179 items match current search and filters.
Girls with autism: Addressing self-harm
Research Report
Collaborative home school working using Hope Boxes, scripted support and co-regulation routines helped girls with autism recognise triggers, choose self-help strategies and reduce self-harm, illustrating the impact of personalised emotional regulation plans.
Adaptive Teaching: Non-subject-specific peer review
Research Report
Cross-department peer observations helped teachers focus on accessibility and scaffolding rather than content, improving adaptive teaching practice and supporting more inclusive classroom approaches.
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.
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.
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.
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.
Teaching emotional regulation
Research Report
Developing a school wide emotion coaching process with visual supports enabled children to internalise self regulation strategies over time, reducing dependence on key adults and strengthening staff confidence in relational practice.
Attendance for children with profound and multiple learning disabilities
Research Report
Transport issues, medical appointments, and communication with families shaped attendance for pupils with PMLD; focused cycles highlighted the value of logistical support and stronger parent engagement.
Listening to Teaching Assistants: What CPD is most useful to you?
Research Report
Small-group, setting-specific CPD for teaching assistants on sensory, communication and behavior strategies, delivered by familiar professionals and repeated over time, built confidence and practice change, strengthening TA contributions to inclusive classrooms.
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.
Assessment for Learning in Maths
Research Report
Targeted small-group maths interventions using concrete, pictorial, and abstract methods improved progress, confidence, and engagement, supported by clear assessment data and a structured intervention model.
Wellbeing and emotional support pathway for learners with SEND
Research Report
Designing a tiered wellbeing and emotional support pathway with key workers and staged reintegration improved attendance and engagement for anxious learners with SEND, underlining the importance of pupil led routes back into lessons.