional pension savings, including from previous employers
  • ways you may be able to increase your income
  • tax considerations, including your tax-free lump sum
  • countering inflation: will your income keep its value in real terms?
The workshop will be presented by one of our fully trained financial advisers.

It is not uncommon for people to think about work-related issues during their free time, and for some, this can enhance mood and wellbeing. However, for others, thinking about work outside of work (called work-related rumination), is all-consuming, and work-related thoughts dominate much of their free time, preventing relaxation. Work-related rumination is associated with an increased risk of developing a number of negative health issues including anxiety, depression, fatigue, insomnia and even cardiovascular disease. However, we also know that people who successfully switch off and relax post-work, are more productive, creative, motivated and happy in their work, compared to those who cannot or do not.

The aim of this interactive workshop is to equip participants with skills and techniques they can utilise to help them unwind and switch off from work using ‘The Off Switch Triangle’. The session will explore four questions:

  1. Do people ruminate about work?
  2. Is rumination associated with health?
  3. How do we assess work-related rumination?
  4.  How can we stop ruminating about work?
Learning Outcomes
  1. Identify why it is important to unwind mentally from work outside of work.
  2. Identify what type of work-related thinker they are.
  3. Apply techniques and strategies to help them to unwind and switch off from work during their free time.

Professor Mark Cropley
Chartered Psychologist and Professor of Health Psychology, University of Surrey

Covid-19 has taught us much about education. There have been aspects of educational leadership that regrettably, had to be placed on the back burner and now need  regeneration. At the same time, the pandemic has allowed us to develop new approaches to build upon. The team will reflect on this, with a focus on teaching and learning, pastoral care and staff development, with a view to regenerating our schools

Learning Outcomes
Delegates will be able to

  1. Reflect on what was good before the pandemic.
  2. Reflect on the positives learnt form the pandemic.
  3. Consider how they can regenerate the educational provision in their schools and colleges.

Stephen Moore
Principal, Friends School

Graham Montgomery
Headmaster, Royal School Armagh

Gwyneth Evans
Principal, Cookstown High School

Robert Wilson
ASCL Regional Officer | Northern Ireland

Chair, School of Education, University of Swansea

Dr Alma Harris, FRSA, has held Professorial posts at the University of Warwick, Institute of Education, University College London, the University of Malaya, the University of Bath and latterly, the University of Swansea. She is internationally known for her research and writing on educational leadership and school improvement.

In 2009–2012, she was seconded to the Welsh Government as a senior policy adviser to assist with the process of system-wide reform. She co-led the Professional Learning Communities (PLC) programme with Dr. Michelle Jones, and also led on the development and implementation of a Master's qualification for all newly qualified teachers in Wales.

Since 2009, she has worked for the World Bank contributing to development and research programmes aimed at supporting schools in challenging contexts in Russia. Professor Harris is a Visiting Professor at the Moscow Higher School of Economics. Dr. Harris is Past President of the International Congress for School Effectiveness and School Improvement (ICSEI), which is an organisation dedicated to enhancing quality and equity in education. In January 2016, she received the ICSEI honorary lifetime award. She was appointed as an International Adviser to the First Minister (Scottish Government) in 2016.

Kevin Gilmartin, ASCL Post-16 and College Specialist, looks at the key policies influencing the sixth form phase of education. This exploration of what the future looks like for the school sixth form is covered in three sections:

  1. The short term: Summer exams, inspection and accountability
  2. The medium term: Funding, the changing university application process, level 3 curriculum review outcomes and post-Covid blended learning approaches
  3. The long term: Implications of the FE White Paper, post-level 3 curriculum review landscape, other crystal-ball gazing
Learning Outcomes
  1. Full updates of key policy issues affecting the sixth form phase of education
  2. An opportunity to reflect on how these issues might impact on their own sixth form
  3. Think strategically about the longer-term future for their sixth form curriculum planning, recruitment and funding.

Kevin Gilmartin
ASCL Post-16 and College Specialist

This session will explore how to foster a culture where teachers seek out professional development, not to fulfil a requirement or ‘to please Ofsted’, but because they genuinely want to continually improve their practice. Learn how to create an ethos where observation is welcomed – even craved – by teachers; where QA systems are seen as a valuable developmental opportunity and not a judgemental, anxiety-inducing process. Uncover an arsenal of immediately implementable, practical ways to enable the sharing of best practice across all classrooms and to promote an 'open-door, open-mind' culture across the school or college.

Learning Outcomes

  1. Establish a culture of positive, continuing improvement: help teachers want to continually improve their practice.
  2. Successful ways to promote an 'open-door' culture across the school or college: help teachers feel free to take risks.
  3. Ensure that observation is welcomed and sought out: overcome teachers' fear of being observed
  4. Help staff to see QA systems as developmental rather than judgemental.
  5. Immediately implementable, practical ways to enable the sharing of best practice across all classrooms.
  6. Make sure observation is used effectively across the school or college.
Isabella Wallace
Education author

HMCI Ofsted

Amanda Spielman has been Ofsted Chief Inspector since January 2017.

Between 2011 and 2016, Amanda was chair of Ofqual, the qualifications regulator. From 2005, she was a founding member of the leadership team at the academy chain Ark Schools, where she became Research and Policy Director and an education adviser to Ark, the education charity. She previously spent more than 15 years in strategy consulting, finance and investment at KPMG, Kleinwort Benson, Mercer Management Consulting and Nomura International.

She is a council member at Brunel University London and has previously served on the boards of a number of organisations including the Institute of Education, STEMNET and Wales Millennium Centre, and has been a governor of two schools.

This workshop will focus on leading, responding to and preparing for challenging leadership conversations through the lens of accountability, finance, and during and beyond Covid. This session is aimed at those new to or stepping up to senior leadership roles. 

The presenters for this session have all held senior business leadership roles within schools and academies, and within their current Policy Team roles at ASCL, support members with challenging situations. They will talk with first-hand experience about the strategies that have enabled them to deal with difficult conversations and challenging circumstances, and at the end of the presentation there will be an opportunity to ask questions.

Learning Outcomes
Delegates will:

  1. Explore the types of challenging conversations and decisions that school and college leaders are managing, along with an understanding some of the consequences.
  2. Discuss the challenges of leading through Covid-19 and some of the lesson learned.
  3. Take away advice and tips to support school and college leaders to prepare and respond to challenging situations, with supportive constructive conversations and better decision-making, underpinned by a focus on wellbeing.

Louise Hatswell
ASCL Conditions of Employment Specialist: Pay

Julia Harnden
ASCL Funding Specialist

Hayley Dunn
ASCL Business Leadership Specialist

As Director of Leadership and Development for Tower Hamlets Education Partnership (THEP), James has developed the innovative Insights: High-Performance Leadership Programme for Headteachers. Partnering with organisations such as Google, London Air Ambulance, The FA, and the London Fire Brigade, THEP are working with headteachers to capture the transferrable learning from these organisations and embed it within schools and colleges serving one of the most deprived and diverse areas of the country.

Instability and uncertainty are here to stay in the short to medium term. Research from the Harvard Business Review and McKinsey both highlight the importance of leaders adopting new approaches in this new world. In this session, James will explore how leaders in high-performing organisations are adapting and thriving in these uncertain times and identifying the skills and attributes that really make a difference.

Learning Outcomes

  1. Understand the current, wider leadership research and thinking
  2. Learn how other sectors and organisations are responding to this new, uncertain world
  3. Reflect and consider the transfer for school and college leaders within their contexts

James Heale
Executive Leadership Coach; Founder of Flywheel Learning, Director of Leadership and Development, Tower Hamlets Education Partnership and Strategic Lead for the School of PiXL Leadership


In 2015, changes were made to public sector pensions, including the Teachers’ Pension Scheme (TPS). The main impact was a move from Final Salary Benefits to a Career Average Revaluation (CARE) Scheme. Total protection was provided if, on 1 April 2012, you were within ten years of retirement; those close to this were cushioned by tapering. This was subsequently deemed discriminatory.

In February, HM Treasury outlined a remedy covering the period 1 April 2015 to 31 March 2022. This affects you if you were in the scheme on the 31 March 2012 and still in on 1 April 2015.

This session will explain how this remedy works, and how it affects you if you are in scope.

Learning Outcomes

  1. A reminder of how the scheme works
  2. The impact of the 2015 changes
  3. The impact of the remedy

Jacques Szemalikowski
ASCL Conditions of Employment Specialist: Pensions

Does your school or trust have the best board it could, the board it deserves? Good governance is built on the foundations of the right behaviours. Do all concerned – both professional leaders and volunteer governors and trustees – understand their roles, and the best way to exercise those? When considering your list of board members, does it translate into productive working relationships and effective meetings where conversations really get to the crux of the situation?

This session will examine what should be expected and consider a number of scenarios on how to work with your trustees or governors to realise those expectations.

Learning Outcomes

  1. Understand the three governance mindsets: generative, strategic and fiduciary, and how to keep these central to board business.
  2. Understand the five modes of board behaviour: support; stewardship; scrutiny; strategy and stretch; and how to set and manage expectations
  3. Understand how to encourage these mindsets and behaviours, and avoid some common pitfalls

Emma Knights OBE, Chief Executive
National Governance Association

In this workshop session we’ll be reflecting on how to tackle the challenge of disruption to learning across the range of year groups. How can schools fill gaps in children’s knowledge, boost their motivation and aspirations, and support them to recover, both academically and through pastoral provision?

Hosted by online tuition innovator MyTutor, the session will feature senior leaders from MyTutor partner schools, who will be sharing their schools’ ideas for regeneration in the 2021-22 academic year, including how they plan to support pupils to thrive in the future.

Learning Outcomes

  1. Explore whole-school strategies for addressing the issue of learning loss
  2. Strategies to support the most disadvantaged pupils with academic catch-up
  3. Identify strategies to help recover pupils’ motivation and aspirations

Richard Angus
Head of Education Partnerships, MyTutor

Amidst the many changes this year, it’s been hard to keep up with the latest developments from Ofsted. From autumn visits, to spring inspections, changes to operational notes, and remote inspections, it’s been a busy two terms for the inspectorate. ASCL Curriculum and Inspection SpecialistTom Middlehurst will give an overview of the past year, and look ahead to next term and a potential slow return to the Education Inspection Framework (EIF). This session will also include a summary of Ofsted’s findings on returning to schools and colleges in September, and on remote education. All discussions will be within the context of curriculum and the quality of education received by young people in the current context.

Learning Outcomes

  1. Summary of Ofsted March 2020 – March 2021 and what this means for the inspection timeline
  2. Key findings from Ofsted’s research reports
  3. A tentative look at the future and a return to the EIF.

Tom Middlehurst
ASCL Curriculum and Inspection Specialist

Executive Director of the Kofi Annan Foundation

Corinne Momal-Vanian is the Executive Director of the Foundation. Previously, she worked in various senior positions and a variety of countries for the United Nations, most recently as Director of Conference Management at the United Nations Office at Geneva (2015-2020) and Director of Information (2010-2015).

Corinne Momal-Vanian served as Special Assistant to Kofi Annan in 2005 and 2006, traveling with him to some 20 countries as he worked to resolve crises, defuse tensions, highlight the plight of communities and individuals suffering from discrimination and abuses, build international cooperation and strengthen support for development and justice. She worked for a total of six years in the Executive Office of the Secretary-General, after serving in two regional economic and social commissions of the United Nations.

Passionate about justice, gender equality, inclusion, innovation and learning, Corinne Momal-Vanian chaired the Steering Group of the International Gender Champions from 2016 to 2019 and was a co-organiser of the three editions of TEDxPlaceDesNations.

A French citizen, she holds a master’s degree in business administration from HEC Graduate School of Management, Paris and an advanced degree in international relations from the Institut Etudes Politiques (Sciences Po) - Paris. She recently completed an Executive Certificate in Management and Leadership at the MIT Sloan School of Management.

In this opening 45-minute panel discussion, the three Chairs of ASCL’s Leaders’ Networks will share how ASCL’s commitment to equality, diversity and inclusion (EDI) is offering a platform for those on the margins to be heard. During this session, Margaret Mulholland, ASCL SEND and Inclusion Specialist, will ask the panelists about the distinctive nature of their respective network groups – and what unites them. This session is open to anyone who is interested in EDI. 

Learning Outcomes

  1. Introduce members and raise awareness of the ASCL EDI Leaders’ Networks.
  2. Encourage new members and therefore increase take up.
  3. Share activity to date, highlighting how it meets the objectives of ASCL’s EDI plan.​

Evelyn Forde 
Chair, ASCL BAME Leaders’ Network

Richard Atterton
Chair, ASCL LGBT Leaders’ Network

Dr Nic Crossley
Chair, ASCL Women Leaders’ Network

We’ve heard a lot about the need for young people to ‘catch up’, and for a ‘catch up curriculum’ from now and into the summer. ASCL General Secretary Geoff Barton has rightly described the notion of ‘catch up’ as unhelpful and detrimental to the young people we’re trying to help.

In this session, ASCL Curriculum and Inspection Specialist Tom Middlehurst will suggest that the notion of catch up asks fundamental curriculum questions about what we want students to know and be able to do; how we plan for this and teach it; and how we know when we’ve been successful. He will consider different approaches to the notion of catchup, from a deficit model to one of curriculum entitlement and agency. The latest government policies on catch up, including plans for the summer, will be considered in this light.

Learning Outcomes

  1. Why the term ‘catch up’ is unhelpful, and how we can think about this issue differently.
  2. Key curriculum questions for schools and colleges this year.
  3. Update on latest curriculum policy.

Tom Middlehurst
ASCL Curriculum and Inspection Specialist


This session aims to support secondary school and college leaders to better understand and tackle online sexual harassment amongst teens. The session will update leaders on the latest research regarding young people and digital issues. This will include how new technologies are facilitating particular online harms, and how intersecting factors such as gender, class, and race impact on young people’s experiences online.
We will then explore how online harassment can be tackled through relationships and sex education (RSE) and supported by a whole-school approach. This will include signposting to various teaching materials and tools, including ‘digital defence’ strategies which help young people to navigate online spaces safely.

Our Online Sexual Harassment Policy and Guidance documents, which have been co-badged by ASCL, will be the underpinning framework for the session.

Learning Outcomes

  1. Gain insight into the issues young people are facing online
  2. Understand how these online harms can be addressed through rights-based RSE
  3. Understand how to effectively implement a whole-school approach to tackling online harassment

Amelia Jenkinson
CEO and Co-founder, School of Sexuality Education

Leading on from Covid-19, and following the disruption, innovation, effort, and isolation it has created, what are the leadership, team building and culture and behaviour challenges we now face? How do we now want/ need to lead our schools and communities on?

In this quick fire, energetic session, Peter Hall Jones will challenge your thinking and suggest a number of practical ideas to really move schools on, post-Covid.

Peter will focus on strategies for creating teams, culture and goals for our students, colleagues, and communities that honour the experiences and learning of the last 15 months and redirects energy to a better future.

Learning Outcomes

  1. How to lead and motivate teams and individuals post-Covid and return ‘to normal school’.
  2. How to unite teams and bubbles, shielders, in-school, home-based and set members now we’re back in school.
  3. How to avoid a dip or lull in energy and motivation, squabbles and the small stuff.
Peter Hall Jones
Innovator and strategist, and former primary headteacher

Schools and colleges play a key role in our communities; this has never been more evident than during the last year.

In this workshop we will look at the important role that schools and colleges have in supporting regeneration in the communities that they serve. Both in terms of their response to the pandemic and in meeting the longer-term and persistent challenges faced by the local people they serve.

Regeneration is about place. A place that is safe and allows people to flourish, and an exceptional educational experience is central to developing such a place.

During this workshop, delegates will be encouraged to not only focus on opportunities to drive change through the physical regeneration of the school estate, but also consider the potential to transform communities by improving the educational experience of its pupils and families.

We will consider how redevelopment projects can extend beyond changing the classroom environment and how, with imagination and freedom, the redevelopment of a school or college site can be the catalyst for regeneration of the surrounding area, creating employment opportunities and providing housing for those in need.

We will also explore how regeneration presents opportunities to embrace technology, creating environments fit to educate our children for the world they will live in. Delegates will be encouraged to consider the types of partnerships school and college leaders can create within the community to ensure that every pound invested is used to transform the lives of the people it serves.

Learning Outcomes
Delegates will:

  1. Gain an understanding of what regeneration is about.
  2. Explore how school-lead projects can be the catalyst for real change.
  3. Appreciate the importance of partnerships and understand how and why they can facilitate greater value from regeneration projects.

Stephen Matthew
Partner, Browne Jacobson

Dominic Swift
Partner, Browne Jacobson

Interim Chair, Ofqual, CEO, Tenax Schools Trust and Executive Headteacher, Bennett Memorial Diocesan School, Kent

Ian has worked in education since graduating from Cambridge University. He led a languages department and a sixth form before becoming headteacher of a large comprehensive in Kent. The school is 'outstanding' and a Teaching School and SCITT. Ian was president of ASCL 2013-14.

Ian now leads a MAT which includes free schools. He undertakes many consultancy and advisory roles for Ofsted, DfE and schools and trusts. He chaired a DfE review of Modern Languages in 2016, is a trustee of NFER, is a board member at Ofqual, and is the Department for Education advisor on RSE, modern languages and character education. He was awarded the CBE in 2017 for services to education.

Ian became the Interim Chair of Ofqual in January 2021.

Cambridge Nationals are vocational qualifications, equivalent to GCSEs, for 14 to 16-year-olds, and, recognised on performance tables (up to 2023), each qualification goes from Level 1 to 2. They provide an excellent foundation for progression to Cambridge Technicals and other Level 3 vocational qualifications as well as A Levels and apprenticeships.
The session will also provide information on the new Cambridge Single Strategy, where the University of Cambridge is bringing together its publishing and assessment operations to create a single organisation.
Learning Outcomes

  1. Discover the newly redeveloped suit of OCR Cambridge Nationals Qualifications.
  2. Explore the sample specifications and new resources for your teachers and learners.
  3. Learn about the new Cambridge Single Strategy and how this can impact your school, your teachers and your learners.

ASCL General Secretary, Geoff Barton will be joined by serving leaders from a variety of education settings to explore the policies that they would like to introduce if they were Secretary of State for Education. Joining Geoff will be three ASCL members, a trust CEO, the head of a 11-19 school and a School Business, Finance and Operations Director.

The latest Oxford Language Report: Bridging the Word Gap at Transition, reveals that 92% of teachers believe the word gap, where a child’s vocabulary is below age-related expectations, has widened as a result of the school closures (due to Covid-19). In addition, the report shares research into the challenges faced by students, and teachers, in terms of the vocabulary requirements in secondary school compared with primary school. In the context of this research, this workshop explores what actions senior leaders could take and the benefits those actions will bring to help address the scale and consequences of the word gap, with a particular focus on the transition between primary and secondary school. Visit to download the Oxford University Press word gap reports and resources to support vocabulary development.

Learning Outcomes

  1. Learn about the key findings from the latest Oxford Language Report 2020: Bridging the Word Gap at Transition.
  2. Discover what’s worked in relation to closing the word gap.
  3. Understand how senior leaders can implement effective measures to improve student outcomes.

Lionel Bolton
Head of Secondary, Oxford University Press

Helen Prince
English Adviser, CEO Chatterstars


Reflective practice can be a powerful model for supporting team members working in education. The facilitated space creates opportunities for both personal and professional development, improving wellbeing, culture and relationships with leadership, colleagues, pupils and parents. Reflective practice gives recognition of best practice, increased congruence relating to challenges, personal resonance and is a proactive method for learning, psycho-education and growth – for the individual and subsequently the organisation. An idea taken from other professions: how does it work, what can be learned by using this approach and what are the potential barriers for embedding this way of working in education?

Learning Outcomes

  1. Consider models of reflective practice and practical application
  2. Understand the impact of effective reflective practice in education including potential barriers
  3. Share ideas, case studies and feedback to help when considering embedding reflective practice into your organisation

Alexis Powell-Howard MA, System. Prac., BACP (Accred), TEDx Speaker
Managing Director, Fortis Therapy and Training

This is not a time for getting back to normal. It is not even time to develop an enhanced new normal. It is time to look to the future and recreate education as a universally designed system which will develop self-directed learners; provide access to digitally-based learning as a human right; transform assessment to be continuous, inclusive and responsive; and ensure that all students and teachers are equipped with online and outdoor pandemic-proof capabilities. All of this can and should occur within a universally designed system that becomes increasingly inclusive, responsive, agile and collaborative, with changes in government resource allocations that reflect this shift.

It is time to learn from last, and this year’s abnormal interruption to young people’s learning and move to an extraordinary future for all their education.

School and college leaders have a professional and moral responsibility to lead future improvements for schools and young people.

Learning Outcomes
Raising awareness of:

  1. Entitlement 
  2. Inclusion
  3. Equity

Jim Thewliss
General Secretary, School Leaders Scotland

Neil Shaw
Field Officer, School Leaders Scotland

Inspirational speakers will deliver The British Army’s lessons on Leadership, The Army Leadership code, and the values and standards that underpin leadership in the British Army – but are equally relevant to any team, in any organisation, whatever their size.
The Royal Military Academy Sandhurst Engagement Team will present this session and share good practice on this important topic.   We are NOT recruiters, and the session will not be delivered as such.

Delegates will learn what it means to be a good leader and how to create a resilient team based on mutual trust that can achieve any task.  We will give you the tools to have greater confidence in your abilities, to inspire you and your team to reach beyond your perceived limits and enable you to succeed as a leader in your own environment.

Learning Outcomes
Delegates will understand:

  1. The values of The British Army and why they are the embodiment of leadership.
  2. The seven leadership behaviours.
  3. The six different styles of leadership.  

Lt Col Russell Lewis
The Royal Military Academy Sandhurst Engagement Team

Understanding the seemingly complex relationship between an increasingly diverse range of SEND as well as students’ broader social, emotional mental health needs may have can be overwhelming for education professionals. Some of these needs may well have been amplified as a result of the Covid-19 pandemic.

This session will look at breaking down the complexity by identifying and understanding the universal needs that all students, including those with and without identified SEND may have. It will then introduce a simple framework to support the implementation of universal support that can gradually be embedded into everyday teaching practice for the benefit of all pupils.

Learning Outcomes

  1. An understanding of the universal difficulties all children and young people may experience.
  2. An introduction to a simple framework for recognising needs.
  3. An overview of broad support that can be put in place to benefit all pupils.

Dr Jamie Galpin
Education Office, nasen

By optimising the use of simple digital collaboration tools, improving policy, protocol and house style, we can create a more agile, adaptable and happier staff culture.

For most people there was a moment when live video-to-video stopped being a ‘nation’s novelty’ and became just another useful tool in the armoury. The education profession was ‘forced’ to adapt - but what if we could harness this remarkable ability for education to turn on a sixpence, and move further towards a wellbeing and efficiency-led communications culture?

Many schools and colleges say that other than video calls they rely exclusively on emails and folder sharing for collaboration, and don’t have a communications policy that refers to frequency, style, intensity, timing and type of digital communications that supports an approach to wellbeing.

In this session, you’ll reflect and plan around two areas within your own context:

  1. The FITTT Model: Frequency, Intensity, Time, Timing and Type (of communications) to support improvement in protocols for wellbeing and efficiency
  2. Use cases for simple tools that can rapidly improve wider collaboration, relationships and accountability
Learning Outcomes
  1. A contextual reflection and consolidation of your organisation’s habits, protocols and culture of staff-to-staff collaboration using digital tools.
  2. Tried and trusted tools and techniques for happier and more efficient communications.
  3. Three-point plan for fast implementation of a long-term culture - without writing lots of plans!

Rob Walden
Director, Real World Education


After a year of educating students remotely, we have learnt a lot about what works in different contexts, but many unknowns remain about what quality remote education looks like. What is clear is there is no magic bullet or one approach that will work for all students in all settings. In the words of the ‘80s pop legends, “it ain’t what you do, it’s the way that you do it – that’s what get results”. This interactive workshop will look at the findings from Ofsted’s guides on remote education, including important definitions and misconceptions; before asking three headteachers the three Bananarama questions:

  • What did you do? (such as processes, platforms, devices)?
  • How did you do it live vs recorded lessons, use of partners, student engagement, feedback and assessment)?
  • The results (what worked, what worked less well, monitoring progress, post-Covid keeps)?
Learning Outcomes
  1. Findings from the Ofsted reports into remote learning.
  2. Practical examples of remote education from ASCL members.
  3. What features of remote education might be kept post-Covid.

Tom Middlehurst
ASCL Curriculum and Inspection Specialist


The session will outline the experience of a large 11-18 secondary school as it embraced the ideas and ethos behind the ‘Curriculum for Wales’. The session will address the key drivers behind the change and the perceived benefits. It will outline the actions needed from school leaders as they drove and facilitated change, including how the school amended its staffing structures over time. The phased rollout of the new curriculum will be described, together with a discussion about how the changes impacted on pedagogy and were supported by a developing research culture at the school.  

The nature and organisation of the new curriculum will be outlined in detail and the session will discuss the perceived benefits to the changes, especially in the context of staff, parental and pupil views, together with the response of Estyn, the Welsh inspection body, when the school was inspected in 2018.

Learning Outcomes

  1. An appreciation of the benefits of an authentic curriculum.
  2. An understanding of the importance of empowering staff to drive change.
  3. An awareness of the benefits of a pupil-driven, research-informed approach to curriculum development.
Hugh Davies
Headteacher at Olchfa School and ASCL Cymru President

Matt Salmon
Deputy Headteacher at Olchfa School and ASCL Cymru Vice President 

A key question facing multi-academy trust (MAT) leaders is whether, where and how far to seek integration between member schools, particularly when new schools join the trust.

This session draws on 23 MAT case studies gathered as part of a larger mixed methods study (Greany, 2018; Greany and McGinity, forthcoming). It analyses the ways in which MAT leaders work to develop shared improvement practices across the schools in which they operate, revealing varying levels of standardisation, alignment, and autonomy across different aspects of practice (assessment, curriculum and pedagogy).

While some MAT leaders seek to standardise most areas of practice, others emphasise more organic or co-designed approaches to building shared norms and/or allow space for local contextualisation. Drawing on research into ‘mergers and acquisitions’ in organisational studies, Toby and Ruth will draw out wider implications and set out a typology of MAT approaches to improvement.

The session will conclude with small group and plenary discussion of the findings and implications for leaders.

Learning Outcomes

  1. Improved understanding of MAT approaches to improvement and integration of schools.
  2. Exploration of learning from mergers and acquisitions in other sectors and how this applies to MAT growth and development.
  3. Opportunity to discuss and consider implications for participant’s own leadership and trust.

Professor Toby Greany, University of Nottingham
Dr Ruth McGinity, UCL IOE


Never before has the role of headteacher been so important. During the global pandemic, headteachers have found themselves right at the centre of their local communities, leading them in a time of desperate need.

Despite the challenges of leadership, it is hard to imagine a job as fulfilling as headteacher. The potential is huge. Your influence over the lives of hundreds of teachers and thousands of youngsters is tremendous. It is more important than ever for excellent senior leaders to step up to headship.

This session will provide senior leaders with an insight into headship and an honest appraisal of the challenges and opportunities involved. The session will also cover all the things I wish someone had told me before taking up headship!

You will have the opportunity to reflect on your strengths and areas for development. The session will also consider ‘live’ leadership scenarios to help develop your own leadership skills.

Learning Outcomes
The session will cover:

  1. Leading in a time of crisis
  2. Applying for headship
  3. Leading in different contexts

Manny Botwe
Headteacher, Tytherington School

This session will take school and trust leaders on an exploration of the successes and challenges of governance in multi-academy trusts (MATs). The session will deliver a thought provoking and candid portrayal of some of the common shortcomings alongside the potential that lies within the power of governance in MATs when it is done well. Areas where there is room for the system to develop and mature will be signposted, drawing on NGA’s expertise and wide experience of working with MATs to consider how that might be achieved.   

Learning Outcomes

  1. Understand how skilled and knowledgeable governance can underpin and secure organisational identity and achieve outcomes for the trust, its schools and its pupils.
  2. Understand the part senior executive leaders need to play in ensuring trust governance works well.
  3. Sharing the ten issues which need to be addressed in practice to ensure trust governance works well.

Sam Henson
Director of Policy and Information, National Governance Association and Trustee of the Arthur Terry Learning Partnership

We are coming (hopefully) to the end of successive periods of experimentation on schooling that, if planned, would have never passed an ethics committee. What light can different theories shed on what we all missed when working in enforced isolation, and why?

Expect to see your schools and colleges through lenses you might not have realised existed; take a bird’s eye view through the viewfinder of happiness, business, agriculture, spiritual and wellbeing research.

This is not a session on micro-strategies on how to improve wellbeing, or maths outcomes for disadvantaged pupils. This is a session where you will scale the walls of your schools and colleges and consider how holistic thinking can bring strength to your re-converging school or college community.

Contribute to nascent research that explores what makes a school a school.

Learning Outcomes

  • Theories outside of education and what they can tell us about our schools and colleges - casting a wider net.
  • Blindspots and forgotten corners of the school day - are we taking every opportunity?
  • Holistic leadership - what it’s all about and why it matters.

Rebecca Leek
Director of Strategy, Asset Education

Develop a toolkit of resilience to be authentic, proactive and creative
Resilience in the world of education has never been more important, dealing with extreme uncertainty with many people taking responsibility to lead through this pandemic. This workshop will attempt to redefine organisation resilience as being about strengthening future performance rather than just coping better as we look to regenerate.

Learning the components of resilience will help your organisation  be stronger, and more robust and agile, helping to create a value-based systems approach which 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, the components of resilience as set out in the globally validated framework, “Resilience at Work” (R@W)R. It will also help to ensure there is a culture of noticing the good and mutual support.

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

Learning Outcomes

  • Identify the different components of resilience at work for organisations and teams
  • To explore how a value-based, systems and collective mutual approach will strengthen organisations.
  • To share and explore your thoughts and ideas.

Steve Playford
Leadership and Wellbeing Consultant

Shadow Secretary of State for Education

Kate Green is the Labour MP for Stretford and Urmston, and has been an MP continuously since 6 May 2010. She currently undertakes the role of Shadow Secretary of State for Education.

At our annual conference last year, we launched a call for evidence for ASCL’s new Blueprint for a Fairer Education System. The Blueprint aims to explore why disadvantaged children and young people fare much less well in the English education system than their more advantaged peers – a long-standing problem which has only been exacerbated by the pandemic – and what could be done to change that.

The call for evidence asked, in a society committed to social equity:  

  1. What and how should children and young people be taught?
  2. How should teachers and leaders be identified, developed and supported?
  3. How should the education system be structured?
  4. How should the education system be funded?
  5. How should we judge if the system is doing what we want it to?
We will publish the Blueprint in the summer term. We would like to invite delegates to join us for a workshop to explore how this work has progressed, the key emerging themes, and some potential recommendations for policymakers, governors and leaders.

Learning Outcomes
  1. Find out more about what we hope will be an important and influential piece of policy work.
  2. Contribute to our developing thinking.
  3. Help to shape the way our education works for our most disadvantaged children and young people.

Julie McCulloch
ASCL Director of Policy

Pepe Di'lasio
Vice President 2020-21 and Headteacher, Wales High School

In this 30-minute taster session, delegates are offered the opportunity to join one of the three leaders’ network groups in order to learn more about their work so far in promoting diversity and interested in structural change across the system. Delegates may choose from one of the following: BAME, LGBT, or Women. This session will be of particular benefit to those looking for a supportive network which best represents their interests.

Learning Outcomes

  1. Introduce members and raise awareness of the ASCL EDI Leaders’ Networks.
  2. Encourage new members and therefore increase take up.
  3. Share activity to date, highlighting how it meets the objectives of ASCL’s EDI plan.

Evelyn Forde 
Chair, ASCL BAME Leaders’ Network

Richard Atterton
Chair, ASCL LGBT Leaders’ Network

Dr Nic Crossley
Chair, ASCL Women Leaders’ Network

Sinead Mc Brearty will share learning from the education workforce, both in terms of recurring themes from the frontline and insight into what we know works in schools and colleges. She will offer a perspective on what is most important for school and college leaders to consider in 2021.

Learning Outcomes  

  1. An understanding of what has worked well during the Covid pandemic.
  2. Explore what best supports wellbeing in schools and colleges.
  3. Identify what leaders can do to protect their own wellbeing  

Sinead McBrearty
CEO at Education Support

An exploration of the role of the Deputy Head and their part in contributing to strategic school improvement, sharing experiences of how school improvement must permeate through all your thinking and decision making.
Participants will discuss how an effective partnership with the Headteacher requires key qualities that must be developed over time and balancing these against your own vision.  

The session will also explore: 

  • how working with a range of leaders helps to develop a cohesive approach to school improvement
  • how to build effective relationships and communications with key stakeholders, including governors
  • ways to support and promote your personal development, finding time to put your own wellbeing and professional development at the heart of your leadership

Learning Outcomes
  1. Understand the role of the deputy in driving strategic school improvement. 
  2. Using teams to support curriculum development.
  3. Managing your professional development and wellbeing.
Gurpall Badesha
Deputy Head, Crofton School

As we await the detailed subject guidance on awarding grades this summer from the exam boards, ASCL Curriculum and Inspection Specialist Tom Middlehurst gives an overview of this year’s approach and how ASCL members are already approaching the challenge. In this session, Tom will briefly cover:

  • the core principles that will help make this summer a success
  • potential risks including grade inflation, unstandardised results, lack of public confidence, and the appeals process
  • how these risks might be mitigated at both system and centre level
While there was never going to be a perfect solution to replacing exams, and unlikely to be consensus across all school and college leaders and teachers, Tom will take an optimistic position that this is a workable solution, and, crucially, one that will allow young people to gain the qualifications they need to progress. This session will also include some practical examples of how ASCL members are already approaching the leadership of grading this summer.

Learning Outcomes
  1. Overview of the proposals, and of the principles that should underpin this year’s process.
  2. Understanding of where there are still risks to the process and how these can be mitigated.
  3. Practical examples of what schools and colleges are currently doing to prepare.

Tom Middlehurst
ASCL Curriculum and Inspection Specialist


This session will focus on transition between Year 6 primary pupils as they move to Year 7 and why this year group is arguably more important than any other to establish effective procedures. The session will examine the effects of lost learning and the impact of long-term remote learning on primary school pupils, with a focus on the skills they need in English and maths as they move from Key Stage 2 to Key Stage 3.

The session will also introduce ‘SixintoSeven’, a child-centred transition platform by ASCL in partnership with AskEddi using a set of judgements in English and maths by school leaders for school leaders.

Learning Outcomes

  1. Explore recent key research data on the impact of remote education on learning in primary school pupils
  2. Understanding of an effective transition
  3. Identify SixintoSeven as one solution to enable school leaders to easily manage this process

Tiffnie Harris
ASCL Primary Specialist

Our workshop will reveal how ASCL Premier Partner InVentry helps schools and colleges in all aspects; from sign-in solutions, asset management, and club organisation. We will also show how the new health features we’ve developed in response to Covid-19, enables schools and colleges to offer a Covid-secure environment.  

Learning Outcomes

  1. Inform participants of the uses of InVentry    
  2. Help schools and colleges understand how to return safely after the Covid-19 pandemic    
  3. Answer any questions about InVentry

George Mulligan
Senior Account Manager, InVentry

A review of the evidence base that has been used to develop the new NPQs and the progression from the Early Career Framework into the NPQs. The session will also look at the following:

  • How the NPQs at Senior Leadership, Headship and Executive Leadership have been developed from the new Headteachers’ Standards.
  • An examination of the main elements of the domain specific content areas of the new NPQs.
  • The potential use of the new NPQs to support an individual teacher’s career progression.
  • The assessment process for the new NPQs.      
Learning Outcomes
  1. An understanding of the evidence base used to develop the new NPQs
  2. A knowledge of the structure and major content of the new NPQs
  3. An understanding of potential career progression routes using the new NPQs.

Malcolm Trobe
Member of the DfE Expert Group on NPQs

The absolute bedrock of successful MAT growth is the investment in and development of staff, both teaching and non-teaching. Sajid Gulzar will reflect on his trust’s strategy for talent management from the start and how it has enabled them to grow leaders who are both effective and values-driven. The session will also explore how diversity of thinking, knowledge and outlook has enabled them to meet the challenges posed by an ever-changing landscape.

Delegates will explore the idea of creating a culture and infrastructure that enables the non-teaching (business) voice to gain prominence and influence, and ultimately ensure that the quality of education is improved as a result. Sajid will also talk about the effectiveness of this approach in ensuring high levels of staff retention, especially of leaders and its overall impact on sustainable school improvement.

Learning Outcomes

  1. Create an infrastructure and culture where the non-teaching experts voice is heard and acted upon – diversity in thinking avoids groupthink.
  2. Psychological safety resulting from a positive culture and effective relationships will lead to very honest (no matter how difficult) feedback (especially with regard to personal attributes and the impact on others).
  3. Create and establish clear pathways for staff development.

Sajid Gulzar
Executive Head and CEO, Prince Albert Academy Trust

If an education system focuses solely on the lowest performing schools and the higher performing schools are left to drift, there is a risk they may begin to move aimlessly downwards. The Growing the Top programme provides opportunities for top-performing schools in the Challenge Partners Network of Excellence to work together, push boundaries and drive their schools - and the education system - to become world class.

Growing the Top brings successful schools together in a unique programme of facilitated trio visits and termly events with input from colleagues in the corporate world, the private and international education sector and research. This session will unpack why our pilot evaluation of the programme  was so successful in catalysing continuous improvement in already effective schools.

Participants have reported that the programme was an innovative approach towards providing fresh challenge to established practice and driving continuous improvement in ‘stand out schools’ by focusing on areas of systemic excellence and, more importantly, systemic challenge.

Learning Outcomes

  1. Understand the programme’s principles and design process.
  2. Identify the factors that have ensured its success.
  3. Explore how programme evaluator Professor Peter Matthews at the UCL Institute of Education shines a light on the vital question of how some schools sustain their excellence, despite changes of leadership over time.

Dame Sue John
Executive Director, Challenge Partners

Dr Josie Valentine
CEO, Danes Educational Trust

Michael will consider the wider contextual themes that all executive leaders – including CEOs of academy trusts – will need to be aware of and build into their strategies as we emerge from the pandemic. Michael will consider whose role is strategy, look at how the board and the CEO work together over the coming months, and how wider organisational strategy is embedded in a context where top-down accountability is also likely to re-emerge.

Michael will consider the important themes that all CEOs will have on their agenda in the new era, including:

  • pure accountability (the expectation that organisations are more accountable to the public, not simply to government)
  • being an employer of choice and changing employee expectations
  • the influence of digital technology on work and learning
  • organisational sustainability (including environmental sustainability)
Learning Outcomes
  1. Re-consider the role of CEO, not simply as educational leaders of trusts, but as leaders of organisations serving communities in a period of disruption.
  2. Understand the CEO and board relationship, particularly around strategy development, drawing on leading thinkers including Martin, Dunne and Treves
  3. Giving CEOs, executive leaders, and headteachers a sense of clarity around emerging cross-sector themes that will influence organisational leadership post-pandemic(such as remote working and flexible working, environmental sustainability, pure accountability to communities and staff

Michael Pain
Barrister at Law, Founder, Forum Strategy

In this session, Chair of the Headteachers’ Standards Review Group Malcolm Trobe will provide a review of the international evidence about leadership standards in schools and the use of leadership standards in other professions. He will demonstrate how this research influenced the development of the 2020 Headteachers’ Standards which places ethics and professional conduct at their core, and how the domain-specific nature of the knowledge and experiences necessary to be an effective school or college leader were important in framing these standards.

Participants will also examine the intended uses of the Headteachers’ Standards and how they have influenced the development of the new leadership NPQs.

The session will also provide indications of the way in which the standards can be used in the performance management of non-Headteacher leadership posts in individual schools and across multi-school groups.  

Learning Outcomes

  1. A sound understanding of the new Headteacher Standards
  2. How the Headteacher Standards can be used in Headteacher Performance Management
  3. How the Headteacher Standards can be used in the performance management of non-headteacher leadership positions in schools and across multi-academy trusts

Malcolm Trobe
Chair, Headteacher Standards Review Group

Group Director of Assessment Research and Development, Cambridge Assessment

Tim Oates CBE joined Cambridge Assessment in May 2006 to spearhead the rapidly growing Assessment Research and Development division. He was previously at the Qualifications and Curriculum Agency, where he had been Head of Research and Statistics for most of the last decade.

Work included advising on a pan-European 8-level qualifications framework. He has advised the UK Government for many years on both practical matters and assessment policy.

He started his career as a research officer at the University of Surrey. He moved to the FE Staff College in 1987 where he helped run the Work-Based Learning project. London University's Institute of Education then appointed him as NCVQ Research Fellow. In 1993 he joined one of the QCA's predecessor bodies, the National Council for Vocational Qualifications, as Head of GNVQ Research and Development. Promotion to Director of Research followed two years later.

Tim was awarded CBE in the 2015 New Year's Honours for services to education.

This session will be for members thinking of retiring in the not-too-distant future. There will be an opportunity to discuss what ‘moving on’ might feel like, and what practical issues need to be addressed. These could include process, timing, and finance, but perhaps more importantly, what post-retirement life will look like. A balance of activities, whether work-related, volunteering, social or health needs should be considered.

Members wishing to remain connected to and informed about education can benefit from becoming Associate members of ASCL. This will provide access to resources on the website, Leader and the Associates’ newsletter together with access to pensions advice. There are also opportunities to join social events and support others.

Learning Outcomes
Members attending the session will:

  1. understand the benefits of ASCL Associates membership
  2. develop a deeper consideration of planning for the future
  3. explore the individual implications of life in retirement

Ann Mullins
Chair, ASCL Associates Committee

Peter Crowe
ASCL Associate and Local Representative

ASCL President and CEO of Red Kite Learning Trust, Richard Sheriff will be in conversation with Richard Gill, Chair of the Teaching Schools Council and CEO of the Arthur Terry Learning Partnership discussing the role of teaching schools and what the future holds.

Education adviser, writer and speaker

Mary trained as an RE teacher and has also taught English, history, maths and Latin. A former local authority adviser and inspector, she works in schools talking to pupils, teachers and leaders about learning, leadership and the curriculum. She maintains that there are no quick fixes and that great outcomes for pupils are not achieved through tick boxes.

Creative Diversity Director

June Sarpong OBE is an established TV Presenter and author and a champion of diversity and inclusion. As well as spending over 20 years hosting a variety of television shows and interviewing a host of famous names, June has also been an ambassador for the Princes Trust and is the co-founder of the WIE Network (Women: Inspiration & Enterprise). She campaigns on a variety of diversity and inclusion issues including diversity in the media and other workplaces.

June is also an author of two award winning books; ‘Diversify: Six Degrees of Integration’ and The Power of Women. She now leads on creative diversity for a national broadcaster.

Main sponsor