Conference sessions

As Head of Teacher Professional Development at InnerDrive, Claire specialises in helping schools and colleges develop their evidence-informed practice. Her main area of focus is on cognitive science, teacher development and maximising CPD within schools.

Claire was an Assistant Head in charge of teaching and learning and holds a Masters in Teaching and Learning from the Institute of Education. She is the co-author of the book ‘Creativity for Teachers:  A Cognitive Science Approach’.

Stephen Bailey is Deputy Head Academic at Queen’s College, London. Stephen has worked in the state and independent sector, in academically selective and mainstream settings. Prior to teaching he had extensive pastoral experience in education which informs his thinking around Character Education and human flourishing. Stephen holds degrees in Law, Theology and an MSc in Learning and Teaching.

Dr Jon Beale is a researcher and educator whose work focuses on promoting human flourishing in education and the workplace. He is a Research Affiliate at the Human Flourishing Program at Harvard University and previously held research positions at the University of Oxford and Eton College. He taught philosophy for a decade at university and school level, including at Sevenoaks School.

Jon co-leads the Human Flourishing Program’s Flourishing Network with Professor Matthew Lee and Dr. Christina Hinton. He is a performance and well-being coach for the Flow Research Collective and the Center for Human Potential. He co-hosts Flourish FM: a podcast for the good life, sponsored by the Human Flourishing Program and the University of Oxford’s Department of Education.

Bradley Busch is a Chartered Psychologist and Director at InnerDrive. He is one of the world’s leading experts at how schools can translate cognitive psychology research to improve learning.

Bradley is the co-author of the international best-selling books, ‘The Science of Learning: 99 Studies Every Teacher Needs to Know’ and ‘Teaching and Learning Illuminated: Big Ideas, Beautifully Illustrated’. He has worked with hundreds of schools, both with staff and students. Outside of education, he has worked with Premier League footballers as well as, Olympians and Paralympians who have medalled at London 2012, Rio 2016 and Tokyo 2020.

Victoria is Lead Researcher at the Chartered College of Teaching. In collaboration with colleagues at IOE, UCL’s Faculty of Education and Society, Victoria is currently managing the scoping phase of an EEF-funded project on the impact of offsite Planning, Preparation and Assessment (PPA) on teacher retention.

Prior to joining the College, Victoria worked as a Research Associate at the Faculty of Education, University of Cambridge for 5 years on two international dialogue-based research projects. She is a trained geography teacher and her research interests include cultural literacy and technology-mediated dialogue.

Karen is a passionate Geographer and pastoral educator with over 30 years experience in education.

She works as a consultant for Discover the World Education delivering high quality accredited CPD both nationally and internationally, including collaborating with the Geographical Association to produce quality CPD and resources for both students and teachers in the geography classroom. Her specific interests lie in providing invaluable and quality experiences and opportunities for students outside of the classroom, and sharing up to date teaching expertise and strategies to support teachers in an ever changing world. You can find out more about Karen and Discover the World Education on LinkedIn.

Dr Paul Davies is Deputy Head Pedagogy and Learning at Queen’s College London where he is the Chartered College of Teaching Research Champion. Paul has taught Biology in various London schools for over 20 years and also spent six years as a Senior Lecturer at UCL Institute of Education, where he now holds an honorary position. Still a researcher, Paul’s interests include teacher development, cognitive development and the use of EdTech in teaching and learning.

Cat is a social entrepreneur leading the EduSpots network, a UK and Ghana registered charity igniting future-ready education through community leadership. With 12 years of teaching experience, and a particular interest in active citizenship, education, Cat was selected as a 2021 Global Teacher Prize finalist and is a 2025 UNESCO Youth for Peace fellow.

Russell Dean is Artistic Director of Strangeface. He makes masks, puppets and theatre. Recent show work includes The Hit, a Wellcome Trust funded exploration of cognitive dissonance, Eli and the Golem, and creating puppets for The Sex Life of Puppets with Blind Summit. Aside from making masks and puppets for schools and colleges, he is currently creating a full mask show, Turf, for the National Puppet Theatre of Latvia.

Joanna Hughes is Group Director of EdTech at Berkhamsted Schools Group. Previously she was the Assistant Head in charge of Teaching and Learning, leading on digital innovation.

She has a keen interest in sharing evidence informed practice and has led on several Teach Meets, as well as writing for her blog, ‘This Teacher Blogs‘ which shares reflections on educational research, teaching and learning. Jo has recently spoken at BETT on smartphone policy changes for UK schools; exploring how we can better support students by transitioning away from smartphones in childhood and fostering healthier digital habits, and for Edpuzzle on how PedTech can be used to support reading comprehension.

Martin Robinson FRSA: Author, Speaker, Consultant, Teacher.

Martin is the author of Curriculum Revolutions: A practical guide to enhancing what you teach (2022), Curriculum: Athena vs the Machine (2019), Trivium 21c: Preparing young people for the future with lessons from the past (2013) and Trivium in Practice (2016)

Martin’s work derives from the great Liberal Arts tradition, where culture and curriculum meet to provide an education for the common good and individual growth. Whatever that may mean. It is this ‘conversation’ that forms the backdrop for his work. What is a great education, how do we know, and how could we even begin to put it into practice?

Martin has worked with a number of schools and other institutions and has spoken at a number of events and conferences both in the UK and abroad. He is a former teacher, head of department, head of faculty and member of SLT.

Chris Taylor is the Deputy Head Academic at Sevenoaks School. He has been a teacher for 26 years, and in his career he has been a Deputy Head of Sixth Form, a Head of Higher Education and a Head of Department before becoming Academic Deputy here in 2021.

John Thomas is Head of Mathematics and Teaching and Learning Lead at a selective secondary school. He is currently completing a Doctorate in Education researching mathematics anxiety, resilience and the role of professional learning in shaping classroom practice. John began teaching in 1991 after graduating in Mathematics. Over the past three decades he has taught in selective and non-selective schools as well as further education and has held leadership posts including Equal Opportunities Coordinator, Head of Department and Vice-Principal. His broad experience of classroom teaching and school leadership underpins his current focus on responsive teaching and professional learning. He is particularly interested in how teachers can support students to overcome barriers such as maths anxiety while developing resilience and confidence in their learning.

Ruth is a Lecturer in Education Studies at University of Glasgow. Since qualifying as a teacher in 2004, she has held teaching, leadership, and advisory roles in primary education in the UK and internationally. Ruth’s current projects include sole authorship of a book, ‘Socio-materialism and the Study of Classroom Practices’ for the Bloomsbury series, ‘Social Theory and Methodology in Education Research’ and co-editing the ‘BERA Guide to Place-Responsive Pedagogy in Outdoor Learning’. She is part of the organising committee for the annual Oxford Ethnography and Education Conference and a member of the International Teacher Education Research Collective (ITERC).

Dr Sirja van Zyl is a Clinical Psychologist with over 20 years’ experience of working with children and young people. She has a special interest in the assessment of autism and ADHD. Sirja has worked in NHS mental health services as well as private hospitals. She has previously held the position of Pathway Lead in an NHS neurodevelopmental service and is now the Joint Director of Kent Psychologist, an independent Clinical Psychology Practice.

Sirja is passionate about creating a positive future for neurodivergent children and young people. She regularly provides training to health care professionals, schools and parents and is currently developing a programme for supporting neurodivergent students through transitions.

Sam Webster is Deputy Head (Innovation) at Caterham School, leading on classroom innovation with a focus on interdisciplinary curriculum design and the use of emerging technologies, including AI. She played a key role in developing EDGE, Caterham’s curriculum centred on critical thinking, ethical leadership, oracy, and real-world problem solving. The school was recently shortlisted for the TES Best Use of Technology award for its work on RileyBot, a teaching and learning assistant, and the EDGE programme.

Sam is a regular contributor to national educational dialogue and recently spoke at the Learning Skills Trust’s Critical Thinking Forum at Eton College. Her work aims to ensure education remains relevant, rigorous, and inspiring for the next generation.