231 items match current search and filters.
Strengthening the graduated approach and building parent confidence in SEND provision
Research Summary
A redesigned SEND support plan approach strengthened the graduated response and significantly improved parental understanding and confidence in SEND provision.
Supporting pupils with emotionally based school avoidance and SEMH needs through a bespoke curriculum
Research Summary
A bespoke Preparation for Adulthood curriculum successfully re-engaged pupils with EBSA, improving attendance, behaviour and inclusion within a mainstream primary school.
Improving EHCP Delivery Through�Staff Development and Development of a Sensory Space�
Research Report
This case study explores how a mainstream primary school developed a dedicated SEND intervention room and restructured provision to improve the delivery of EHCP support. Through strategic pupil grouping, staff training, and evidence-based interventions, the school strengthened consistency, staff ownership, pupil regulation and access to high-quality inclusive provision.
High quality teaching, Increased engagement, Better learning outcomes
Research Report
This case study describes a professional development group delivered across a large multi-academy trust to embed inclusive leadership among its headteachers. Structured around eight principles of inclusive leadership, the sessions combined CPD on statutory duties, belonging and neuro-affirming culture with the new Ofsted Toolkit's focus on inclusion, alongside collaborative triad discussions across primary, secondary and special colleagues and optional 1:1 coaching.
How Can a Whole-School Dyslexia Approach Improve Outcomes for Key Stage 3 Pupils?
Research Report
This case study explores how a whole-school approach to dyslexia improved early identification, classroom accessibility and pupil engagement for KS3 learners, through staff training, dyslexia-friendly teaching strategies and strengthened systems for screening, support and parental involvement.
Embedding SEND identification and adaptive teaching through sustained, whole-school professional development.
Research Summary
This case study explores how a primary schools took a structured, whole-school approach to strengthening the identification of SEND and adaptive teaching - building staff knowldeg and consistency thorugh a phased programme of professional development, clear systems and expectations, and ongoing cycles of monitoring and review.
Transition: Autumn term parent partnership
Research Report
Introducing Sneak Peek visits, early SENCO phone calls, and parent questionnaires eased anxiety and strengthened trust for families of children with SEND, illustrating how targeted transition support can grow into universal inclusive practice.
Learning to Play and Communicate Together
Research Report
Blending JASPER play principles with PECS and interest-led activities enhanced a Year 1 autistic child's engagement, symbolic play and communication, demonstrating how child-centred, visual approaches can deepen interaction in mainstream classrooms.
Reducing reliance on adult support - Increasing pupil confidence and self-belief
Research Report
Using lesson study to introduce scaffolds, pre teaching, and differentiated success criteria reduced reliance on adults and increased pupils self belief, demonstrating how deliberate pedagogy can grow independence for learners who lack confidence.
Teacher Feedback
Research Report
Building timetabled, modelled feedback sessions that focus on learning goals helped autistic and MLD pupils understand and use feedback more effectively, showing that structured dialogue around work can boost confidence and progress.
Transition: For young children with autism
Research Report
Planning early, using visuals, and building one to one relationships helped a young child with autism move into a new class with growing confidence, highlighting the value of a structured moving in moving through moving on transition lens.
Pupil Voice: Pupil passport
Research Report
Reviewing Pupil Passports in calm, well prepared meetings with a trusted adult and a dedicated note taker strengthened communication about individual needs, making support plans more accurate, collaborative, and meaningful for pupils with SEND.