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SITGES 2026 CONFERENCE

SITGES 2026 NABSS Conference

“LEARNING WITHOUT BORDERS”

The National Association of British Schools in Spain’s 48th annual conference will be held from 5th to 8th March 2026 in Sitges.

The programme will include our annual general meeting, gala dinner and some outstanding keynote speakers. A range of workshops will be provided for teachers and leaders of all phases.

The exhibition room, in which we expect to host over fifty educational resources and services providers, will be, as always, the central hub of the conference.

The chosen venue is the Hotel Meliá Sitges, which provides an excellent location in the beautiful coastal town of Sitges. The gala dinner will be held at a specially chosen external venue.

The full conference programme will be published in due course. In the meantime, here is an overview, and details of the main workshops.

Soon Awards

Programme

Sitges

Sitges is a Mediterranean coastal town about 35 kilometres southwest of Barcelona, located in the Garraf area in the province of Barcelona, in Catalonia, Spain. Sheltered by the Garraf mountains and due to its geographical position in the Mediterranean, Sitges has a warm “micro-climate” that makes it possible to enjoy outdoor activities almost every day of the year and is renowned worldwide for its Film Festival and Carnival.

Sitges has been referred to as the Saint-Tropez of Spain with property prices approaching those of the most expensive European cities, the main reason for this being the setting by the sea and the surrounding Parc Natural del Garraf.

Proximity to Barcelona-El Prat Airport is also a major advantage and it is also known for its beaches, nightspots, and historical sites

Meliá Sitges Hotel****

An amazing place combining the best holiday environment with excellent event organisation

Leading hotel for congresses and conventions in Barcelona. It offers a flexible convention centre with 21 fully renovated, adapted and equipped meeting rooms. More than 1,200 m2 of space for exhibitions with natural light and easy access.

Transfers

BARCELONA AIRPORT/ SITGES

Bus

There are autocars that go directly from the Barcelona Airport to Sitges. The MonBus leaves from the exterior area of Terminal 1 (T1).

If your flight touches down in T2, you will have to use the free transportation service to transfer from T2 to T1. Once you are at T1, you will be able to take the autocar to travel to Sitges.

The MonBus departs every hour on the hour from Monday to Friday. On Saturdays, the bus departs every two hours. On Sundays and holidays, the bus departs four times. If you would like further details regarding the price and schedule of the bus service, you can consult the MonBus website. Click on ‘Schedule Search’ and then type in ‘Airport’ to ‘Sitges’. You will be able to view the schedules for Monday to Friday, Saturdays, Sundays and the night schedule as well.

Taxi

The distance from the Barcelona Airport to Sitges is approximately 32 kilometers. The taxi ride is about 30 minutes and costs approximately

Particular/Other Transfer: reserve via Hatton Events:

Joseluis.jimenez@hattonevents.com

Train transfer from Sitges to Barcelona Airport

There are no direct trains that travel from the Barcelona Airport to Sitges. It would be necessary to take the RENFE R2 Nord train from the airport and get off at the first stop which is called El Prat de Llobregat. From here you will be able to take the train to Sitges.

If you arrive at Terminal 1 (T1) you will not be able to travel on foot to the train station because it is 4 km away. The suggested route would be to ride to the train on the transfers bus which is located in the exterior of the terminal.

To be able to view the train hours and schedule it is necessary to go to the local train section of the RENFE: Cercanías website.

How to travel in train to Sitges from Barcelona

There are three main train stations in Barcelona that offer a transfer service to Sitges: Estació de França, Passeig de Gràcia and Estación Sants. The train C2 travels from France to Passeig de Gràcia to Sants and then Sitges. The final destination on

The night bus departs four times every hour.

To obtain more information or details regarding the MonBus hours and schedule, you may consult the official MonBus website. Click on ‘Schedule Search’ and type in ‘Airport’ to ‘Sitges’. The schedules offered are from Monday to Friday, Saturdays, Sundays and nights. It is important to verify these times since the buses may be susceptible to changes.

How to travel to Sitges from Barcelona in Taxi

Sitges is about 42 km south of Barcelona. A taxi would take approximately 40 minutes.

Particular/Other Transfer reserve via Hatton Events:

Joseluis.jimenez@hattonevents.com

INFORMATION AND RESERVATIONS

Hatton Events, S.L.L. – CALLE PRINCESA 22, 2º DCHA. 28008 MADRID

Telephone 0034 91 000 60 10 (Spanish – José Luis Jiménez) – 0034 607 66 66 82 (English- Alberto de Diego)

joseluis.jimenez@hattonevents.com

Guest speakers

AMAYA CAL LINARES

Amaya Cal Linares es licenciada en Derecho y en Ciencias Políticas y pertenece al Cuerpo Superior de Administradores Civiles del Estado (CSACE) desde 2008. Su trayectoria profesional se ha desarrollado en el ámbito de la Administración General del Estado y ha estado vinculada a la internacionalización y a la proyección exterior de las políticas públicas, contribuyendo principalmente desde los ámbitos de comunicación y cooperación internacional.

A lo largo de su carrera ha ocupado diversos puestos en el exterior, entre los que destacan los de secretaria general en Marruecos y agregada de Educación en la República Checa, lo que le ha permitido adquirir una amplia experiencia en contextos internacionales y multilaterales.

Antes de su actual nombramiento, desempeñó funciones como directora de la Unidad de Apoyo a Dirección en el Servicio Español para la Internacionalización de la Educación (SEPIE), contribuyendo a la coordinación y planiﬁcación estratégica de programas de movilidad y cooperación internacional. En octubre de 2024 fue nombrada subdirectora general de la Unidad de Acción Educativa Exterior del Ministerio de Educación, Formación Profesional y Deportes, cargo en el que lidera la promoción de la lengua y la cultura españolas en el exterior y la coordinación de programas educativos internacionales, impulsando la cooperación educativa y la proyección del sistema educativo español en el exterior.

Mª JESÚS PÉREZ CRESPO

Chus works as Safeguarding Manager and Equality, Diversity & Inclusion Lead for the British Council in Spain. She worked for five years at the British Council School as the Safeguarding and Wellbeing Coordinator, providing advice to the Government, from the School experience, to help introduce the obligation, by law (LOPIVI), for all Spanish schools to have safeguarding leads. Psychologist and mediator, she has over 27 years of professional experience working with children and families, cultural diversity, forensic psychology, and alternative dispute resolution systems, both in public and private institutions. She has worked closely with practitioners from the legal system. An experienced speaker and trainer, she has worked with many companies, universities, and professional associations, and has published specialized articles in her fields of expertise.

Keynote Speakers

MARTIN ILLINGWOTH

Martin Illingworth is a prominent figure for his work in promoting creative and engaging teaching practices. He is a strong advocate for giving young people a voice in education. In his book Forget School: Why Young People Are Succeeding on Their Own Terms, he argues that traditional schooling often fails to prepare students for the realities of the modern world. He encourages educators to reconsider what “success” means and adapt teaching methods to better align with the skills young people need outside the classroom. Martin emphasises the importance of creativity in teaching and learning. He inspires teachers to design lessons that engage students more deeply and foster critical thinking, problem-solving, and innovation.

While based in the UK, Martin’s ideas resonate globally, particularly in countries seeking to balance traditional education models with the demands of a rapidly changing world. His work contributes to a global dialogue on the future of education and the role of teachers in shaping it.

MARC ANDERSON

Mark is an internationally-known and respected speaker, educator, an Amazon #1 best-selling author, consultant and former school leader who specialises in supporting schools to adopt the very best practices to develop teaching and learning in an ever-changing world. His keynotes are practical and grounded in evidence-informed approaches and cognitive science, to ensure that everyone leaves empowered to make changes that will have both immediate and lasting impact.

ALEXANDRA READ

Dr. Alexandra Read was the Head of Learning Technology for the Girls Day School Trust until January 2026 leading on developing digital strategy and technology proficiency in GDST schools and creating more opportunities for girls and women in STEM. Prior to joining the GDST Alexandra worked for 12 years in the international independent schools sector for ACS International Schools and started her career teaching technology in Collier County Public Schools in Florida U.S.A. Her areas of interest and expertise include values-driven educational leadership and culture, socially responsible approaches to using technology to innovate and transform teaching and learning, gender and diversity in technology education, AI strategy and implementing data solutions, technology coaching, and strategic curriculum planning to promote creativity. Her PhD research explored the relationship between the technology proficiency of educational leaders and their schools. Alexandra currently offers consultancy and support services for UK and international school leaders in technology and digital transformation, AI and STEM in education

PROFESSOR RUPERT WEGERIF

He is a professor in the Faculty of Education at the University of Cambridge and the founder and academic director of the Digital Education Futures Initiative at Hughes Hall, Cambridge. His research focuses on the role of dialogue and technology in learning. In the thirty years since his PhD in educational technology at the Open University he has focused on developing a new theory and practice of education for the digital age. His recent book with Louis Major ‘The Theory of Educational Technology: A Dialogic Framework for Design’ (Routledge, 2024) suggests ways to re-think education in the light of the AI-enhanced Internet and his latest book ‘Rethinking Educational Theory: Education as expanding dialogue’ (Edward Elgar, 2025) puts forward a coherent vision of education for the future.

Chus Pérez Crespo

Dr. Alexandra Tomescu

Dr Alexandra Tomescu is a Product Specialist in AI Machine Learning at Oxford University Press, where she leads the Education Division’s strategy for integrating AI into educational products and workflows. With over a decade of experience in EdTech and international publishing, she has spearheaded the creation of adaptive learning tools for international curricula, contributed to the OECD’s PISA 2025 Science Framework, and shaped digital learning platforms. She is passionate about exploring the intersection of technology and pedagogy, in order to transform learning experiences worldwide.

Les Hopper

Les has nearly 20 years’ experience working with educators, technologists and academics to produce market leading learning solutions. He is passionate about the power of education to change lives, and the potential that technology offers to support a high-quality education. Les currently works as Product Director covering Digital and Assessment, qualifications and publishing for Pearson’s UK business.

Training Course Presenters

PHIL ARMSTRONG

Phil Armstrong, Senior Education Lead at Early Excellence. With a keen eye on the national agenda, policy developments, research and practice, Phil is a key member of our Early Excellence Strategic Leadership Team. He leads on educational developments and their implications for schools, offering consultancy and training to schools across England and internationally, focused on school improvement priorities. Previously Phil worked for over 20yrs across the early years and primary sector, including teacher, leader and headship positions. Phil was also the Head of an integrated early years centre. With a passion for collaborative practice and professional development; Phil has worked in partnership with early years settings, schools, teaching schools and local authorities to develop and deliver personalised programmes to meet their needs

FAYE MORRIS

As a Teaching and Learning advisor, Faye is responsible for working directly with schools to help them get the best out of the Great Teaching Toolkit. She spends her time delivering training and providing support to school teams, enabling them to develop a programme of professional development that works in their context. As a former primary school teacher and deputy head, Faye is passionate about supporting teachers to strengthen their subject knowledge and pedagogy, empowering them to create engaging, well-sequenced lessons that meet the needs of all learners. She is particularly committed to helping teachers reflect on and refine their practice through evidence-informed approaches, ensuring that professional learning has a direct and positive impact on student outcomes.

MATTHEW MCFALL

Matthew is one of the (if not the) leading experts on the power of curiosity and wonder in the classroom. His second doctorate explores the practicalities and benefits of wonder in formal and informal education, with the key message that exploring wonder generates more wonder.

Matthew has worked across the world on multiple curious projects, from explaining the mysteries of quantum science at the Royal Institute, London, to advising on learning and engagement at the Academy Museum of Motion Pictures in Los Angeles. He is a designer of mazes, puzzles, and conjuring effects, and is currently exploring the uses of Escape Rooms to generate meaningful and memorable experiences.

Matthew looks forward to taking the delegates on an enchanting journey of their own learning, helping them identify ways that wonder and curiosity can become part of everyday learning in all classrooms, across the school, and beyond.

Ian Gilbert

Ian Gilbert is an award-winning education author, editor, publisher and speaker who has lived and worked across five continents. In 1995 he established the unique UK educational platform, Independent Thinking, consistently bringing together some of the best speakers and practitioners to help schools help education do its job of ‘making things better’. The author of Essential Motivation in the Classroom and Why Do I Need a Teacher When I’ve Got Google?, both published by Routledge where he is now a Series Editor, he also published titles under the Independent Thinking Press including works by Hywel Roberts, Nina Jackson and Jonathan Lear along with his own his highly popular Thunks books.

DAVE HARRIS

Dave Harris was a teacher for over 30 years headteacher for over 12 of these, working across all the phases of education. He believes that education is too important not to enjoy. He spends much of his time in schools across the globe trying to promote a positivity toward learning in all he meets. He is proud to have worked with some great educational thinkers, co-authoring 2 books with Prof John west Burnham, writing 3 more with Ian Gilbert & playing a key part in the day to day running of the Independent thinking team. He has been a governor, Consultant and Chief examiner in his time & is never happier than when working with passionate educators.

MARTIN MORGAN

Martin Morgan is a highly respected educational trainer and leadership expert dedicated to developing excellence in schools. Through his organisation, Empower Education, he delivers impactful training programs to a diverse clientele, having supported British schools across Spain, Denmark, Brazil, and the United Kingdom. Martin’s work focuses on providing leaders and teachers with the tools to cultivate environments where both staff and students can thrive, and he is an expert in translating complex educational research into practical and accessible classroom strategies. His extensive experience in the sector is highlighted by his continuing work with the renowned Professor John Hattie. Furthermore, he has contributed his expertise on a global scale through his involvement with the World Education Summit. Martin is passionate about building sustainable capacity within schools, ensuring they are equipped for long-term success.

PROFESSOR ROSE LUCKIN

Rosemary (Rose) Luckin is a Professor at University College London and Founder of Educate ventures Research (EVR) who has spent over 30 years developing and studying AI for Education. She is renowned for her research into the design and evaluation of educational echnology and AI. She was named as one of the 20 most influential people in education in the Seldon List in 2017, the only non-US winner of the ISTE Impact Award, and one of Computer Weekly’s top 50 most influential women in technology for 2023. Rose regularly provides expert evidence to policymakers like the UK Parliament’s House of Lords and House of Commons select committees and the European Commission.

Rose has published widely in academic journals, at international conferences, through books, and in news media (TV, radio, newspapers, and magazines). Her 2018 book, Machine Learning and Human Intelligence: The Future of Education for the 21st Century, has been translated into Mandarin and influenced many of China’s leading AI companies. Her most recent book, AI for School Teachers (2022), is an essential and accessible guide to AI for anyone in education.

CARMEN TOMAS

Dr Carmen Tomas is a seasoned leader in education innovation, staff development, research, and coaching. She has extensive experience supporting educational organisations and practitioners worldwide in adopting evidence-based practices, online learning, e-assessment, learning analytics, and AI. In addition to her work with institutions, Carmen also coaches edtech founders and innovators, helping them design impactful and scalable learning solutions.

Workshops 2026

Workshop 1: THE CHILD AT THE HEART

Phill Amstrong

Together we will be unlocking the potential of the learning environment and exploring ways to truly bringing it to life as powerful habitat for inspirational learning for all! These workshops will enrich your professional knowledge of outstanding practice and enable you to identify practical ways to shape actions for the future development of your school – ensuring every child has the best possible start to their unique learning journey. This course is particularly suited to:

We will be considering key indicators of quality in the Early Years and Key Stage One and explore how this information can support schools with addressing their current priorities.
We will look at how key areas of provision can be planned to maximise curriculum links and ensure progression.
We will also look at ways to meaningfully connect a curriculum that begins in the Early Years; exploring the key foundational knowledge, skills, understanding and learning behaviours that children develop as they move through the school.
Throughout the workshops we will also being exploring ways to successfully improve the quality of interactions, improving outcomes across the curriculum for all children: ensuring that adults can be the best possible partners in play and learning.
Finally, we will reflect on transition from the early years to key stage one and explore examples successful and inspiring high-quality practice.

Workshop 2: Teaching For The Future

Faye Morris

Inclusive strategies have the potential to improve outcomes and classroom culture for all learners. So, if inclusive teaching benefits everyone, what do teachers actually need to make it work?…

This course, particularly suited to Primary teachers, will help participants to:

Build a shared understanding of how children learn, including children with additional learning needs, and why this matters for inclusive practice;
Develop an understanding of how you might adapt a scheme of work to support inclusive practice;
Build a bank of strategies that aim to reduce cognitive load;
Understand how we can support pupils to develop self-regulation and metacognitive strategies;
Implement practical strategies that energise your teaching and inspire your students’ learning journey and inspiring high-quality practice.

Workshop 3: DEVELOPING CURIOUS CLASSROOMS

Dr. Matthew McFall

This course is suited to teachers of all age ranges and will explore curiosity, wonder, and awe in their multitude of forms. It will be grounded in insight, practicality, and the joy of direct encounter and discovery. Through a combination of theory and practice, the session will equip educators with the tools needed to foster a culture of curiosity and wonder within their schools. By embracing approaches that encourage questioning and open-ended investigation, teachers can nurture a sense of excitement and engagement in their students, making learning both memorable and transformative. The course will highlight real-world examples and success stories, illustrating the impact that a wonder-rich environment can have on academic achievement and personal growth.

Throughout the session, participants will be encouraged to reflect on their own teaching practices and consider how small changes can have a profound impact on student engagement. The course will also offer guidance on overcoming common barriers to cultivating wonder, such as rigid curriculum structures or a lack of resources, providing practical solutions that can be readily implemented within any educational setting.

Seeking Wonder: How do we understand wonder, and how does it relate to curiosity and awe?
The Heritage of Wonder: What are the traditions of wonder, and how can we bring them into our schools?
Embedding Wonder: Practical strategies for integrating wonder into the curriculum.
Growing Wonder: Hands-on activities to spark imagination.

Workshop 4: ESSENTIAL MOTIVATION IN THE CLASSROOM

Ian Gilbert

Inspired by ideas and approaches from his best-selling book Essential Motivation the Classroom, course is relevant to teachers and leaders of all age ranges. The premise of the book is not ‘How do I motivate my students?’ but ‘How do my students motivate themselves?’ and this interactive and provocative course will take delegates through

Seven Keys to Motivation.
1. Seeing the point of what we’re doing.
2. Enjoying doing it.
3. Doing it because we want to do it.
4. Having the sense that what we are doing is relevant and useful.
5. Feeling that we are doing it with people who value us.
6. Not feeling excessively stressed or scared when we do it.
7. Knowing that by attempting it, we can make things better.

What’s more, Ian sets his work against the backdrop of the complex and challenging world where the very point and purpose of school – along with the nature of schooling – is changing in ways we have not yet grasped.

He will pose the five big questions facing education and educators in 2026 and beyond and explore why having effective learning strategies in the classroom is important – but don’t just start there and don’t just end there.

With practical examples and ideas drawn from over thirty years working with schools across the UK and further afield, Ian will help delegates explore how getting the best out of students in the classroom works better when they want to get the best out of themselves.

Workshop 5: MIDDLE LEADERSHIP – WHAT WORKS AND WHY?

Dave Harris

Dave will bring research and tips from his successful leadership books, including Leadership Dialogues, co-authored with Professor John West-Burnham. The sessions will contain numerous practical tools, extensive discussion, and will help all middle leaders approach their jobs with a heightened sense of optimism.

This course is suitable for middle leaders of all phases.

Why are things so demanding in schools at the moment? Does it sometimes feel like plaiting fog? Or maybe tap dancing on ice is how you sometimes feel? Understanding the ‘why’s’ will actually help you see ways to combat the madness. In particular what are the pressures of middle leadership?
What does research say are the key characteristics of great leaders? We will look at the role of moral leadership and how your values may be the most important part of the role you fulfil.
Different styles of leadership. We do not all approach the job in the same way, nor should we. We will look at various ways to categorise leadership, but more importantly investigate how those differences can be used to improve the effectiveness of the teams you work in. We will look at methods of individual coaching and check our own practice against known successful strategies
Collaboration is key. Looking at ways to work together between areas, ages and schools. We will look at what makes collaboration successful and consider how looking outside our own expertise can often bring depth and strength to our work
A little understanding of the brain and how it affects our learning and behaviour will help your leadership greatly. In this session we will look at how we can make the brain more effective and investigate how every leader should be seeding a little curiosity in the area that they lead.

Workshop 6: FROM ENGAGEMENT TO EMPOWERMENT

Martin Morgan

Are you ready to transform your classroom into a dynamic, student-led learning environment? Join renowned educational expert Martin Morgan for an intensive workshop designed to equip you with the tools to foster student autonomy, make learning transparent, and ensure every learner achieves their full potential.

Drawing on his expertise in translating research into practice, Martin will guide you through a powerful, practical framework focusing on the core strategies that create confident, curious, and independent learners.

This workshop is essential for teachers and school leaders who are committed to fostering student agency, deepening learning, and achieving outstanding results. You will leave with:

A toolkit of practical differentiation strategies.
Methods to increase student responsibility and autonomy.
A deep understanding of formative assessment and feedback models.
A framework for planning and implementing powerful questioning techniques.
Confidence in creating a classroom culture where student inquiry and deep thinking are the norm.

Workshop 7: AI ESSENTIALS FOR TEACHERS

Dr. Carmen Tomas

Educational institutions are increasingly recognizing the transformative potential of AI technologies to enhance teaching and learning, streamline administrative processes, and provide personalised learning experiences. There is a growing need for professional development that addresses both the practical applications of AI in educational settings and the strategic considerations for implementing AI at an organisational level. Teachers want support in understanding how AI can enhance their teaching practice. This workshop is therefore designed to help teachers understand AI, its applications in the classroom, and practical implementation strategies to enhance teaching and learning.

This course is suitable for both primary and secondary teachers. Key topics will include:

Fundamentals of AI and its applications in education.
Practical applications of AI tools in the classroom.
Implementation planning and integration into teaching practice.
Ethical considerations and digital safety when using AI with students.

Workshop 8: AI ESSENTIALS FOR SCHOOL MANAGERS

Prof. Rose Luckin

Educational institutions are increasingly recognizing the transformative potential of AI technologies to enhance teaching and learning, streamline administrative processes, and provide personalised learning experiences. There is a growing need for professional development that addresses both the practical applications of AI in educational settings and the strategic considerations for implementing AI at an organisational level. Teachers need support to understand how AI can enhance their teaching practice, while school leaders require guidance on how to develop AI strategies that reduce administrative workload and establish ethical governance frameworks.

This course is designed for particularly suited to school leaders and managers to develop AI strategies that reduce administrative workload, support decision-making, and establish ethical governance frameworks. Key topics will include:

Fundamentals of AI and its applications in education.
Strategic approaches to AI adoption in educational settings.
Purpose driven approach towards AI use-cases
Ethical governance frameworks for AI use.
Implementation planning and capacity building for AI initiatives.

Exhibitors 2026

breakout sessions Presenters

ALISON WHITE

Alison White is co-founder and director of Valencia Forest School, a British Forest School operating in Spain and delivering the EYFS and Primary curriculum outdoors.
She is a certified Level 3 Forest School Leader, holds British QTS, a PGCE in Secondary Education as well as a Level 4 Quality Assurance certification. With a background in
Fine Art and over a decade of experience as Head of Art in a large UK secondary school, Alison brings strong leadership, expertise in curriculum design, staff development, and quality assurance.

LAURA MARTÍN

Laura Martín is founder and co-director of Valencia Forest School, where she leads a strong team of Forest School Leaders. She is a Level 3 Forest School Leader with British QTS, an MA in Secondary Education specialising in English, an MA in Creative and Cultural Industries, and a degree in History of Art. Her professional background includes extensive work as a primary school teacher in London. Under Laura’s strategic leadership, Valencia Forest School has become an internationally recognised outdoor education project, attracting families from around the world and entering a phase of planned expansion while maintaining high standards.

MATT MOSELEY

Matt is Chief Examiner for Art and Design at UAL Awarding Body and an experienced teacher and leader in arts education, as well as a practitioner with a particular interest in the creative process. Matt has an MA in Printmaking, a Postgraduate Certificate in Education, and substantial experience in the design, planning, delivery, and
assessment of project-based creative learning for participants aged 4 to 80. He is a strong advocate for creativity across all areas of education.

MARC MOLLICA

Marc is both an academic and practitioner in the creative arts sector. With an MA in Theatre (Directing) and a PGCE in Education, Marc brings substantial practical expertise and academic insight to his role as Chief Examiner for Performing and Production Arts at UAL Awarding Body. Marc has extensive experience in curriculum design and qualification development and is an advocate of the transformative power of the arts. His research interests include creative environments and spaces, and his directing practice focuses on cross-arts collaborative storytelling.

GARETH COLLIER

After serving 30 years in boarding schools in the UK, and internationally in Kenya and Tanzania, fulfilling pastoral roles of Housemaster, Head of Boarding, Head of Pastoral,
Senior Teacher, Headteacher and Principal as well as teaching, marketing and admissions roles, he joined Cardiff Sixth Form College in 2015. Here he oversaw the
establishment of a ‘culture of excellence’ culminating in students being consistently placed in top universities in the UK and internationally.

He is now a Director of Dukes Education, Colleges of which Cardiff Sixth Form College is a member. Gareth is a passionate exponent of international boarding education and is proud to be associated with such a highly academic institution as Cardiff Sixth Form College, widely recognised as the top performing A Level school in the UK over the past 14 years, and, High Performance Learning, the ground breaking and innovative pathway helping schools attain excellence for all through the belief that ‘every child can’. He is now the Executive Director of High Performance Learning.

COURTNEY CRANGE

International Development Officer at UCAS, has gained extensive experience providing direct support to Higher Education Providers, advisers, and applicants on all aspects of the UK UCAS undergraduate process. Courtney has delivered presentations on completing the UCAS undergraduate application and highlighting UCAS research tools at prominent venues in the UK, and events around the world.

In his role at UCAS, Courtney focus is on international student mobility. This includes developing and nurturing relationships with stakeholders involved in supporting
international students.

DANIELLE PARKER

Danielle has 12 years’ teaching experience in the UK and beyond, as far as South Korea and Ecuador where she taught and led initiatives at Korea University and the British
School Quito. She has helped shape Solar for Schools’ energy and sustainability education programme and now manages the delivery of this by a network of educators
to over 300 UK schools. She is a ‘Climate Ambassador’ and advocate for the advancement of young people into ‘green careers’.

JAMES HO

Head of Business Development, Kidzink and KÖDA James Ho is an architect and strategic leader in the field of educational design, currently serving as Head of Business Development at Kidzink and KÖDA (Kidzink Office of Design and Architecture). With over a decade of global experience, James has dedicated his career to designing impactful, learner-centered environments through both architecture and bespoke furniture solutions.

Prior to joining Kidzink, James spent nearly eight years at the renowned Rosan Bosch Studio in Copenhagen, where he led the delivery of large-scale educational projects across Latin America, Europe, Asia, and the Middle East. His portfolio includes the transformation of the 99,000 sqm Western Academy of Beijing, the design of KIS
International School in Thailand, and the development of Humanitree Secondary School in Mexico City, each tailored to create immersive, future-ready learning
ecosystems.

His experience spans more than 20 international projects, from primary and secondary schools to universities and technical institutions, and includes collaborations with firms like IDOM and Velux. As an ARB-registered UK architect and graduate of The Royal Danish Academy of Fine Arts, James brings a deep understanding of spatial design, stakeholder alignment, and pedagogical innovation.

Now at Kidzink, James leads strategy, partnerships, and product development,Mtranslating educational vision into scalable, functional design systems. His work champions the integration of form and function, crafting furniture and spatial solutions that support wellbeing, curiosity, and creative expression.

From design guardianship to product prototyping, James bridges the gap between ambition and execution, offering a uniquely global perspective on how education
spaces and furniture can shape the next generation.

OLGA LITVINOVA

I am committed to advancing education through innovative, globally aligned learning models that connect academia, secondary education, and future-ready skills. With
experience across higher education, international schools, and senior leadership, I focus on undergraduate and graduate programmes that build transferable skills,
interdisciplinary knowledge, and real-world problem-solving abilities. My teaching career began in 2009 as a university assistant during my postgraduate studies. I later
earned a PhD in Economics and secured tenure as an Associate Professor. After five years in higher education, I moved into international secondary and post-secondary
education, taking on senior leadership roles coordinating Cambridge International Education and International Baccalaureate programmes. I have led schools through
successful authorisation processes with both boards across multiple countries.

Currently at Harbour.Space Institute of Technology, I lead initiatives such as the International Olympiad in AI Spain, promoting innovation and technology-enhanced
learning across all 17 autonomous regions of Spain, while contributing to the development of a multidisciplinary centre of excellence integrating academic programmes, high-performance training, international initiatives, and complementary educational activities.

COSTA CONSTANTINOU

Costa is a leadership and CPD trainer, mentor, and writer with more than 25 years of experience in teaching and learning, school improvement, and professional development. A former school leader, Humanities teacher, and Director of Education at Veema Education, Costa has worked with schools across the UK, Europe, the Middle East, and Asia to strengthen leadership capacity, improve instructional practice, and build positive school cultures.

He is the author of A School Leader’s Guide to Leading Professional Development 2025 a practical framework for designing high-impact CPD in schools. Costa also leads the NPQ leadership Qualifications delivered at Veema and facilitates the Advancing Teacher Programme—Helping Teachers to Thrive, a nine-week online course that supports early-career and international school teachers to develop strong classroom practice and professional confidence.

Known for his practical and down-to-earth style, Costa specialises in leadership development, pastoral training, and supporting effective senior and middle leaders. His work brings together research-informed strategies, realistic school approaches, and a deep commitment to helping teachers and leaders thrive in demanding, fast-paced educational environments. He believes that the best schools create the best teachers.

ELENA MORA

Elena Mora, M.Ed, is an education professional specialising in international school research and intercultural education. She currently serves as Research Manager and Education Consultant at ISC Research, where she works with school leaders across Europe and Latin America to deliver evidence-based insights on market trends, enrolment patterns and wider sector developments. With extensive experience in pedagogy, academic leadership and cross-cultural research, Elena has worked in
international education across multiple countries and curricular frameworks, including the IB and British systems. Her work combines qualitative field research with data- driven analysis to support strategic decision-making and sustainable school development. Elena is also a published commentator on international education
trends, contributing analysis to global forums and specialist education media. She is committed to understanding how school culture and innovation in education intersect to shape effective and resilient learning communities.