179 items match current search and filters.
Flexible Seating for Sensory Needs
Research Report
Redesigned sensory-friendly classroom zones with varied seating and lighting improved regulation and engagement for pupils with sensory needs, highlighting the value of pupil-informed environment design.
Continuing Professional Development (CPD) in a MAT
Research Report
A structured CPD model embedded SEND principles across a multi-academy trust, improving collaboration and staff confidence while showing the value of coherent, trust-wide approaches to professional learning.
PSHE: Using technology to support group work skills
Research Report
Using Cosmo Explore in staged group tasks enabled autistic pupils to practise turn taking and collaboration with less adult direction, showing how carefully planned technology and pupil voice can build social communication skills and confidence in PSHE.
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.
Disciplinary Literacy: Teaching subject-specific literacy
Research Report
A focus on subject-specific vocabulary in science revealed gaps in how language was introduced and unpacked, demonstrating the need for a strategic, schoolwide approach to disciplinary literacy.
Reading Technology: A focus on horticulture, health and nutrition
Research Report
Linking QR codes in horticulture lessons to accessible texts in a reading app increased post 16 learners confidence, independence, and peer support in reading, illustrating how assistive technology can embed literacy into practical, vocational learning.
Thinking Moves: Science
Research Report
Integrating selected Thinking Moves into science lessons strengthened pupils sequencing and use of scientific vocabulary, showing how explicit thinking language can deepen conceptual understanding for learners with SEND.
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.
Adaptive Teaching: Secondary School English lesson
Research Report
Scaffolding, dual coding, modelling, and structured prompts improved inference and extended writing for pupils with SEND, supporting regulation, confidence, and participation in English lessons.
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.
Increasing Independence: 'Now, Next, Then' boards
Research Report
Using visual Now Next Then boards at individual and whole-class level enabled autistic learners to follow science lesson routines more independently, reducing reliance on adults and prompting LSAs to redirect using visual cues rather than verbal prompts.
Adaptive Approaches: A focus on ADHD
Research Report
Co-developed strategies that broke tasks into smaller steps and incorporated movement and reflection strengthened engagement and relationships for a pupil with ADHD, creating a more supportive learning environment.