As SEND Link Member, Conrad works alongside the SENDCo to highlight developments in classroom practice, strengthen early support and ensure that provision continues to improve. For him, this role carries both professional responsibility and personal significance.

All four of Conrad’s children have attended Maiden Erlegh School, with one still at the school. Through that experience, he has seen first-hand the impact a strong, inclusive culture can have on a young person’s confidence, wellbeing and long-term outcomes. While his own children did not require additional support, members of his extended family have benefited from it. That perspective shapes the seriousness with which he approaches his governance role.

“Inclusion is not just a principle within SEND; it is the foundation of a school culture where every child belongs and every family feels heard.”

Because of this, Conrad feels a genuine responsibility to ensure that every pupil, regardless of need or background, has access to the same sense of belonging, aspiration and opportunity that his own children experienced. He recognises what it means for families to entrust a school with their child’s future and believes that confidence must be earned through strong systems, clear communication and consistent support.

He is also motivated by representation. As a parent governor, he believes it is vital that the Academy Trust Board hears the perspectives of the wider school community. The School Advisory Board plays a key role in bringing stakeholder voices into strategic discussion, ensuring decisions are grounded in real experiences and diverse viewpoints. Conrad describes this as a responsibility he takes seriously.

His professional background in Big Four consultancy has influenced his approach. Working in complex environments taught him the value of collaboration, constructive challenge and listening carefully to different perspectives. He brings that mindset to governance, aiming to enable leaders and staff rather than direct them, while maintaining clarity, accountability and shared purpose. He sees this as especially important in SEND provision, where the needs of pupils, the expertise of staff and the expectations of families must align.

When reflecting on MET values, Conrad identifies most strongly with Be Inclusive. For him, inclusion is not an isolated initiative but the foundation of a school where every pupil feels seen, supported and able to thrive. He describes the SENDCo’s work not simply as a job but as a mission, one that is translating into observable improvements in progress and attainment.

Looking ahead, Conrad would be very happy to continue serving on the School Advisory Board and is open to contributing in other capacities if needed. He describes it as a privilege to support the school and remains committed to its inclusive ethos and ongoing success.

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