179 items match current search and filters.
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.
Teaching life skills to learners with complex needs in a primary setting
Research Summary
A primary school used Preparation for Adulthood activities to build independence, confidence and family trust for pupils with complex needs.
SEMH: Embedding an inclusive relational approach
Research Report
Embedding a relational Ready Respectful Safe behaviour approach reframed SEMH needs as communication rather than misbehaviour, improving language, routines, and pupil voice around behaviour and strengthening emotional safety across the school.
Colourful Semantics in the Classroom
Research Report
Introducing Colourful Semantics with personalised scaffolds improved sentence understanding and independence for primary pupils, illustrating how adapted resources can enhance whole-class learning and inclusion.
Communities of Practice
Research Report
Collaborative communities of practice in a further education setting supported staff to share inclusive strategies and refine SEND provision, demonstrating how collective reflection strengthens inclusive culture and pedagogy.
English, Phonics: PMLD
Research Report
A personalised phonics programme for a pupil with PMLD improved engagement and highlighted the importance of family involvement, demonstrating how tailored literacy approaches can support emerging communication.
Adaptive Teaching: Assess, Review
Research Report
RAG cards, peer buddies, and small adaptive adjustments improved regulation, engagement, and communication for secondary pupils, supporting more responsive teaching and classroom participation.
Videoing Lessons: Noticing and building on micro-progress
Research Report
Video recording lessons within a dual coding lesson study helped staff notice micro progress in engagement, relationships, and metacognition for two pupils with severe learning disabilities, demonstrating the power of close observation for refining practice.
Adaptive Teaching: A focus on maths
Research Report
Visual aids, supportive peer pairings, targeted questioning, and manipulatives helped pupils with SEND engage more confidently with maths problem solving and build independence through tailored scaffolds.
Universal Offer and the Graduated Response
Research Report
Auditing the universal offer and adding a universal plus stage to the graduated response clarified expectations and tightened SEND identification, strengthening consistency and early support across a MAT.
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.
Curiosity for SEND
Research Report
Action research that fostered professional curiosity enabled teachers to explore new ways of adapting learning for pupils with SEND, leading to more reflective practice and stronger collaborative problem-solving.