| No-one left behind: Effective use of performance data to inform Wave 1 and Wave 2 interventions |
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| Using Every Child a Writer to boost vocabulary in Year 3 and 4 writing |
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| Early Reading and phonics project: Letters and Sounds in practice |
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5 |
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3 |
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1 |
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1 |
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| Inclusion Development Programme: Using the Autism Spectrum training materials in a Primary School |
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| Essex LA Strategy Support Teacher: Using mentoring/coaching to improve practice and attainment |
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| Layered targets: Steps to success |
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| Essex Lesson Study: Improving writing through interactive learning/teaching with an emphasis on ICT |
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1 |
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| Inclusion: Using the IDP as part of LA support around a primary school developing a SpLD provision |
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| Raising standards in writing through storytelling |
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| Inclusion Development Programme Phase 1 implementation & evaluation of impact |
20.500.14069/197 |
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| Inclusion Development Programme: initial implementation in a Surrey primary school |
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| The missing piece of the jigsaw: 'Let's interact' Learning to Talk, Talking to Learn |
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| Supporting maths subject leaders in monitoring teaching and learning |
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| Making good writers out of stuck/fallen behind 'can't write, won't write' pupils in Y6 |
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| A local authority's response to Every Child a Reader |
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2 |
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| Storytelling: Engaging and supporting early writers through Talk for Writing |
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| Inclusion Development Programme (IDP): Implementing the SLCN IDP in Grange Infants School |
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| How to make significant improvements to the standard of attainment at NC level 4 in mathematics |
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| Developing process skills within the maths curriculum |
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3 |
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1 |
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| Boiler suits and buns: Using modelling in science to develop independent learning |
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| Leading teacher programme: Supporting a Year 6 class teacher to improve standards in writing |
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| A transition pledge to pupils and parents |
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| Using Talk for Writing strategies to improve writing standards |
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| 'Talking Maths': Focus on under-attaining EAL pupils in Year 5 |
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4 |
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2 |
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1 |
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1 |
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| IDP for Dyslexia and the creative curriculum at Fellside Community Primary School |
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| Raising attainment by establishing whole-school Assessment for Learning (AfL) |
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| Cross-curricular initiatives in cross-phase partnership: Bridging the Primary Languages gap |
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| India |
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| 2 minutes of counting a day, keeps the doctor away! |
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| India |
95 |
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3 |
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1 |
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1 |
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| Guided writing as a means of precise intervention at Wave One |
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| Continuity and progression in science across transfer |
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20 |
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| Talk to learn: Developing group talk to improve learning outcomes in science |
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19 |
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3 |
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2 |
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1 |
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| Support for Writing: The local authority approach in Cambridgeshire |
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| Sep 2026 |
0 |
|
| Mar 2026 |
1 |
| Apr 2026 |
4 |
| May 2026 |
0 |
| Jun 2026 |
2 |
| Jul 2026 |
0 |
| Aug 2026 |
3 |
| Sep 2026 |
0 |
|
|
| Transforming the school climate for learning: Stoke Damerel Community College |
20.500.14069/156 |
7 |
38 |
1234 |
0.01 |
0.03 |
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
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| Mar 2026 |
1 |
| Apr 2026 |
5 |
| May 2026 |
5 |
| Jun 2026 |
4 |
| Jul 2026 |
1 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
|
| UAE |
3 |
| Kazakhstan |
2 |
| China |
1 |
| India |
1 |
|
| Integrating Writing Across the Curriculum |
20.500.14069/225 |
5 |
12 |
1234 |
0.00 |
0.01 |
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
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| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| Kyrgyzstan |
2 |
| United Kingdom |
1 |
| India |
1 |
| Philippines |
1 |
|
| Pupil tracking for progress: First to middle school |
20.500.14069/295 |
8 |
13 |
1193 |
0.01 |
0.01 |
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
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| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
|
| Embedding philosophy in our community |
20.500.14069/169 |
22 |
35 |
1234 |
0.02 |
0.03 |
| Mar 2026 |
1 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
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| Mar 2026 |
2 |
| Apr 2026 |
6 |
| May 2026 |
3 |
| Jun 2026 |
2 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| United Kingdom |
14 |
| India |
4 |
| Germany |
1 |
| Iran |
1 |
| Japan |
1 |
| Mexico |
1 |
|
| To develop higher order thinking skills in Year 5 mathematics lessons |
20.500.14069/183 |
11 |
26 |
1234 |
0.01 |
0.02 |
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
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0 |
| Sep 2026 |
0 |
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| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
1 |
|
| United Kingdom |
3 |
| Saudi Arabia |
3 |
| Kazakhstan |
2 |
| Indonesia |
1 |
| India |
1 |
| Russia |
1 |
|
| Whole School CPD: Using the IDP in a Secondary School |
20.500.14069/201 |
2 |
39 |
1234 |
0.00 |
0.03 |
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
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| Mar 2026 |
2 |
| Apr 2026 |
3 |
| May 2026 |
0 |
| Jun 2026 |
3 |
| Jul 2026 |
2 |
| Aug 2026 |
3 |
| Sep 2026 |
0 |
|
|
| Devon Inclusion Award (Autism Spectrum) and IDP training at Ratcliffe Special School |
20.500.14069/210 |
61 |
18 |
1234 |
0.05 |
0.01 |
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
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| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| India |
38 |
| United Kingdom |
10 |
| Ireland |
10 |
| Switzerland |
1 |
| Mexico |
1 |
| South Africa |
1 |
|
| CLLD at Perryfields Primary School, Sandwell |
20.500.14069/175 |
34 |
36 |
1234 |
0.03 |
0.03 |
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
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| Mar 2026 |
0 |
| Apr 2026 |
2 |
| May 2026 |
3 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
|
| India |
20 |
| United Kingdom |
9 |
| Germany |
3 |
| Poland |
1 |
| United States |
1 |
|
| Using 1:1 Tuition to Improve Attainment in Numeracy |
20.500.14069/164 |
4 |
26 |
1234 |
0.00 |
0.02 |
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
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0 |
| Sep 2026 |
0 |
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| Mar 2026 |
0 |
| Apr 2026 |
1 |
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
2 |
| Aug 2026 |
3 |
| Sep 2026 |
0 |
|
| Brazil |
1 |
| United Kingdom |
1 |
| Indonesia |
1 |
| India |
1 |
|
| Use of the Virtual Learning Environment (VLE) to engage students and develop independence |
20.500.14069/224 |
23 |
37 |
1234 |
0.02 |
0.03 |
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
1 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
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| Mar 2026 |
0 |
| Apr 2026 |
1 |
| May 2026 |
1 |
| Jun 2026 |
1 |
| Jul 2026 |
2 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
|
| Hong Kong |
5 |
| Australia |
4 |
| Germany |
4 |
| United Kingdom |
4 |
| Canada |
2 |
| India |
2 |
| 2 others |
3 |
|
| Improving standards in writing through developing sentence structure and punctuation |
20.500.14069/181 |
18 |
17 |
1234 |
0.01 |
0.01 |
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
3 |
| Sep 2026 |
0 |
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| Mar 2026 |
2 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
3 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
|
| Indonesia |
13 |
| India |
2 |
| Australia |
1 |
| Germany |
1 |
| Spain |
1 |
|
| IDP: The development of effective strategies to support pupils on the autism spectrum in a primary school |
20.500.14069/147 |
6 |
21 |
1234 |
0.00 |
0.02 |
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
2 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
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| Mar 2026 |
1 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| India |
3 |
| United Kingdom |
2 |
| Ireland |
1 |
| Singapore |
1 |
|
| Implementing an integrated curriculum |
20.500.14069/196 |
13 |
42 |
1234 |
0.01 |
0.03 |
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
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| Mar 2026 |
1 |
| Apr 2026 |
3 |
| May 2026 |
1 |
| Jun 2026 |
2 |
| Jul 2026 |
1 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
|
| United Kingdom |
8 |
| China |
1 |
| Germany |
1 |
| Ireland |
1 |
| India |
1 |
| Russia |
1 |
|
| Guidance for practitioners supporting children/families where English is an Additional Language |
20.500.14069/205 |
15 |
25 |
1234 |
0.01 |
0.02 |
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
1 |
| Apr 2026 |
4 |
| May 2026 |
1 |
| Jun 2026 |
2 |
| Jul 2026 |
1 |
| Aug 2026 |
3 |
| Sep 2026 |
0 |
|
| Germany |
4 |
| United Kingdom |
3 |
| Kyrgyzstan |
3 |
| UAE |
1 |
| Belgium |
1 |
| Switzerland |
1 |
| 2 others |
2 |
|
| Tracking pupil progress: Effective provision in a primary school |
20.500.14069/217 |
23 |
63 |
1234 |
0.02 |
0.05 |
| Mar 2026 |
2 |
| Apr 2026 |
3 |
| May 2026 |
0 |
| Jun 2026 |
3 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
14 |
| Apr 2026 |
10 |
| May 2026 |
8 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| United Kingdom |
16 |
| Germany |
3 |
| Kazakhstan |
2 |
| Canada |
1 |
| India |
1 |
|
| Increasing children's engagement in independent reading and writing in the Early Years |
20.500.14069/212 |
14 |
33 |
1234 |
0.01 |
0.03 |
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
1 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
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| Mar 2026 |
2 |
| Apr 2026 |
1 |
| May 2026 |
1 |
| Jun 2026 |
2 |
| Jul 2026 |
1 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
|
| United Kingdom |
7 |
| Germany |
4 |
| India |
3 |
|
| Say what you see: Write what you say! |
20.500.14069/176 |
17 |
7 |
1234 |
0.01 |
0.01 |
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
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| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Indonesia |
6 |
| China |
4 |
| Germany |
3 |
| Egypt |
2 |
| Brazil |
1 |
| India |
1 |
|
| A local authority approach to support science transition from Key Stage 2 to Key Stage 3 |
20.500.14069/203 |
5 |
4 |
1234 |
0.00 |
0.00 |
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
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| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| United Kingdom |
2 |
| India |
2 |
| Spain |
1 |
|
| Inclusion Development Programme (Autism Spectrum): Promoting parental confidence |
20.500.14069/226 |
17 |
47 |
1234 |
0.01 |
0.04 |
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
2 |
| Jun 2026 |
0 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
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| Mar 2026 |
0 |
| Apr 2026 |
2 |
| May 2026 |
3 |
| Jun 2026 |
0 |
| Jul 2026 |
4 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
|
| United Kingdom |
7 |
| United States |
7 |
| Ireland |
1 |
| India |
1 |
| Singapore |
1 |
|
| Establishing a whole school approach to G&T at a Medway secondary (non-selective) school |
20.500.14069/258 |
35 |
25 |
1233 |
0.03 |
0.02 |
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
2 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
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| Mar 2026 |
0 |
| Apr 2026 |
4 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
|
| United Kingdom |
16 |
| India |
8 |
| China |
3 |
| Norway |
3 |
| Belgium |
2 |
| Ireland |
2 |
| 1 others |
1 |
|
| Raising attainment of girls in mathematics at the end of Key Stage 2 |
20.500.14069/148 |
39 |
43 |
1234 |
0.03 |
0.03 |
| Mar 2026 |
0 |
| Apr 2026 |
0 |
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0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
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| Mar 2026 |
0 |
| Apr 2026 |
3 |
| May 2026 |
1 |
| Jun 2026 |
1 |
| Jul 2026 |
1 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| United Kingdom |
31 |
| Germany |
5 |
| China |
1 |
| India |
1 |
| Netherlands |
1 |
|
| Using transfer to empower pupils to take responsibility for their learning |
20.500.14069/207 |
10 |
31 |
1234 |
0.01 |
0.03 |
| Mar 2026 |
0 |
| Apr 2026 |
2 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
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| Mar 2026 |
2 |
| Apr 2026 |
2 |
| May 2026 |
2 |
| Jun 2026 |
1 |
| Jul 2026 |
1 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
|
| India |
3 |
| United Kingdom |
2 |
| China |
1 |
| Indonesia |
1 |
| Israel |
1 |
| Sweden |
1 |
| 1 others |
1 |
|
| Raising attainment in writing with ISP tools: Raising attainment plans and pupil progress meetings |
20.500.14069/177 |
54 |
88 |
1234 |
0.04 |
0.07 |
| Mar 2026 |
2 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
6 |
| Apr 2026 |
2 |
| May 2026 |
1 |
| Jun 2026 |
4 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| United Kingdom |
49 |
| India |
2 |
| South Africa |
2 |
| Germany |
1 |
|
| STAR: Supporting through the arts – An initiative linking the arts to the development of writing |
20.500.14069/173 |
13 |
12 |
1234 |
0.01 |
0.01 |
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
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| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| United Kingdom |
6 |
| Germany |
4 |
| India |
3 |
|
| Enabling pupils to become more active learners through Assessment for Learning (AfL) |
20.500.14069/167 |
15 |
34 |
1234 |
0.01 |
0.03 |
| Mar 2026 |
0 |
| Apr 2026 |
1 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
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| Mar 2026 |
0 |
| Apr 2026 |
1 |
| May 2026 |
0 |
| Jun 2026 |
2 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
|
| United Kingdom |
10 |
| India |
2 |
| Austria |
1 |
| Germany |
1 |
| Indonesia |
1 |
|
| Developing a learning community through Assessment for Learning (AfL) |
20.500.14069/160 |
21 |
45 |
1234 |
0.02 |
0.04 |
| Mar 2026 |
1 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
2 |
| Apr 2026 |
1 |
| May 2026 |
4 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
|
| India |
15 |
| Myanmar (Burma) |
4 |
| Indonesia |
1 |
| Tunisia |
1 |
|
| IDP Autism Spectrum: Impact on staff, parent/carer, pupil confidence and improved learning outcomes |
20.500.14069/193 |
4 |
25 |
1234 |
0.00 |
0.02 |
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
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| Mar 2026 |
0 |
| Apr 2026 |
4 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| India |
2 |
| Brazil |
1 |
| United Kingdom |
1 |
|
| One-to-One Tuition - Communication and Quality Assurance |
20.500.14069/171 |
12 |
15 |
1234 |
0.01 |
0.01 |
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
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0 |
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| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Germany |
4 |
| Kyrgyzstan |
3 |
| Indonesia |
1 |
| India |
1 |
| Kazakhstan |
1 |
| Ukraine |
1 |
| 1 others |
1 |
|
| Every Child a Reader: The wider impact |
20.500.14069/233 |
45 |
52 |
1234 |
0.04 |
0.04 |
| Mar 2026 |
0 |
| Apr 2026 |
4 |
| May 2026 |
0 |
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0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
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1 |
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| Mar 2026 |
3 |
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1 |
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2 |
| Jun 2026 |
2 |
| Jul 2026 |
0 |
| Aug 2026 |
4 |
| Sep 2026 |
1 |
|
| United Kingdom |
31 |
| India |
3 |
| Kyrgyzstan |
3 |
| Philippines |
3 |
| Netherlands |
2 |
| Sweden |
2 |
| 1 others |
1 |
|
| Pupil tracking: The next generation |
20.500.14069/232 |
8 |
5 |
1234 |
0.01 |
0.00 |
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
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0 |
| Sep 2026 |
0 |
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| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Germany |
4 |
| Belgium |
3 |
| India |
1 |
|
| Developing the Application of Functional Skills at KS3 |
20.500.14069/209 |
30 |
30 |
1234 |
0.02 |
0.02 |
| Mar 2026 |
0 |
| Apr 2026 |
1 |
| May 2026 |
0 |
| Jun 2026 |
0 |
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1 |
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0 |
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0 |
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| Mar 2026 |
3 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
1 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| India |
18 |
| United Kingdom |
7 |
| Kyrgyzstan |
3 |
| Brazil |
1 |
| Germany |
1 |
|
| Using models and images to support learners with English as an additional language |
20.500.14069/142 |
25 |
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0.02 |
0.04 |
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0 |
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2 |
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2 |
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0 |
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5 |
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0 |
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3 |
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0 |
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9 |
| Australia |
8 |
| Kyrgyzstan |
5 |
| Brazil |
1 |
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1 |
| United States |
1 |
|
| Raising attainment in Key Stage 4 through intervention strategies in English and mathematics |
20.500.14069/144 |
4 |
26 |
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0.00 |
0.02 |
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0 |
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0 |
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0 |
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0 |
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0 |
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0 |
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| United Kingdom |
2 |
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1 |
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1 |
|
| Strengthening Transfer and Transitions (Improving progression from Year 6 to 7) |
20.500.14069/157 |
5 |
27 |
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0.00 |
0.02 |
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0 |
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1 |
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0 |
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0 |
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0 |
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4 |
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2 |
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2 |
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1 |
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2 |
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0 |
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2 |
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1 |
| Fiji |
1 |
| India |
1 |
|
| Improving oral rehearsal skills to lead to quality written outcomes |
20.500.14069/215 |
90 |
407 |
1234 |
0.07 |
0.33 |
| Mar 2026 |
17 |
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8 |
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13 |
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1 |
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2 |
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19 |
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15 |
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13 |
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5 |
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7 |
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3 |
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1 |
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60 |
| Australia |
9 |
| Canada |
7 |
| UAE |
3 |
| Germany |
3 |
| United States |
3 |
| 5 others |
6 |
|
| Staying alive - an exciting and innovative programme to embed functional skills in Y9 |
20.500.14069/216 |
4 |
32 |
1234 |
0.00 |
0.03 |
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0 |
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0 |
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0 |
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0 |
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0 |
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0 |
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1 |
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1 |
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2 |
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2 |
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1 |
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0 |
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| United Kingdom |
2 |
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1 |
| South Africa |
1 |
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| Collaborative paired Assessment for Learning (AfL) driven swift school improvement |
20.500.14069/211 |
30 |
29 |
1234 |
0.02 |
0.02 |
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0 |
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0 |
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0 |
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0 |
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0 |
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0 |
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0 |
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1 |
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0 |
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1 |
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0 |
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| India |
21 |
| United Kingdom |
6 |
| Brazil |
1 |
| China |
1 |
| Kazakhstan |
1 |
|
| School Achievement Review (SAR): A focus on pupil progress |
20.500.14069/141 |
3 |
24 |
1234 |
0.00 |
0.02 |
| Mar 2026 |
0 |
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0 |
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0 |
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0 |
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0 |
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0 |
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1 |
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2 |
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3 |
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2 |
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0 |
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3 |
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0 |
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| United Kingdom |
1 |
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1 |
| Ukraine |
1 |
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| Taking risks - making a difference: Working as a specialist teacher with Every Child a Writer |
20.500.14069/161 |
4 |
24 |
1234 |
0.00 |
0.02 |
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0 |
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0 |
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0 |
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0 |
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0 |
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0 |
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0 |
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1 |
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1 |
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3 |
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0 |
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2 |
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0 |
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2 |
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1 |
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1 |
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| Using lesson study as a whole-school approach to improving guided writing |
20.500.14069/289 |
7 |
8 |
1193 |
0.01 |
0.01 |
| Mar 2026 |
1 |
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0 |
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0 |
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0 |
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0 |
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0 |
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0 |
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1 |
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0 |
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0 |
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1 |
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0 |
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1 |
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0 |
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| India |
4 |
| Germany |
1 |
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1 |
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1 |
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| How to set up and run a successful 1-1 tuition intervention programme |
20.500.14069/174 |
9 |
30 |
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0.01 |
0.02 |
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0 |
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1 |
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1 |
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2 |
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0 |
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| United Kingdom |
4 |
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2 |
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1 |
| India |
1 |
| Malaysia |
1 |
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| Leading on Improvement - St Mary's Haslingden changing from vulnerable to great! |
20.500.14069/231 |
6 |
27 |
1234 |
0.00 |
0.02 |
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0 |
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0 |
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0 |
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0 |
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0 |
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0 |
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0 |
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2 |
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2 |
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2 |
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0 |
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3 |
| Sep 2026 |
0 |
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| United Kingdom |
3 |
| Brazil |
1 |
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1 |
| India |
1 |
|
| Behaviour and attendance: The role of the senior leadership team (SLT) in leading and managing improvement |
20.500.14069/158 |
48 |
101 |
1234 |
0.04 |
0.08 |
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0 |
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0 |
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0 |
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0 |
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0 |
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0 |
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2 |
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0 |
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1 |
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0 |
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1 |
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0 |
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40 |
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5 |
| Nigeria |
3 |
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| Close encounters |
20.500.14069/172 |
33 |
42 |
1234 |
0.03 |
0.03 |
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0 |
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0 |
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0 |
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0 |
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0 |
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0 |
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0 |
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2 |
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1 |
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3 |
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1 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
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| India |
28 |
| Germany |
4 |
| Colombia |
1 |
|
| Best practice CPD to embed 'Talk for Writing' within a primary school |
20.500.14069/223 |
75 |
65 |
1234 |
0.06 |
0.05 |
| Mar 2026 |
1 |
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0 |
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3 |
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1 |
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0 |
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0 |
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0 |
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1 |
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0 |
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1 |
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1 |
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0 |
| Aug 2026 |
4 |
| Sep 2026 |
0 |
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| India |
60 |
| United Kingdom |
12 |
| Germany |
1 |
| Spain |
1 |
| Mexico |
1 |
| Timor-Leste |
1 |
|
| Strengthening childminder practice in Newham through training and working with colleagues |
20.500.14069/292 |
15 |
10 |
1193 |
0.01 |
0.01 |
| Mar 2026 |
0 |
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0 |
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0 |
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0 |
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0 |
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1 |
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0 |
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0 |
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0 |
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0 |
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0 |
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0 |
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1 |
| Sep 2026 |
0 |
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| Germany |
4 |
| United Kingdom |
4 |
| Japan |
4 |
| India |
3 |
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| Embedding principles of Every Child a Writer in whole school approach to Literacy |
20.500.14069/178 |
19 |
4 |
1234 |
0.02 |
0.00 |
| Mar 2026 |
1 |
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0 |
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0 |
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0 |
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0 |
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0 |
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0 |
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0 |
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0 |
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0 |
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0 |
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0 |
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0 |
|
| India |
8 |
| United Kingdom |
4 |
| Kyrgyzstan |
4 |
| Colombia |
1 |
| Germany |
1 |
| Kazakhstan |
1 |
|
| The Birth to Five Service website: Supporting practice and provision in the Early Years |
20.500.14069/185 |
37 |
40 |
1234 |
0.03 |
0.03 |
| Mar 2026 |
0 |
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0 |
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0 |
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0 |
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0 |
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1 |
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0 |
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0 |
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2 |
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1 |
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1 |
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1 |
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1 |
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0 |
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| India |
27 |
| United Kingdom |
5 |
| China |
2 |
| Indonesia |
2 |
| Germany |
1 |
|
| Every Child a Writer: Effective collaboration with a leading teacher |
20.500.14069/154 |
5 |
38 |
1234 |
0.00 |
0.03 |
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0 |
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0 |
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0 |
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0 |
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0 |
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0 |
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0 |
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1 |
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2 |
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2 |
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1 |
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0 |
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2 |
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0 |
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| India |
2 |
| UAE |
1 |
| Germany |
1 |
| Netherlands |
1 |
|
| Establishing One-to-One Tuition in Secondary Schools |
20.500.14069/204 |
13 |
25 |
1234 |
0.01 |
0.02 |
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0 |
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0 |
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0 |
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0 |
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0 |
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0 |
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0 |
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0 |
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1 |
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3 |
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3 |
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1 |
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3 |
| Sep 2026 |
0 |
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| Kyrgyzstan |
4 |
| Pakistan |
3 |
| United Kingdom |
2 |
| India |
2 |
| Germany |
1 |
| Indonesia |
1 |
|
| SEAL: Communication and conflict |
20.500.14069/296 |
28 |
34 |
1193 |
0.02 |
0.03 |
| Mar 2026 |
0 |
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0 |
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1 |
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0 |
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0 |
| Aug 2026 |
0 |
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0 |
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0 |
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0 |
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1 |
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0 |
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3 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| United Kingdom |
11 |
| United States |
9 |
| India |
8 |
|
| The impact of talk and role play on writing |
20.500.14069/192 |
17 |
46 |
1234 |
0.01 |
0.04 |
| Mar 2026 |
0 |
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0 |
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0 |
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0 |
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0 |
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0 |
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0 |
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1 |
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3 |
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2 |
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4 |
| Jul 2026 |
2 |
| Aug 2026 |
3 |
| Sep 2026 |
0 |
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| United Kingdom |
3 |
| India |
3 |
| Kazakhstan |
3 |
| France |
2 |
| Netherlands |
2 |
| Australia |
1 |
| 3 others |
3 |
|
| IDP: Using the Inclusion Development Programme (Autism Spectrum) to support the school community |
20.500.14069/294 |
16 |
50 |
1193 |
0.01 |
0.04 |
| Mar 2026 |
0 |
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0 |
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0 |
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0 |
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0 |
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0 |
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0 |
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3 |
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3 |
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1 |
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2 |
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1 |
| Aug 2026 |
10 |
| Sep 2026 |
0 |
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| United States |
9 |
| India |
6 |
| United Kingdom |
1 |
|
| Developing tools to engage Gifted and Talented children in their learning |
20.500.14069/159 |
29 |
26 |
1234 |
0.02 |
0.02 |
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0 |
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0 |
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0 |
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0 |
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0 |
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1 |
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0 |
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0 |
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0 |
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0 |
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1 |
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0 |
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| India |
17 |
| United Kingdom |
10 |
| Kazakhstan |
1 |
| United States |
1 |
|
| Improving text cohesion and structure to accelerate progress in Year 3 and Year 4 (ECaW) |
20.500.14069/186 |
7 |
6 |
1234 |
0.01 |
0.00 |
| Mar 2026 |
5 |
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0 |
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0 |
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0 |
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0 |
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1 |
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0 |
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2 |
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0 |
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0 |
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0 |
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0 |
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1 |
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0 |
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| Italy |
4 |
| United Kingdom |
1 |
| India |
1 |
| United States |
1 |
|
| Supporting vulnerable young people to access learning through the Success Plus Centre |
20.500.14069/213 |
1 |
37 |
1234 |
0.00 |
0.03 |
| Mar 2026 |
0 |
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0 |
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0 |
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0 |
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0 |
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0 |
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0 |
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2 |
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3 |
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0 |
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2 |
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1 |
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2 |
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0 |
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|
| Power of Reading - Raising achievement in literacy through enjoyment and creativity |
20.500.14069/166 |
10 |
6 |
1234 |
0.01 |
0.00 |
| Mar 2026 |
0 |
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0 |
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0 |
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0 |
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0 |
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0 |
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0 |
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0 |
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0 |
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0 |
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0 |
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1 |
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0 |
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| Germany |
4 |
| India |
3 |
| United Kingdom |
2 |
| Kazakhstan |
1 |
|
| Developmental delay or dyslexic tendencies? |
20.500.14069/208 |
13 |
13 |
1234 |
0.01 |
0.01 |
| Mar 2026 |
0 |
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0 |
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0 |
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0 |
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0 |
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0 |
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0 |
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0 |
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0 |
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0 |
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0 |
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1 |
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0 |
|
| India |
9 |
| United Kingdom |
2 |
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1 |
| Jordan |
1 |
|
| The poetry of podcasting |
20.500.14069/146 |
9 |
33 |
1234 |
0.01 |
0.03 |
| Mar 2026 |
1 |
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0 |
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0 |
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0 |
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0 |
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0 |
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0 |
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2 |
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3 |
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2 |
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1 |
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1 |
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2 |
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0 |
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| United Kingdom |
5 |
| India |
3 |
| Ireland |
1 |
|
| Use of gaming technologies to enhance learning |
20.500.14069/291 |
16 |
13 |
1193 |
0.01 |
0.01 |
| Mar 2026 |
0 |
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0 |
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0 |
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0 |
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0 |
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0 |
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0 |
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0 |
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0 |
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0 |
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1 |
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0 |
|
| United Kingdom |
6 |
| India |
5 |
| Canada |
2 |
| Kyrgyzstan |
2 |
| United States |
1 |
|
| Taking stock of the Improving Schools Programme (ISP) |
20.500.14069/189 |
8 |
35 |
1234 |
0.01 |
0.03 |
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0 |
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0 |
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0 |
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0 |
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1 |
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2 |
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0 |
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1 |
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1 |
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2 |
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0 |
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| Germany |
4 |
| United Kingdom |
2 |
| Brazil |
1 |
| India |
1 |
|
| The impact of visual tracking on student progress |
20.500.14069/188 |
40 |
145 |
1234 |
0.03 |
0.12 |
| Mar 2026 |
5 |
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6 |
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4 |
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4 |
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2 |
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7 |
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13 |
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6 |
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19 |
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9 |
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5 |
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0 |
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| Philippines |
14 |
| United Kingdom |
6 |
| Latvia |
5 |
| Australia |
4 |
| United States |
4 |
| India |
2 |
| 5 others |
7 |
|
| Planning for progression using the Support for Writing materials |
20.500.14069/206 |
6 |
34 |
1234 |
0.00 |
0.03 |
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0 |
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0 |
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0 |
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0 |
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0 |
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0 |
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0 |
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1 |
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4 |
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1 |
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1 |
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0 |
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2 |
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0 |
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| Netherlands |
2 |
| Germany |
1 |
| Egypt |
1 |
| United Kingdom |
1 |
| India |
1 |
|
| Big improvements in maths GCSE attainment without specialists |
20.500.14069/297 |
56 |
65 |
1193 |
0.05 |
0.05 |
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
1 |
| Apr 2026 |
3 |
| May 2026 |
1 |
| Jun 2026 |
1 |
| Jul 2026 |
1 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| India |
36 |
| United Kingdom |
14 |
| Hong Kong |
2 |
| Ireland |
2 |
| China |
1 |
| Netherlands |
1 |
|
| A whole school approach to guided writing |
20.500.14069/218 |
16 |
14 |
1234 |
0.01 |
0.01 |
| Mar 2026 |
1 |
| Apr 2026 |
5 |
| May 2026 |
1 |
| Jun 2026 |
0 |
| Jul 2026 |
3 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| Mar 2026 |
0 |
| Apr 2026 |
2 |
| May 2026 |
1 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
|
| United Kingdom |
8 |
| Spain |
3 |
| India |
3 |
| Brazil |
1 |
| Botswana |
1 |
| China |
1 |
| 1 others |
1 |
|
| Raising attainment in writing in Foundation Stage |
20.500.14069/145 |
12 |
48 |
1234 |
0.01 |
0.04 |
| Mar 2026 |
2 |
| Apr 2026 |
1 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
1 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| Germany |
5 |
| United Kingdom |
2 |
| Australia |
1 |
| Brazil |
1 |
| India |
1 |
| Singapore |
1 |
| 1 others |
1 |
|
| Creative maths to engage pupils and raise standards |
20.500.14069/139 |
36 |
22 |
1234 |
0.03 |
0.02 |
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
3 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| India |
29 |
| Germany |
3 |
| United Kingdom |
2 |
| Indonesia |
1 |
| Qatar |
1 |
|
| Narrowing the Gap |
20.500.14069/165 |
8 |
12 |
1234 |
0.01 |
0.01 |
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| United Kingdom |
4 |
| India |
2 |
| UAE |
1 |
| Kazakhstan |
1 |
|
| Reluctant writers project |
20.500.14069/290 |
6 |
14 |
1193 |
0.01 |
0.01 |
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
0 |
| Apr 2026 |
2 |
| May 2026 |
1 |
| Jun 2026 |
0 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| India |
4 |
| United Kingdom |
1 |
| Singapore |
1 |
|
| Improving writing: Working with Year 6 teachers to share good practice |
20.500.14069/151 |
8 |
7 |
1234 |
0.01 |
0.01 |
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
1 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Australia |
4 |
| Kyrgyzstan |
3 |
| India |
1 |
| United States |
1 |
|
| Differentiation and Guided Writing |
20.500.14069/200 |
20 |
8 |
1234 |
0.02 |
0.01 |
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
|
| India |
8 |
| Kazakhstan |
7 |
| Mexico |
2 |
| Brazil |
1 |
| Germany |
1 |
| Malaysia |
1 |
|
| Inclusion Development Programme (IDP): How Selby Community Primary became a dyslexia friendly school |
20.500.14069/227 |
5 |
24 |
1234 |
0.00 |
0.02 |
| Mar 2026 |
0 |
| Apr 2026 |
3 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
1 |
| Apr 2026 |
2 |
| May 2026 |
3 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
|
|
| Seamless transitions: Supporting continuity in young children's learning |
20.500.14069/214 |
43 |
93 |
1234 |
0.03 |
0.08 |
| Mar 2026 |
2 |
| Apr 2026 |
0 |
| May 2026 |
1 |
| Jun 2026 |
3 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
2 |
|
| Mar 2026 |
0 |
| Apr 2026 |
3 |
| May 2026 |
1 |
| Jun 2026 |
4 |
| Jul 2026 |
1 |
| Aug 2026 |
2 |
| Sep 2026 |
1 |
|
| United Kingdom |
29 |
| Germany |
5 |
| United States |
4 |
| Kyrgyzstan |
3 |
| Ecuador |
1 |
| India |
1 |
|
