- (Chair) Unity Howard, Director, New Schools Network
- Kiran Gill, Founder & Associate Fellow, The Difference and Institute of Public Policy Research
- Sarah Dove, President, PRUsAP
- Emily Carr, Headteacher, Bishopton PRU
- Janice Cahill, Headteacher, Pendlebury Centre PRU
- Jane Nolan, Director of Primary and SEND, Orminston South Parade Academy
- Cath Kitchen, Headteacher, Hospital and Outreach Education
- Joanne Meredith, Alternative Provision Quality Manager, Tutors Trust
- Ben Mallinson, Principal, Pendlebury Centre PRU in Stockport
- Karen Hamer, Services to Schools Manager, Salford Local Authority
- Sheila Arnott, Alternative Provision Consultant, Salford Local Authority
- Sue Johnson, Virtual School Head and Head of Inclusion, Salford Local Authority
- Matthew Hillman, Headteacher, Pears Family School
- Stephen Taylor, Founder, The Family School
- Dr Florence Ruby, Research and Evaluation Manager, Nurtureuk
- Amy Smith, Managing Director, Apricot Online
On average, 40 children are excluded every day
in England alone. 78% of pupils who are permanently excluded either have special educational needs, are classified as in need or are eligible for free school meals. In response, the Government has committed to transforming alternative provision by cracking down on off-rolling and increasing the accountability of schools for excluded students.
Westminster Insight’s timely Alternative Provision Conference
will feature contributions from trailblazers as they explore how to effectively manage behaviour and improve outcomes for children with complex mental, emotional and medical needs
as well as spend funding creatively to maximise the impact of provisions and outcomes of vulnerable learners.
You will hear from successful applicants to the Alternative Provision Innovation Fund (APIF), award-winning education practitioners
and leading industry experts in delivering a wide range of interventions.
Attend this conference to network with innovators showcasing best practice in commissioning alternative provision, improving academic and pastoral progress,
and increasing transitions from AP to mainstream settings
and post-16 training and education.