231 items match current search and filters.
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.
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.
Maximising the Impact of Interventions Through CPD: A focus on children's language skills
Research Report
A supervision and consultancy model combining dynamic assessment, targeted language interventions and reflective CPD deepened practitioners' understanding of speech and language needs, improving confidence and measured literacy and language outcomes for learners.
Developing a Comprehensive Primary to Secondary School Transition Offer
Research Report
Collaborative planning, personalised information, and phased transition activities helped pupils with SEND build familiarity and confidence, underscoring the value of sustained, structured support across schools.
Transition: From an Alternative Provision (AP)
Research Report
Using an introduce and fade transition from Alternative Provision with tools like the Three Houses activity reduced anxiety and improved fit with the new school, showing how relationship focused planning can support complex moves.
Disaggregating EAL and SEND
Research Report
Holistic data analysis and a new monitoring tool helped distinguish language needs from SEND in a diverse junior school, enabling earlier intervention and improving the accuracy of support pathways.
Preparation for Adulthood: Science
Research Report
Embedding Preparation for Adulthood strands into primary special school science lessons increased engagement and relevance for pupils with SEND, showing how curriculum planning around life outcomes can make learning more meaningful and inclusive.
Person-Centred Planning: A focus on physical impairment (Talking Mats)
Research Report
Using Talking Mats within person-centred reviews enabled children with physical impairments to express preferences and aspirations more clearly, enriching planning discussions and demonstrating the power of visual pupil voice tools in review processes.
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.
Structured Conversations and Person-Centred Planning
Research Report
Using Structured Conversations grounded in person centred planning gave families clearer roles and more hopeful, child focused reviews, strengthening parental engagement and the quality of assess plan do review for children with SEND.
Co-Regulation Support Plans
Research Report
Collaborative co-regulation support plans that align staff, pupils and families to improve emotional regulation and social development for children with SEMH related SEND.
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.