No-one left behind: Effective use of performance data to inform Wave 1 and Wave 2 interventions
20.500.14069/184
|
23 |
15 |
1290 |
0.02 |
0.01 |
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
3 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
| United Kingdom |
8 |
| Ireland |
4 |
| Kyrgyzstan |
4 |
| Kazakhstan |
3 |
| Hong Kong |
2 |
| India |
1 |
| 1 others |
1 |
|
Using Every Child a Writer to boost vocabulary in Year 3 and 4 writing
20.500.14069/198
|
6 |
35 |
1290 |
0.00 |
0.03 |
| May 2026 |
1 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
2 |
| Jul 2026 |
1 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
| Oct 2026 |
4 |
| Nov 2026 |
0 |
|
| United States |
3 |
| United Kingdom |
1 |
| India |
1 |
| Peru |
1 |
|
Early Reading and phonics project: Letters and Sounds in practice
20.500.14069/221
|
21 |
10 |
1290 |
0.02 |
0.01 |
| May 2026 |
1 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
| India |
6 |
| Germany |
5 |
| United Kingdom |
4 |
| South Africa |
2 |
| Kazakhstan |
1 |
| Netherlands |
1 |
| 2 others |
2 |
|
Inclusion Development Programme: Using the Autism Spectrum training materials in a Primary School
20.500.14069/190
|
3 |
6 |
1290 |
0.00 |
0.00 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
|
Essex LA Strategy Support Teacher: Using mentoring/coaching to improve practice and attainment
20.500.14069/194
|
26 |
37 |
1290 |
0.02 |
0.03 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
2 |
| Jun 2026 |
2 |
| Jul 2026 |
1 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
| Oct 2026 |
4 |
| Nov 2026 |
0 |
|
| India |
16 |
| United Kingdom |
5 |
| Ireland |
3 |
| Singapore |
1 |
| Turkey |
1 |
|
Layered targets: Steps to success
20.500.14069/140
|
3 |
19 |
1290 |
0.00 |
0.01 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
1 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
1 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
| Brazil |
1 |
| United Kingdom |
1 |
| India |
1 |
|
Essex Lesson Study: Improving writing through interactive learning/teaching with an emphasis on ICT
20.500.14069/222
|
26 |
48 |
1290 |
0.02 |
0.04 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
2 |
| Jul 2026 |
0 |
| Aug 2026 |
4 |
| Sep 2026 |
0 |
| Oct 2026 |
5 |
| Nov 2026 |
0 |
|
| India |
17 |
| United Kingdom |
2 |
| Greece |
2 |
| UAE |
1 |
| Brazil |
1 |
| Germany |
1 |
| 2 others |
2 |
|
Inclusion: Using the IDP as part of LA support around a primary school developing a SpLD provision
20.500.14069/162
|
5 |
7 |
1290 |
0.00 |
0.01 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
| Germany |
1 |
| Spain |
1 |
| United Kingdom |
1 |
| India |
1 |
| Philippines |
1 |
|
Raising standards in writing through storytelling
20.500.14069/168
|
13 |
24 |
1290 |
0.01 |
0.02 |
| May 2026 |
2 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
2 |
| Jun 2026 |
2 |
| Jul 2026 |
1 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
| United Kingdom |
5 |
| Germany |
4 |
| India |
3 |
| Brazil |
1 |
|
Inclusion Development Programme Phase 1 implementation & evaluation of impact
20.500.14069/197
|
4 |
22 |
1290 |
0.00 |
0.02 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
2 |
| Jul 2026 |
1 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| Belgium |
1 |
| Brazil |
1 |
| Germany |
1 |
| India |
1 |
|
Inclusion Development Programme: initial implementation in a Surrey primary school
20.500.14069/202
|
4 |
17 |
1290 |
0.00 |
0.01 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
|
The missing piece of the jigsaw: 'Let's interact' Learning to Talk, Talking to Learn
20.500.14069/153
|
7 |
11 |
1290 |
0.01 |
0.01 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
| Germany |
3 |
| India |
2 |
| United Kingdom |
1 |
| Indonesia |
1 |
|
Supporting maths subject leaders in monitoring teaching and learning
20.500.14069/287
|
28 |
19 |
1249 |
0.02 |
0.02 |
| May 2026 |
1 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
1 |
| Nov 2026 |
0 |
|
| May 2026 |
1 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
| United Kingdom |
12 |
| Chile |
4 |
| Germany |
4 |
| Ireland |
4 |
| India |
2 |
| Netherlands |
1 |
| 1 others |
1 |
|
Making good writers out of stuck/fallen behind 'can't write, won't write' pupils in Y6
20.500.14069/152
|
49 |
16 |
1290 |
0.04 |
0.01 |
| May 2026 |
2 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
1 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| United Kingdom |
31 |
| Australia |
7 |
| Germany |
5 |
| Ireland |
3 |
| Brazil |
1 |
| Switzerland |
1 |
| 1 others |
1 |
|
A local authority's response to Every Child a Reader
20.500.14069/220
|
10 |
8 |
1290 |
0.01 |
0.01 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
| Ireland |
3 |
| India |
2 |
| United States |
2 |
| Brazil |
1 |
| United Kingdom |
1 |
| Greece |
1 |
|
Storytelling: Engaging and supporting early writers through Talk for Writing
20.500.14069/230
|
24 |
35 |
1290 |
0.02 |
0.03 |
| May 2026 |
6 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
1 |
| Nov 2026 |
0 |
|
| May 2026 |
1 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
3 |
| Sep 2026 |
0 |
| Oct 2026 |
4 |
| Nov 2026 |
0 |
|
| United Kingdom |
18 |
| India |
5 |
| Brazil |
1 |
|
Inclusion Development Programme (IDP): Implementing the SLCN IDP in Grange Infants School
20.500.14069/228
|
7 |
45 |
1290 |
0.01 |
0.03 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
3 |
| Jun 2026 |
3 |
| Jul 2026 |
1 |
| Aug 2026 |
3 |
| Sep 2026 |
0 |
| Oct 2026 |
5 |
| Nov 2026 |
0 |
|
| Kyrgyzstan |
3 |
| Germany |
1 |
| United Kingdom |
1 |
| India |
1 |
| Nepal |
1 |
|
How to make significant improvements to the standard of attainment at NC level 4 in mathematics
20.500.14069/293
|
14 |
42 |
1249 |
0.01 |
0.03 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
2 |
| Jun 2026 |
2 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| United Kingdom |
7 |
| India |
4 |
| South Africa |
3 |
|
Developing process skills within the maths curriculum
20.500.14069/150
|
61 |
32 |
1290 |
0.05 |
0.02 |
| May 2026 |
5 |
| Jun 2026 |
0 |
| Jul 2026 |
2 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| May 2026 |
2 |
| Jun 2026 |
1 |
| Jul 2026 |
1 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| United Kingdom |
32 |
| India |
24 |
| Kyrgyzstan |
3 |
| South Africa |
3 |
| Argentina |
1 |
| China |
1 |
| 2 others |
2 |
|
Boiler suits and buns: Using modelling in science to develop independent learning
20.500.14069/199
|
43 |
61 |
1290 |
0.03 |
0.05 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
2 |
| Jun 2026 |
3 |
| Jul 2026 |
1 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
| Oct 2026 |
4 |
| Nov 2026 |
0 |
|
| India |
30 |
| United Kingdom |
13 |
|
Leading teacher programme: Supporting a Year 6 class teacher to improve standards in writing
20.500.14069/163
|
117 |
59 |
1290 |
0.09 |
0.05 |
| May 2026 |
15 |
| Jun 2026 |
5 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
| Oct 2026 |
16 |
| Nov 2026 |
0 |
|
| May 2026 |
6 |
| Jun 2026 |
2 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
8 |
| Nov 2026 |
0 |
|
| United Kingdom |
86 |
| Australia |
21 |
| Ireland |
4 |
| Spain |
2 |
| United States |
2 |
| Belgium |
1 |
| 1 others |
1 |
|
A transition pledge to pupils and parents
20.500.14069/195
|
6 |
13 |
1290 |
0.00 |
0.01 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
4 |
| Nov 2026 |
0 |
|
| Germany |
4 |
| Spain |
1 |
| India |
1 |
|
Using Talk for Writing strategies to improve writing standards
20.500.14069/182
|
27 |
35 |
1290 |
0.02 |
0.03 |
| May 2026 |
3 |
| Jun 2026 |
1 |
| Jul 2026 |
2 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
3 |
| Jun 2026 |
1 |
| Jul 2026 |
8 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
1 |
| Nov 2026 |
0 |
|
| United Kingdom |
10 |
| Australia |
6 |
| United States |
5 |
| Spain |
3 |
| Germany |
2 |
| India |
1 |
|
'Talking Maths': Focus on under-attaining EAL pupils in Year 5
20.500.14069/229
|
35 |
35 |
1290 |
0.03 |
0.03 |
| May 2026 |
1 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
9 |
| Nov 2026 |
0 |
|
| May 2026 |
1 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
11 |
| Nov 2026 |
0 |
|
| United Kingdom |
13 |
| Ireland |
9 |
| Germany |
4 |
| India |
4 |
| Chile |
2 |
| Hong Kong |
1 |
| 2 others |
2 |
|
IDP for Dyslexia and the creative curriculum at Fellside Community Primary School
20.500.14069/219
|
10 |
56 |
1290 |
0.01 |
0.04 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
2 |
| Jun 2026 |
7 |
| Jul 2026 |
3 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| Germany |
4 |
| India |
3 |
| United Kingdom |
1 |
| Romania |
1 |
| United States |
1 |
|
Raising attainment by establishing whole-school Assessment for Learning (AfL)
20.500.14069/179
|
9 |
58 |
1290 |
0.01 |
0.04 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
1 |
| Jun 2026 |
2 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| United Kingdom |
5 |
| India |
3 |
| Spain |
1 |
|
Cross-curricular initiatives in cross-phase partnership: Bridging the Primary Languages gap
20.500.14069/288
|
25 |
39 |
1249 |
0.02 |
0.03 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| India |
17 |
| Germany |
4 |
| United Kingdom |
3 |
| China |
1 |
|
2 minutes of counting a day, keeps the doctor away!
20.500.14069/191
|
101 |
122 |
1290 |
0.08 |
0.09 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
5 |
| Jun 2026 |
2 |
| Jul 2026 |
0 |
| Aug 2026 |
3 |
| Sep 2026 |
0 |
| Oct 2026 |
4 |
| Nov 2026 |
0 |
|
| India |
95 |
| United Kingdom |
3 |
| Greece |
1 |
| Ireland |
1 |
| United States |
1 |
|
Guided writing as a means of precise intervention at Wave One
20.500.14069/143
|
12 |
17 |
1290 |
0.01 |
0.01 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
1 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
| Germany |
4 |
| United Kingdom |
3 |
| India |
2 |
| United States |
2 |
| Ireland |
1 |
|
Continuity and progression in science across transfer
20.500.14069/180
|
26 |
55 |
1290 |
0.02 |
0.04 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
1 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
2 |
| Jul 2026 |
2 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
| Oct 2026 |
4 |
| Nov 2026 |
0 |
|
| India |
20 |
| United Kingdom |
3 |
| Japan |
2 |
| China |
1 |
|
Talk to learn: Developing group talk to improve learning outcomes in science
20.500.14069/155
|
26 |
29 |
1290 |
0.02 |
0.02 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
| Oct 2026 |
6 |
| Nov 2026 |
0 |
|
| United Kingdom |
19 |
| India |
3 |
| Kyrgyzstan |
2 |
| Japan |
1 |
| Kazakhstan |
1 |
|
Support for Writing: The local authority approach in Cambridgeshire
20.500.14069/149
|
1 |
34 |
1290 |
0.00 |
0.03 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
2 |
| Jul 2026 |
0 |
| Aug 2026 |
3 |
| Sep 2026 |
0 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
|
Transforming the school climate for learning: Stoke Damerel Community College
20.500.14069/156
|
7 |
43 |
1290 |
0.01 |
0.03 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
5 |
| Jun 2026 |
4 |
| Jul 2026 |
1 |
| Aug 2026 |
2 |
| Sep 2026 |
1 |
| Oct 2026 |
4 |
| Nov 2026 |
0 |
|
| UAE |
3 |
| Kazakhstan |
2 |
| China |
1 |
| India |
1 |
|
Integrating Writing Across the Curriculum
20.500.14069/225
|
6 |
14 |
1290 |
0.00 |
0.01 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
1 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
| Kyrgyzstan |
2 |
| Brazil |
1 |
| United Kingdom |
1 |
| India |
1 |
| Philippines |
1 |
|
Pupil tracking for progress: First to middle school
20.500.14069/295
|
8 |
16 |
1249 |
0.01 |
0.01 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
|
Embedding philosophy in our community
20.500.14069/169
|
22 |
39 |
1290 |
0.02 |
0.03 |
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
3 |
| Jun 2026 |
2 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
| Oct 2026 |
4 |
| Nov 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 |
29 |
1290 |
0.01 |
0.02 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
1 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| 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 |
45 |
1290 |
0.00 |
0.03 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
3 |
| Jul 2026 |
2 |
| Aug 2026 |
3 |
| Sep 2026 |
0 |
| Oct 2026 |
6 |
| Nov 2026 |
0 |
|
|
Devon Inclusion Award (Autism Spectrum) and IDP training at Ratcliffe Special School
20.500.14069/210
|
62 |
21 |
1290 |
0.05 |
0.02 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
1 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
1 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
| India |
38 |
| United Kingdom |
10 |
| Ireland |
10 |
| Switzerland |
1 |
| Iraq |
1 |
| Mexico |
1 |
| 1 others |
1 |
|
CLLD at Perryfields Primary School, Sandwell
20.500.14069/175
|
34 |
40 |
1290 |
0.03 |
0.03 |
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
3 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
| Oct 2026 |
4 |
| Nov 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
|
5 |
31 |
1290 |
0.00 |
0.02 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
1 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
2 |
| Aug 2026 |
3 |
| Sep 2026 |
0 |
| Oct 2026 |
5 |
| Nov 2026 |
0 |
|
| Brazil |
1 |
| United Kingdom |
1 |
| Indonesia |
1 |
| India |
1 |
| Philippines |
1 |
|
Use of the Virtual Learning Environment (VLE) to engage students and develop independence
20.500.14069/224
|
23 |
41 |
1290 |
0.02 |
0.03 |
| May 2026 |
1 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
1 |
| Jun 2026 |
1 |
| Jul 2026 |
2 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
| Oct 2026 |
4 |
| Nov 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 |
19 |
1290 |
0.01 |
0.01 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
3 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
3 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
| Oct 2026 |
2 |
| Nov 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 |
24 |
1290 |
0.00 |
0.02 |
| May 2026 |
2 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| India |
3 |
| United Kingdom |
2 |
| Ireland |
1 |
| Singapore |
1 |
|
Implementing an integrated curriculum
20.500.14069/196
|
13 |
46 |
1290 |
0.01 |
0.04 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
1 |
| Jun 2026 |
2 |
| Jul 2026 |
1 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
| Oct 2026 |
4 |
| Nov 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
|
16 |
29 |
1290 |
0.01 |
0.02 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
1 |
| Nov 2026 |
0 |
|
| May 2026 |
1 |
| Jun 2026 |
2 |
| Jul 2026 |
1 |
| Aug 2026 |
3 |
| Sep 2026 |
0 |
| Oct 2026 |
4 |
| Nov 2026 |
0 |
|
| Germany |
4 |
| United Kingdom |
4 |
| Kyrgyzstan |
3 |
| UAE |
1 |
| Belgium |
1 |
| Switzerland |
1 |
| 2 others |
2 |
|
Tracking pupil progress: Effective provision in a primary school
20.500.14069/217
|
26 |
72 |
1290 |
0.02 |
0.06 |
| May 2026 |
0 |
| Jun 2026 |
3 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
1 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
| May 2026 |
8 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
4 |
| Oct 2026 |
5 |
| Nov 2026 |
0 |
|
| United Kingdom |
18 |
| Germany |
3 |
| Kazakhstan |
2 |
| Australia |
1 |
| Canada |
1 |
| India |
1 |
|
Increasing children's engagement in independent reading and writing in the Early Years
20.500.14069/212
|
21 |
42 |
1290 |
0.02 |
0.03 |
| May 2026 |
1 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
2 |
| Oct 2026 |
5 |
| Nov 2026 |
0 |
|
| May 2026 |
1 |
| Jun 2026 |
2 |
| Jul 2026 |
1 |
| Aug 2026 |
2 |
| Sep 2026 |
3 |
| Oct 2026 |
6 |
| Nov 2026 |
0 |
|
| United Kingdom |
14 |
| Germany |
4 |
| India |
3 |
|
Say what you see: Write what you say!
20.500.14069/176
|
17 |
9 |
1290 |
0.01 |
0.01 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
2 |
| Nov 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 |
6 |
1290 |
0.00 |
0.00 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
| United Kingdom |
2 |
| India |
2 |
| Spain |
1 |
|
Inclusion Development Programme (Autism Spectrum): Promoting parental confidence
20.500.14069/226
|
19 |
51 |
1290 |
0.01 |
0.04 |
| May 2026 |
2 |
| Jun 2026 |
0 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
2 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
3 |
| Jun 2026 |
0 |
| Jul 2026 |
4 |
| Aug 2026 |
2 |
| Sep 2026 |
1 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| United States |
9 |
| United Kingdom |
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
|
36 |
29 |
1289 |
0.03 |
0.02 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
2 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
1 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
| Oct 2026 |
4 |
| Nov 2026 |
0 |
|
| United Kingdom |
16 |
| India |
8 |
| China |
3 |
| Norway |
3 |
| Belgium |
2 |
| Ireland |
2 |
| 2 others |
2 |
|
Raising attainment of girls in mathematics at the end of Key Stage 2
20.500.14069/148
|
39 |
46 |
1290 |
0.03 |
0.04 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
1 |
| Jun 2026 |
1 |
| Jul 2026 |
1 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
| Oct 2026 |
3 |
| Nov 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 |
35 |
1290 |
0.01 |
0.03 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
2 |
| Jun 2026 |
1 |
| Jul 2026 |
1 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
| Oct 2026 |
4 |
| Nov 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 |
93 |
1290 |
0.04 |
0.07 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
1 |
| Jun 2026 |
4 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
1 |
| Oct 2026 |
4 |
| Nov 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 |
15 |
1290 |
0.01 |
0.01 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
| Oct 2026 |
3 |
| Nov 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 |
38 |
1290 |
0.01 |
0.03 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
2 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
1 |
| Oct 2026 |
3 |
| Nov 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 |
50 |
1290 |
0.02 |
0.04 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
4 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
| Oct 2026 |
5 |
| Nov 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 |
27 |
1290 |
0.00 |
0.02 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
| India |
2 |
| Brazil |
1 |
| United Kingdom |
1 |
|
One-to-One Tuition - Communication and Quality Assurance
20.500.14069/171
|
12 |
17 |
1290 |
0.01 |
0.01 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
2 |
| Nov 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 |
56 |
1290 |
0.03 |
0.04 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
1 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
2 |
| Jun 2026 |
2 |
| Jul 2026 |
0 |
| Aug 2026 |
4 |
| Sep 2026 |
2 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| 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 |
8 |
1290 |
0.01 |
0.01 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| Germany |
4 |
| Belgium |
3 |
| India |
1 |
|
Developing the Application of Functional Skills at KS3
20.500.14069/209
|
33 |
34 |
1290 |
0.03 |
0.03 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
1 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
| Oct 2026 |
4 |
| Nov 2026 |
0 |
|
| India |
18 |
| United Kingdom |
10 |
| Kyrgyzstan |
3 |
| Brazil |
1 |
| Germany |
1 |
|
Using models and images to support learners with English as an additional language
20.500.14069/142
|
25 |
57 |
1290 |
0.02 |
0.04 |
| May 2026 |
2 |
| Jun 2026 |
2 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
5 |
| Jun 2026 |
3 |
| Jul 2026 |
0 |
| Aug 2026 |
3 |
| Sep 2026 |
1 |
| Oct 2026 |
6 |
| Nov 2026 |
0 |
|
| United Kingdom |
9 |
| Australia |
8 |
| Kyrgyzstan |
5 |
| Brazil |
1 |
| India |
1 |
| United States |
1 |
|
Raising attainment in Key Stage 4 through intervention strategies in English and mathematics
20.500.14069/144
|
10 |
31 |
1290 |
0.01 |
0.02 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
6 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
2 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| United Kingdom |
8 |
| Germany |
1 |
| India |
1 |
|
Strengthening Transfer and Transitions (Improving progression from Year 6 to 7)
20.500.14069/157
|
5 |
31 |
1290 |
0.00 |
0.02 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
2 |
| Jun 2026 |
2 |
| Jul 2026 |
1 |
| Aug 2026 |
2 |
| Sep 2026 |
1 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| United Kingdom |
2 |
| Brazil |
1 |
| Fiji |
1 |
| India |
1 |
|
Improving oral rehearsal skills to lead to quality written outcomes
20.500.14069/215
|
105 |
430 |
1290 |
0.08 |
0.33 |
| May 2026 |
13 |
| Jun 2026 |
1 |
| Jul 2026 |
2 |
| Aug 2026 |
3 |
| Sep 2026 |
5 |
| Oct 2026 |
10 |
| Nov 2026 |
0 |
|
| May 2026 |
13 |
| Jun 2026 |
5 |
| Jul 2026 |
7 |
| Aug 2026 |
3 |
| Sep 2026 |
3 |
| Oct 2026 |
21 |
| Nov 2026 |
0 |
|
| United Kingdom |
66 |
| Australia |
12 |
| Canada |
7 |
| UAE |
6 |
| New Zealand |
4 |
| Germany |
3 |
| 5 others |
8 |
|
Staying alive - an exciting and innovative programme to embed functional skills in Y9
20.500.14069/216
|
4 |
35 |
1290 |
0.00 |
0.03 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
1 |
| Jun 2026 |
2 |
| Jul 2026 |
2 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| United Kingdom |
2 |
| India |
1 |
| South Africa |
1 |
|
Collaborative paired Assessment for Learning (AfL) driven swift school improvement
20.500.14069/211
|
31 |
31 |
1290 |
0.02 |
0.02 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
1 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
| India |
21 |
| United Kingdom |
6 |
| Brazil |
1 |
| China |
1 |
| Kazakhstan |
1 |
| Seychelles |
1 |
|
School Achievement Review (SAR): A focus on pupil progress
20.500.14069/141
|
3 |
26 |
1290 |
0.00 |
0.02 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
3 |
| Jun 2026 |
2 |
| Jul 2026 |
0 |
| Aug 2026 |
3 |
| Sep 2026 |
0 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
| United Kingdom |
1 |
| India |
1 |
| Ukraine |
1 |
|
Taking risks - making a difference: Working as a specialist teacher with Every Child a Writer
20.500.14069/161
|
4 |
27 |
1290 |
0.00 |
0.02 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
1 |
| Jun 2026 |
3 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| Netherlands |
2 |
| Brazil |
1 |
| India |
1 |
|
Using lesson study as a whole-school approach to improving guided writing
20.500.14069/289
|
7 |
11 |
1249 |
0.01 |
0.01 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| India |
4 |
| Germany |
1 |
| United Kingdom |
1 |
| Philippines |
1 |
|
How to set up and run a successful 1-1 tuition intervention programme
20.500.14069/174
|
9 |
33 |
1290 |
0.01 |
0.03 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
2 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
1 |
| Aug 2026 |
2 |
| Sep 2026 |
1 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
| United Kingdom |
4 |
| Indonesia |
2 |
| Germany |
1 |
| India |
1 |
| Malaysia |
1 |
|
Leading on Improvement - St Mary's Haslingden changing from vulnerable to great!
20.500.14069/231
|
6 |
30 |
1290 |
0.00 |
0.02 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
2 |
| Jun 2026 |
2 |
| Jul 2026 |
0 |
| Aug 2026 |
3 |
| Sep 2026 |
0 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| United Kingdom |
3 |
| Brazil |
1 |
| Ireland |
1 |
| India |
1 |
|
Behaviour and attendance: The role of the senior leadership team (SLT) in leading and managing improvement
20.500.14069/158
|
48 |
105 |
1290 |
0.04 |
0.08 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
| Oct 2026 |
4 |
| Nov 2026 |
0 |
|
| India |
40 |
| United Kingdom |
5 |
| Nigeria |
3 |
|
Close encounters
20.500.14069/172
|
33 |
45 |
1290 |
0.03 |
0.03 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
1 |
| Jun 2026 |
3 |
| Jul 2026 |
1 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| India |
28 |
| Germany |
4 |
| Colombia |
1 |
|
Best practice CPD to embed 'Talk for Writing' within a primary school
20.500.14069/223
|
76 |
71 |
1290 |
0.06 |
0.06 |
| May 2026 |
3 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
1 |
| Nov 2026 |
0 |
|
| May 2026 |
1 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
4 |
| Sep 2026 |
0 |
| Oct 2026 |
6 |
| Nov 2026 |
0 |
|
| India |
60 |
| United Kingdom |
12 |
| Germany |
1 |
| Spain |
1 |
| Mexico |
1 |
| Pakistan |
1 |
| 1 others |
1 |
|
Strengthening childminder practice in Newham through training and working with colleagues
20.500.14069/292
|
17 |
12 |
1249 |
0.01 |
0.01 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
| United Kingdom |
6 |
| Germany |
4 |
| Japan |
4 |
| India |
3 |
|
Embedding principles of Every Child a Writer in whole school approach to Literacy
20.500.14069/178
|
19 |
6 |
1290 |
0.01 |
0.00 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
2 |
| Nov 2026 |
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 |
44 |
1290 |
0.03 |
0.03 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
1 |
| Jun 2026 |
1 |
| Jul 2026 |
1 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
| Oct 2026 |
4 |
| Nov 2026 |
0 |
|
| 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
|
6 |
43 |
1290 |
0.00 |
0.03 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
1 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
2 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
2 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| India |
2 |
| UAE |
1 |
| Germany |
1 |
| Netherlands |
1 |
| Singapore |
1 |
|
Establishing One-to-One Tuition in Secondary Schools
20.500.14069/204
|
14 |
30 |
1290 |
0.01 |
0.02 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
1 |
| Nov 2026 |
0 |
|
| May 2026 |
3 |
| Jun 2026 |
3 |
| Jul 2026 |
1 |
| Aug 2026 |
3 |
| Sep 2026 |
0 |
| Oct 2026 |
5 |
| Nov 2026 |
0 |
|
| Kyrgyzstan |
4 |
| Pakistan |
3 |
| United Kingdom |
2 |
| India |
2 |
| Germany |
1 |
| Indonesia |
1 |
| 1 others |
1 |
|
SEAL: Communication and conflict
20.500.14069/296
|
28 |
36 |
1249 |
0.02 |
0.03 |
| May 2026 |
1 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
1 |
| Jun 2026 |
0 |
| Jul 2026 |
3 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
| United Kingdom |
11 |
| United States |
9 |
| India |
8 |
|
The impact of talk and role play on writing
20.500.14069/192
|
17 |
49 |
1290 |
0.01 |
0.04 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
2 |
| Jun 2026 |
4 |
| Jul 2026 |
2 |
| Aug 2026 |
3 |
| Sep 2026 |
0 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| 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 |
54 |
1249 |
0.01 |
0.04 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
1 |
| Jun 2026 |
2 |
| Jul 2026 |
1 |
| Aug 2026 |
10 |
| Sep 2026 |
0 |
| Oct 2026 |
4 |
| Nov 2026 |
0 |
|
| United States |
9 |
| India |
6 |
| United Kingdom |
1 |
|
Developing tools to engage Gifted and Talented children in their learning
20.500.14069/159
|
29 |
29 |
1290 |
0.02 |
0.02 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| 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 |
9 |
1290 |
0.01 |
0.01 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| 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 |
40 |
1290 |
0.00 |
0.03 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
2 |
| Jul 2026 |
1 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
|
Power of Reading - Raising achievement in literacy through enjoyment and creativity
20.500.14069/166
|
11 |
9 |
1290 |
0.01 |
0.01 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
1 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| Germany |
4 |
| India |
3 |
| United Kingdom |
2 |
| Algeria |
1 |
| Kazakhstan |
1 |
|
Developmental delay or dyslexic tendencies?
20.500.14069/208
|
13 |
16 |
1290 |
0.01 |
0.01 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| India |
9 |
| United Kingdom |
2 |
| Germany |
1 |
| Jordan |
1 |
|
The poetry of podcasting
20.500.14069/146
|
11 |
37 |
1290 |
0.01 |
0.03 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
| May 2026 |
2 |
| Jun 2026 |
1 |
| Jul 2026 |
1 |
| Aug 2026 |
2 |
| Sep 2026 |
1 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| United Kingdom |
5 |
| India |
3 |
| Australia |
2 |
| Ireland |
1 |
|
Use of gaming technologies to enhance learning
20.500.14069/291
|
16 |
16 |
1249 |
0.01 |
0.01 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
| Oct 2026 |
3 |
| Nov 2026 |
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 |
38 |
1290 |
0.01 |
0.03 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
1 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| Germany |
4 |
| United Kingdom |
2 |
| Brazil |
1 |
| India |
1 |
|
The impact of visual tracking on student progress
20.500.14069/188
|
41 |
150 |
1290 |
0.03 |
0.12 |
| May 2026 |
4 |
| Jun 2026 |
4 |
| Jul 2026 |
2 |
| Aug 2026 |
1 |
| Sep 2026 |
1 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
6 |
| Jun 2026 |
19 |
| Jul 2026 |
9 |
| Aug 2026 |
5 |
| Sep 2026 |
0 |
| Oct 2026 |
5 |
| Nov 2026 |
0 |
|
| Philippines |
14 |
| United Kingdom |
6 |
| Latvia |
5 |
| United States |
5 |
| Australia |
4 |
| India |
2 |
| 5 others |
7 |
|
Planning for progression using the Support for Writing materials
20.500.14069/206
|
7 |
38 |
1290 |
0.01 |
0.03 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
1 |
| Nov 2026 |
0 |
|
| May 2026 |
1 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
1 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| Netherlands |
2 |
| Germany |
1 |
| Egypt |
1 |
| United Kingdom |
1 |
| India |
1 |
| United States |
1 |
|
Big improvements in maths GCSE attainment without specialists
20.500.14069/297
|
57 |
69 |
1249 |
0.05 |
0.06 |
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
1 |
| Nov 2026 |
0 |
|
| May 2026 |
1 |
| Jun 2026 |
1 |
| Jul 2026 |
1 |
| Aug 2026 |
1 |
| Sep 2026 |
1 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| India |
36 |
| United Kingdom |
14 |
| Hong Kong |
2 |
| Ireland |
2 |
| China |
1 |
| Netherlands |
1 |
| 1 others |
1 |
|
A whole school approach to guided writing
20.500.14069/218
|
16 |
16 |
1290 |
0.01 |
0.01 |
| May 2026 |
1 |
| Jun 2026 |
0 |
| Jul 2026 |
3 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
1 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
| Oct 2026 |
2 |
| Nov 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
|
13 |
51 |
1290 |
0.01 |
0.04 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
1 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| Germany |
5 |
| United Kingdom |
3 |
| Australia |
1 |
| Brazil |
1 |
| India |
1 |
| Singapore |
1 |
| 1 others |
1 |
|
Creative maths to engage pupils and raise standards
20.500.14069/139
|
36 |
24 |
1290 |
0.03 |
0.02 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
| India |
29 |
| Germany |
3 |
| United Kingdom |
2 |
| Indonesia |
1 |
| Qatar |
1 |
|
Narrowing the Gap
20.500.14069/165
|
8 |
15 |
1290 |
0.01 |
0.01 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| United Kingdom |
4 |
| India |
2 |
| UAE |
1 |
| Kazakhstan |
1 |
|
Reluctant writers project
20.500.14069/290
|
6 |
16 |
1249 |
0.00 |
0.01 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
1 |
| Jun 2026 |
0 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
2 |
| Nov 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 |
10 |
1290 |
0.01 |
0.01 |
| May 2026 |
1 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| Australia |
4 |
| Kyrgyzstan |
3 |
| India |
1 |
| United States |
1 |
|
Differentiation and Guided Writing
20.500.14069/200
|
20 |
11 |
1290 |
0.02 |
0.01 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
| Oct 2026 |
3 |
| Nov 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 |
27 |
1290 |
0.00 |
0.02 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
3 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
|
Seamless transitions: Supporting continuity in young children's learning
20.500.14069/214
|
43 |
97 |
1290 |
0.03 |
0.08 |
| May 2026 |
1 |
| Jun 2026 |
3 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
2 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
1 |
| Jun 2026 |
4 |
| Jul 2026 |
1 |
| Aug 2026 |
2 |
| Sep 2026 |
1 |
| Oct 2026 |
4 |
| Nov 2026 |
0 |
|
| United Kingdom |
29 |
| Germany |
5 |
| United States |
4 |
| Kyrgyzstan |
3 |
| Ecuador |
1 |
| India |
1 |
|