Adaptive Teaching: Pause, plan, produce
Research Report
Structured vocabulary support, modelling, and staged planning improved access to geography and English lessons for pupils with SEND, enhancing comprehension and written expression.
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Adaptive Teaching: Frayer Model
Research Report
Using the Frayer Model strengthened independent writing, confidence, and self-esteem for students with SEND, offering a versatile tool for vocabulary and extended writing across subjects.
Alternative Augmentative Communication as a Universal Offer
Research Report
Embedding AAC across classrooms, supported by training and role models, improved communication, language, and social engagement, highlighting the need for consistent, schoolwide AAC practice.
Speech, Language and Communication: Universal and targeted approach
Research Report
Creating a universal and targeted speech language and communication framework with staff training, learning maps, and referral pathways increased staff confidence and consistency, illustrating how whole school systems can better support students with SLCN.
Phonics for children who use alternative augmentative communication
Research Report
Adapting phonics teaching for children who use AAC, including say-it-in-your-head prompts and carefully designed distractor arrays, supported autistic learners to access reading, showing phonics can be effective when tailored to alternative communication.
School Council Advocacy
Research Report
Developing a proportionate and representative School Council with advocacy training enabled pupils with SEND to participate more meaningfully in decision making, highlighting how structured pupil voice can drive whole school inclusion.
South Wirral reading: a tiered intervention model for improving reading outcomes in secondary schools
Research Summary
A secondary school introduced a data-driven phonics and reciprocal reading model delivered by trained assistants. Students made rapid gains in reading age and engagement across year groups.
Research-based Interventions to Support SEMH Learners at Leeds City College
Research Summary
A further-education provider ran psychology-informed coaching to help SEMH learners reframe thoughts and regulate emotions. Students showed reduced anxiety, better coping, and stronger engagement in lessons.
Bridging the gap: supporting vulnerable pupils through transition into secondary school with the Year 6 Youth Club
Research Summary
A SENCO-led transition club offered structured activities, mental-health workshops and staff interaction for vulnerable pupils. Anxiety reduced for pupils and parents, and confidence and readiness for secondary school improved.
A trust-wide approach to embedding pupil voice at the heart of the graduated approach
Research Summary
A primary academy embedded structured one-to-one pupil voice interviews to shape SEND adjustments. Pupils reported feeling valued, confidence increased, and academic outcomes improved beyond non-participants.
Creating a Safe, Inclusive Space for Vulnerable Learners: The Hope Centre at Hope Academy
Research Summary
A dedicated inclusion centre provided quiet spaces, tailored support and specialist input for vulnerable learners. Attendance, attainment and wellbeing improved, and reliance on external provision decreased.
Regulation Station: A sensory-informed approach to inclusion in a mainstream primary school
Research Summary
A sensory-informed space with personalised circuits and staff training supported pupils with processing difficulties in a primary school in an area of social deprivation. Learners showed better regulation, participation, and behaviour.