Every Child Thriving: SEMH, Inclusion and Effective Cultures of Belonging
June 1, 2026, 08.30 to 15:15
William Henry Smith School, Brighouse, HD6 3JW
Join us for our annual Conference on SEMH, inclusion and belonging, exploring emotionally available schools, leadership and strategies to help every child thrive.
This conference explores how specialist schools across the UK can create emotionally available, inclusive environments where every child thrives. Our programme features sector leaders and headteachers who are leading the way in these areas. The programme focuses on SEMH, leadership in a new age, and practical approaches to building cultures of belonging.
Keynote: Roger Mitchell, Headteacher, Ripple Primary School, London
Building and Emotionally Available School
When Roger Mitchell arrived as Acting Head at Ripple Primary School in 2005 it was not a happy school. With the staff team splintering from a lack of leadership following the long term illness, and then death, of their Headteacher, attendance and outcomes were low and behaviour was not good amongst both the children and the adults. But Ripple has now proclaimed itself to be an ‘Emotionally Available School’ and a recent visitor, consulting on the SENDAP Review for the DfE, has recently written to say:
“At a time of negativity around SEND and inclusion, you and your school are a beacon of hope and proof it can be done. It seems like this is your time to take your ideas to the world. We certainly need them.”
In this session, Roger will present the journey the school has been on to get where it is today.
Keynote: Marius Frank, Co-Head of Education, Microlink PC UK Ltd
Making Learning Accessible for Every Child: Can we re-write the inclusion playbook?
The recent White Paper certainly raises the bar in terms of providing for children with SEND; Shifting towards greater mainstream inclusion, reserving EHCPs for only the most complex needs, and expanding schools’ and local authorities’ responsibilities to deliver earlier, more collaborative, and more comprehensive support. But shouldn’t we also be putting intensive effort into “dropping the curb”?
Marius Frank will present the Microlink concept of the Neuroinclusive Classroom, thinking based exclusively on the Social Model of Disability, taking the concept of “accessibility” beyond ramps and automatic doors into the very social and emotional fabric of schools today. Policy tells you what to do. Inclusion should tell you how to “be”… and it costs nothing to change your mind!
Tom Gilbody, Vice Principal for Learning and Development, William Henry Smith Foundation
Workshop: Inclusive by Design: ADHD and Quality First Teaching in Action
This session explores how inclusive, values-driven teaching can meet the needs of pupils with ADHD through strong Quality First Teaching. With a focus on relational practice, classroom environment, and adaptive teaching, we’ll look at how to create conditions where all learners can thrive. Practical, reflective, and grounded in real classroom experience.
Kate Rigby, BLOOM Neurodevelopmental Therapy Training, Huddersfield
Workshop: BLOOM Calm the Storm: Mini reset workshop to support self-relaxation & self-calming – ideal for staff stress management & for whole class calming
Kate Rigby is a Neurodevelopmental Therapy Trainer & Therapist. Her passion is working with the nervous system to provide a sense of safety and calm the stress response for both children and adults. Through working with neurodevelopmental therapies both in clinic and training professionals working with children, she focuses on creating a sense of safety within the nervous system and soothing the stress response to support emotional regulation – first we Maslow, then we BLOOM.
Dan Kelly, Managing Director, Commando Joe's
Workshop: Character in Action: Building Confidence, Resilience and Connection Through Experiential Learning
Delivered by Commando Joe’s, this interactive workshop explores how character education can be developed through practical, experiential approaches beyond traditional classroom learning. Using challenge-based activities, it demonstrates how simple, structured tasks can build resilience, teamwork, empathy, and self-awareness in children and young people. Participants will see how accessible movement and activity-based approaches support emotional regulation, inclusion, and self-worth, and how these can be applied in everyday settings without specialist equipment. The focus is on practical strategies that staff can confidently embed into their own practice.
Interdisciplinary working - bringing together professionals from different fields to support holistic inclusion
Led by two William Henry Smith School and Sixth Form Clinical Leads, this workshop uses case studies to explore an environment-first approach to learning and how intervention can be embedded within the curriculum. It provides opportunities for cross-disciplinary collaboration with Speech and Language Therapy and Occupational Therapy to develop shared, holistic education goals that support inclusive practice.
Erikas Vaitulevicius, Dance Movement Psychotherapist
Workshop: What is Dance Movement Psychotherapy?
Dance Movement Psychotherapy (DMP) as a concept can often feel overwhelming for our young people, limiting their ability to engage. In this experiential workshop, Erikas emphasises the ‘less is more’ approach. Using simple and accessible movement practices he invites participants to explore how gentle movement can release tension, support nervous system balance, and foster self-awareness. Rooted in principles of DMP, the workshop invites creative expression without pressure to “dance”. Even the simplest movements can invite feelings, connection and curiosity which can develop a greater sense of inclusion and self-worth for the children we work with.
