The Team

Zena Martin - Inclusive Learning North

Zena Martin

BA (Hons), PGCE, NPQH, PG Cert (SpLD)
Educational Consultant and Director
Inclusive Learning North

As Director of Inclusive Learning North, Zena seeks to bring to it the best research, practice, resources and expertise in both SEND and wider aspects of inclusion, from around the UK and beyond.

Zena’s recent projects include the development of ILOP and the New2SENCO course, along with partnerships with TSAs and school clusters. She presented as a keynote speaker at the 2018 Westminster SEND Briefing and leads training for British and International Schools in Dubai. She is an associate with #TeamADL. She was Editor in Chief of the magazine ‘Inclusion in Focus’ and part of the editorial team for ‘Early Years Legal’.

Zena also works as an associate SENCO and consultant to primary schools in the north, utilising her experience in both inclusion leadership and SpLD expertise. She is an associate lecturer with Edge Hill University and, previously, Manchester Metropolitan University. She tutors on, and reviews, the National SENCO Award, as well as the Postgraduate Certificate in Inclusion and SEN.

Zena’s extensive knowledge and experience enable her to maintain a perceptive working understanding of what schools require to meet the needs of all pupils. Equally, her relationships with schools allows her to knit together best practice for the benefit of all.

Zena has previously been involved in an EU project in Malta, training junior and kindergarten teachers in literacy and differentiation, and worked with an International School in Sweden. She has delivered training courses throughout the UK on a range of subjects in inclusion and SEND. Previously, Zena worked as a SENCO, Inclusion Manager and Deputy Head Teacher. During this time, she gained specialist teaching skills, in addition to the NPQH. Her primary school teaching experience was in Manchester, Rochdale and Salford.

When Zena is not working, she can usually be found sailing her dinghy at racing events!

Jayne Worrall

Jayne Worrall

SEMH Consultant

Jayne has considerable experience in managing and supporting children with social, emotional and mental health difficulties and has provided support and advice to schools within Warrington Local Authority as an SEMH Lead Teacher. She has also been part of a team of reviewers for Peer-to-Peer Reviews of whole school SEND; chaired her local SENCo cluster; served on EHCP Provision & Placement panels and supported ‘new to role’ SENCos within the LA.

Additionally, Jayne has spent over 10 years as a SENCo, leading inclusion at her last school to Inclusion Quality Mark (IQM), Flagship status, in 2020. The 3-year project for IQM enabled Jayne to work with Zena Martin and Wendy Lee (Lingo Speech) to develop Speech, Language and Oracy throughout the school. This led to Jayne being invited to speak about the journey and impact of the project at the University of Bath’s inaugural Developmental Language Delay (DLD) Parents Conference in October 2019.

Jayne has been a primary school teacher, in Cheshire and Warrington, for over 25 years – the latter 12 years fulfilling her passion for teaching and supporting children with additional needs. She has worked in both a specialist school for children with autism and a Designated Provision class within a mainstream school.

Prior to attaining her PGCE in 1993, Jayne was an Induction and basic skills tutor for adults.

In her spare time, Jayne is a Governor of a specialist school for young people with social, emotional and mental health needs and a trustee and volunteer for the Children’s Adventure Farm Trust (CAFT) charity. With a strong creative drive, Jayne can often be found with a paintbrush or crochet hook in hand or alternatively engrossed in her latest good book!

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Cole Andrew

Cole Andrew

Leadership Consultant
Inclusive Learning North

Cole has 30 years of positive testimony and outcomes as a teacher leader, including Headships in the Southeast and Northwest of England. His ethos has a strong background in child development approaches to curriculum planning, assessment, and inclusive classroom pedagogy. Hence, he promotes the Inclusive Learning North values through his skills in coaching teachers in leading strategy that improves inclusive practice and therefore sustains long term impact on outcomes for all pupils.

Cole has a wide experience in school advisory work through his secondment to the Inclusion and Achievement Team for Kent County Council and through Local Authority funded special schools outreach services. He has worked with settings across the UK and with international schools including Chairperson of a MAT in the North of England and experience of school improvement and inspection work.

Cole’s recent projects include research development with Cumbria University, coaching senior leadership teams with supporting positive mental health and accountability, reviewing, and developing strategic leadership of SEND practice in Multi-academy Trust groups, Secondary, Primary, Early Years, Special and Local Authority settings.

As a Head teacher in an Inclusive mainstream setting in Kent and then an all-age special school in the Northwest, Cole realised the significance of prioritising self-development, wellbeing and leadership skills with equal import and impact on outcomes. As a result, he founded Vigeo Partners concept in 2017 to upskill leaders/managers in sustaining positive mental health and outstanding outcomes / productivity. ‘Vigeo – to thrive and be productive in life.’ This is now very much part of the mission here at ILN, advocating for both pupil and staff to achieve the best in themselves as they work together.

Cole now partners with Zena, Steve and the ILN team, bringing all his experience to the current and future development of our vision and mission.

Steve Martin

Business Manager and Director
Inclusive Learning North

As Director of Inclusive Learning North, Steve understands the pressures and needs of the teaching workforce and endeavours to provide outstanding support and a welcoming environment for all our delegates.

After a career in the construction industry, Steve took a very different move into the education sector to expand Inclusive Learning North, strengthening it to what it has become now. Although the marketing, planning, finance and website development takes up much of his time, he has always prioritised the needs of delegates and schools, valuing the strong relationships we have built.

In addition to his work with Inclusive Learning North, Steve also carries out ecological surveys and consultancy work in and around the West Pennine Moors.

Julia Page

Julia Page

Business Support Administrator
Admin Anywhere

Julia provides excellent virtual administrative support to Inclusive Learning North, assisting delegates with bookings, invoicing and ILOP logins.

Julia set up her business in 2012 after gathering over 30 years of admin expertise from a wide range of very busy office environments. She believes that the key to being a successful Virtual Assistant or Virtual PA is all about being flexible and approachable, and most importantly… being there when clients need her.

Julia took voluntary redundancy from Lancashire County Council in 2011, after 9 years managing and organising a very busy office that supported the business needs of over 30 professional education consultants; supporting the government’s National Literacy and Numeracy Strategies.  Previously to that she was project administrator for a local college handling the admin for a European Social Funded training programme; before that she worked in the head offices for several retail and utility businesses since leaving school in 1982.

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Mission Statement

INCLUSIVE LEARNING NORTH – MISSION STATEMENT

Inclusion Forums and associated courses seek to develop the quality and impact of provision that is additional to or different from that which is otherwise available for pupils with special educational needs and disability, and other groups of pupils at risk of underachievement and marginalisation. Moreover, they seek to improve and develop the Quality First Teaching (QFT) that such pupils will experience. The vision follows Florian’s (2007, p.15) call for re-imagining how we think about provision for pupils with SEND.    

‘It is the process of providing something “additional to” or “different from” that which is “otherwise available” in school that defines special educational provision. The task is not to defend what is “special” about this kind of provision but to challenge complacency about what is not “otherwise available”‘. (Florian, 2007).

“…as many as half of all pupils identified for School Action would not be identified as having special educational needs if schools focused on improving teaching and learning for all, with individual goals for improvement.”  (Ofsted SEN Review 2010 pg. 5).

‘… inclusion is concerned with all children and young people in schools; it is focused on presence, participation and achievement; inclusion and exclusion are linked together such that inclusion involves the active combating of exclusion; and inclusion is seen as a never-ending process. Thus an inclusive school is one that is on the move, rather than one that has reached a perfect state.’ (Ainscow et al., 2006).

REFERENCES

Ainscow, M., Booth, T., Dyson, A. (2006) Improving Schools, Developing Inclusion.Routledge.

Florian, L. (2007) ‘Re-imagining special education.’ In L. Florian (ed.) The Sage Handbook of Special Education. London: Sage.