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Continuing Professional Development: Adaptive Teaching
Research Report
Peer observation and shared reflection helped primary teachers refine adaptive teaching strategies, highlighting how collaborative CPD strengthens inclusive practice and deepens understanding of pupil needs.
Centring Pupil Voice in Transition
Research Report
Person-centred planning and pupil-led resources enabled Year 6 pupils with SEND to express their views more confidently during transition reviews, strengthening parental engagement and improving the quality of transition discussions.
Profound and Multiple Learning Disabilities (PMLD): Capturing Meaningful Student Voice
Research Report
Ongoing, multimodal student voice work using photos, video, music and sensory objects transformed EHCP reviews for learners on sensory pathways into celebratory, person-centred meetings, deepening family engagement and ensuring plans reflect what matters most to each student.
Sensory Strategies
Research Report
Introducing a universal sensory offer with personalised boxes, circuits, and built in sensory breaks improved engagement and reduced incidents, showing how low cost sensory provision can build self regulation and independence in Key Stage 1.
Thinking Moves: PSHE
Research Report
Embedding Thinking Moves in PSHE discussions gave students a shared thinking vocabulary that supported listening, questioning, and exploration of sensitive topics, building confidence, empathy, and more inclusive dialogue.
Transition: A focus on attachment
Research Report
Co creating an attachment informed transition tool with RAG rated strategies helped staff track key skills like feeling safe and seeking help, showing how tailored planning for one child can evolve into more inclusive transition practice for all.
Adaptive Teaching in Geography
Research Report
Sensory supports, ICT tools, scaffolded resources, and flexible recording methods improved regulation and access to geography learning for pupils with SEMH needs and developmental delay.
Children and Young People's Well-being
Research Report
Using the IPEW framework helped staff understand emotional well-being in children who communicate non-verbally, supporting more tailored responses and highlighting the value of iterative assessment in inclusive settings.
Developing Motor Skills for Independence
Research Report
Targeted motor skill programmes improved pupils ability to navigate space, manipulate materials, and engage in writing, highlighting the need for accessible resources and staff training in specialist motor development.
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.
Using Manipulatives: Numicon
Research Report
Embedding Numicon manipulatives and clear displays across classrooms enabled more independent maths problem solving for pupils on the SEND register, with most teachers reporting noticeable gains in understanding and confidence.
Adaptive Phonics Teaching: A focus on children with autistic traits
Research Report
Short, interest-based phonics sessions delivered through games, stories, and videos improved engagement and regulation for children with autistic traits, reducing writing barriers and avoiding overload.