Dr Nicole Ponsford, Founding CEO, Global Equality Collective will be chairng the SEND Conference at the heart of the SAASHOW Birmingham on 18th and 19th November. Nicole brings a wealth of experience spanning classroom teaching, school leadership, national inclusion programmes, educational research and policy.
Driven by a lifelong commitment to equity, belonging and opportunity, Nicole's work has focused on understanding and improving the experiences of children, young people and families, particularly those whose voices are too often overlooked.
In this interview, Nicole reflects on her professional journey, the importance of moving beyond provision to belonging, and the conversations she hopes will inspire meaningful change at this year's SEND Conference.
Can you tell us about your professional journey and the key experiences that have brought you to chair this SEND conference?
My journey began in the classroom. I spent over a decade working in some of the most challenging schools in the region as a teacher, Head of Department, Advanced Skills Teacher and Head of School.
I loved curriculum design and creating opportunities for young people. Alongside teaching and leadership, I worked as an A Level examiner and introduced qualifications and programmes such as BTECs and Arts Awards. I was particularly passionate about connecting vulnerable students to opportunities beyond the classroom, from digital portfolios and industry mentoring to enrichment experiences and future career pathways.
Following this, I spent almost a decade with Achievement for All, one of the most significant inclusion programmes to emerge from the Lamb Inquiry. There I worked with school leaders nationally on teaching and learning, leadership, parental engagement and enrichment. It deepened my understanding that inclusion is not simply about provision; it is about relationships, aspirations and ensuring every child has the opportunity to thrive.
School was my safe place as a child, and that experience has stayed with me throughout my career. I see schools as hubs of opportunity and places that unlock potential. That belief ultimately led me to undertake six years of doctoral research into inclusion, intersectionality and educational technology, developing the concept of Kaleidoscopic Data to help schools better understand the experiences behind the numbers.
Chairing the SEND Theatre feels like a natural continuation of that journey. The cherry on the cake!
Where does your passion for inclusion and supporting children and young people with SEND originate from? Was there a defining moment or influence?
As the child of a disabled parent, growing up on a council estate, I spent a long time quietly listening to other people's stories. As I got older, frequently moving 'homes' and schools, I became increasingly curious about the different ways people experience the world and why some voices seem to carry more weight than others.
That curiosity has followed me throughout my life. From being the student with her hand up in the classroom, to the questions that shaped my doctoral research, to the surveys, research and conversations that underpin Kaleidoscopic Data. At its heart, my work has always been about listening.
Throughout my career, from running playschemes as a teenager to working as a teacher, leader, coach and researcher, I have worked with children and young people whose talents, strengths and potential were often overlooked because systems were focused on what they could not do rather than what they could.
As a parent of children with additional needs, I have also experienced education from the other side of the table. I understand deeply the importance of schools listening to families and recognising that parents and carers are experts in their own children.
Ultimately, my passion comes from a simple belief: every child deserves to feel safe, valued and able to succeed. School was that place for me growing up. It was where opportunities opened up, confidence grew and possibilities felt real. I want every child to experience that same sense of belonging, opportunity and hope.
What does meaningful inclusion look like to you in today's educational landscape?
For me, meaningful inclusion is about experience, not just provision.
We have spent many years building systems, processes and policies designed to support children and young people. Those things matter. Inclusion is the system.
But belonging is the experience.
A child can have support in place and still not feel understood. A family can receive provision and still feel unheard. A member of staff can have adjustments and still not feel that they belong.
This is why I believe we need to become smarter in how we think about SEND and inclusion.
Too often, we rely on traditional measures such as attainment, attendance and behaviour to tell us whether things are working. These metrics are important, but they are often outcome measures. They tell us what has happened, not why.
If we want to improve outcomes, we need to look further upstream. We need to understand belonging, wellbeing, relationships, representation and lived experience. We need to ask children, staff and families how they experience school, not just how they perform within it.
Through my doctoral research, I developed the concept of Kaleidoscopic Data to help schools do exactly that. By combining quantitative and qualitative insights, we can uncover hidden barriers, identify equity gaps earlier and make more informed decisions.
Perhaps it is time to stop simply valuing what we can easily measure and start measuring what we truly value.
What recent projects, roles, or initiatives have you been involved in that you feel will support you in effectively chairing the conference theatre?
Over the last year, I have led the publication of one of the UK's largest inclusion datasets, drawing on more than 35,000 voices from students, staff and parents/carers and over 1.8 million data points.
Alongside this, I have worked on several national programmes with the Department for Education, including the EdTech Demonstrator Programme and the Assistive Technology Programme. These experiences have given me a valuable understanding of both the national picture and the practical realities schools face every day.
Through my doctoral research, I developed the concept of Kaleidoscopic Data – an approach that combines quantitative and qualitative insights to help schools better understand belonging, wellbeing, inclusion and equity. My work now focuses on helping educational leaders move beyond traditional measures and understand the lived experiences behind the numbers.
Are there specific innovative solutions, approaches, or voices you are particularly excited to hear from at the conference?
I'm always excited by people who are finding practical ways to bridge the gap between policy and practice.
I'm particularly interested in hearing about innovative approaches to SEND, accessibility, family engagement, inclusive leadership and how schools are creating environments where children and young people genuinely feel they belong.
Most of all, I'm excited to hear from people with lived experience. Some of the most important insights come from those directly navigating the system every day.
What are your hopes for the discussions and outcomes within your theatre at this conference? What impact would you like attendees to take away?
I hope people leave feeling both challenged and energised.
The sector is facing significant pressures, but there is also incredible innovation and expertise. I would love delegates to leave with practical ideas they can take back to their settings, alongside a renewed confidence that inclusion is not an add-on. It is fundamental to creating environments where everyone can thrive.
Most importantly, I hope attendees leave with a greater appreciation of the importance of listening to children, young people, families and staff when shaping inclusive practice.
If you could spark one key conversation or shift in thinking among attendees, what would it be and why?
I would encourage people to move beyond asking, "What support are we providing?" and start asking, "How is that support being experienced?"
That shift changes everything.
It moves us from compliance to curiosity, from assumptions to listening, and from provision to belonging.
Too often, we judge success through attainment, attendance and behaviour. These measures matter, but they are often the end of the story rather than the beginning.
If we want to be smarter about SEND, we need to understand what happens upstream. We need to understand belonging, relationships, wellbeing, trust and lived experience before challenges become attendance gaps, behaviour concerns or attainment issues.
Through a Kaleidoscopic Data lens, we can begin to see the whole child rather than a collection of labels, interventions or outcomes.
Inclusion is the system. Belonging is the experience.
If we can understand both, we stand a much better chance of creating schools where every child can thrive.
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