179 items match current search and filters.
Building confidence, consistency and practical skills through a structured professional development programme
Research Summary
A structured SEND CPD programme strengthened confidence, consistency and practical skills across a secondary school's learning-support team.
The impact of Adaptive Teaching scaffolds and models in writing
Research Summary
Adaptive teaching strategies in writing improved independence, confidence and progress for SEND and EAL learners in a large primary school.
Promoting self-advocacy and PfA for students with SEND to access annual health checks
Research Summary
Preparation for Adulthood teaching improved learner confidence and self-advocacy in accessing Annual Health Checks within a specialist FE college.
Supporting pupils to regulate emotions, resolve conflict and build confidence during unstructured times
Research Summary
A whole-school social skills programme improved emotional regulation and wellbeing for pupils with SEND, particularly during playtimes and other unstructured periods.
Enhancing staff confidence and pupil outcomes through better one page profiles
Research Summary
Using Whole School SEND-informed CPD, a primary school transformed One Page Profiles into authentic tools that strengthened pupil voice, parental partnership and adaptive teaching.
Creating calmer transitions, improving regulation and strengthening readiness for learning
Research Summary
Introducing structured Soft Starts improved emotional regulation, engagement and learning readiness for pupils with SEND at the start of the school day.
Reducing over-reliance on adult scribing and building pupil ownership
Research Summary
By replacing adult scribing with effective scaffolding, a junior school improved independence, engagement and writing outcomes for pupils with SEND.
Strengthening staff understanding, consistency and self-regulation strategies across a rural federation
Research Summary
Federation-wide CPD on SEMH and self-regulation strengthened staff confidence, pupil wellbeing and inclusive culture across three rural primary schools.
To develop a trust wide approach to identifying and supporting children and young people (CYP) with speech and language difficulties
Research Summary
A Whole School SEND Professional Development Group supported a MAT to embed Oracy-led practice, strengthening communication, inclusion and engagement for learners with SEND.
Developing a structured, research-informed SRP curriculum to strengthen inclusion and teaching confidence
Research Summary
By developing a research-informed Specialist Resource Provision curriculum, an infant school strengthened teaching confidence and inclusive practice for children with complex communication needs.
Empowering support staff across the trust to confidently support SEND learners
Research Summary
A trust-wide SEND CPD programme strengthened confidence, consistency and inclusive culture among support staff across secondary schools.
Curriculum Through a SEND Lens in a Multi-Academy Trust
Research Summary
A Whole School SEND Professional Development Group enabled curriculum leaders across a MAT to embed adaptive teaching and strengthen inclusive curriculum design at scale.