Creating a Safe, Inclusive Space for Vulnerable Learners: The Hope Centre at Hope Academy
20.500.14069/1104
|
116 |
261 |
338 |
0.34 |
0.77 |
| May 2026 |
18 |
| Jun 2026 |
15 |
| Jul 2026 |
8 |
| Aug 2026 |
5 |
| Sep 2026 |
13 |
| Oct 2026 |
8 |
| Nov 2026 |
0 |
|
| May 2026 |
34 |
| Jun 2026 |
60 |
| Jul 2026 |
17 |
| Aug 2026 |
17 |
| Sep 2026 |
15 |
| Oct 2026 |
29 |
| Nov 2026 |
1 |
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| United Kingdom |
101 |
| Netherlands |
7 |
| Hong Kong |
3 |
| Saudi Arabia |
2 |
| Canada |
1 |
| Germany |
1 |
| 3 others |
3 |
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"SENDing Students Soaring": enabling the success of students with SEND through MAT wide CPD strategy
20.500.14069/1108
|
65 |
179 |
338 |
0.19 |
0.53 |
| May 2026 |
4 |
| Jun 2026 |
7 |
| Jul 2026 |
3 |
| Aug 2026 |
1 |
| Sep 2026 |
12 |
| Oct 2026 |
6 |
| Nov 2026 |
0 |
|
| May 2026 |
8 |
| Jun 2026 |
12 |
| Jul 2026 |
26 |
| Aug 2026 |
10 |
| Sep 2026 |
19 |
| Oct 2026 |
14 |
| Nov 2026 |
0 |
|
| United Kingdom |
60 |
| Netherlands |
4 |
| Germany |
1 |
| Ireland |
1 |
| Sierra Leone |
1 |
|
Small steps to success: a structured assessment model for learners with SEND at The Sea View Trust
20.500.14069/1111
|
19 |
19 |
338 |
0.06 |
0.06 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
7 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
2 |
| Aug 2026 |
2 |
| Sep 2026 |
3 |
| Oct 2026 |
4 |
| Nov 2026 |
0 |
|
| United Kingdom |
13 |
| Ireland |
5 |
| Netherlands |
1 |
|
A trust-wide approach to embedding pupil voice at the heart of the graduated approach
20.500.14069/1101
|
77 |
187 |
338 |
0.23 |
0.55 |
| May 2026 |
8 |
| Jun 2026 |
4 |
| Jul 2026 |
4 |
| Aug 2026 |
1 |
| Sep 2026 |
8 |
| Oct 2026 |
10 |
| Nov 2026 |
0 |
|
| May 2026 |
17 |
| Jun 2026 |
15 |
| Jul 2026 |
7 |
| Aug 2026 |
13 |
| Sep 2026 |
11 |
| Oct 2026 |
18 |
| Nov 2026 |
0 |
|
| United Kingdom |
75 |
| Netherlands |
2 |
| Australia |
1 |
| United States |
1 |
|
South Wirral reading: a tiered intervention model for improving reading outcomes in secondary schools
20.500.14069/1109
|
51 |
65 |
338 |
0.15 |
0.19 |
| May 2026 |
4 |
| Jun 2026 |
2 |
| Jul 2026 |
3 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
5 |
| Nov 2026 |
0 |
|
| May 2026 |
6 |
| Jun 2026 |
7 |
| Jul 2026 |
3 |
| Aug 2026 |
6 |
| Sep 2026 |
2 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| United Kingdom |
47 |
| Netherlands |
5 |
| British Virgin Islands |
1 |
|
Research-based Interventions to Support SEMH Learners at Leeds City College
20.500.14069/1106
|
82 |
159 |
338 |
0.24 |
0.47 |
| May 2026 |
0 |
| Jun 2026 |
6 |
| Jul 2026 |
3 |
| Aug 2026 |
1 |
| Sep 2026 |
1 |
| Oct 2026 |
5 |
| Nov 2026 |
0 |
|
| May 2026 |
8 |
| Jun 2026 |
17 |
| Jul 2026 |
5 |
| Aug 2026 |
6 |
| Sep 2026 |
8 |
| Oct 2026 |
19 |
| Nov 2026 |
0 |
|
| United Kingdom |
79 |
| Isle of Man |
1 |
| Netherlands |
1 |
| United States |
1 |
|
Bridging the gap: supporting vulnerable pupils through transition into secondary school with the Year 6 Youth Club
20.500.14069/1114
|
61 |
84 |
338 |
0.18 |
0.25 |
| May 2026 |
0 |
| Jun 2026 |
4 |
| Jul 2026 |
2 |
| Aug 2026 |
0 |
| Sep 2026 |
3 |
| Oct 2026 |
4 |
| Nov 2026 |
0 |
|
| May 2026 |
5 |
| Jun 2026 |
6 |
| Jul 2026 |
3 |
| Aug 2026 |
7 |
| Sep 2026 |
3 |
| Oct 2026 |
4 |
| Nov 2026 |
0 |
|
| United Kingdom |
44 |
| Ireland |
11 |
| Netherlands |
4 |
| UAE |
1 |
| United States |
1 |
|
Building Bridges Between Specialist and Mainstream Education: A Secondary Inclusion Model
20.500.14069/1103
|
48 |
70 |
338 |
0.14 |
0.21 |
| May 2026 |
1 |
| Jun 2026 |
3 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
4 |
| Oct 2026 |
6 |
| Nov 2026 |
0 |
|
| May 2026 |
4 |
| Jun 2026 |
8 |
| Jul 2026 |
4 |
| Aug 2026 |
7 |
| Sep 2026 |
7 |
| Oct 2026 |
10 |
| Nov 2026 |
0 |
|
| United Kingdom |
43 |
| Netherlands |
3 |
| Spain |
1 |
| United States |
1 |
|
APOL-LLO: a purposeful learning strategy for learners with severe learning difficulties
20.500.14069/1113
|
14 |
17 |
338 |
0.04 |
0.05 |
| 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 |
3 |
| Sep 2026 |
2 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
| United Kingdom |
12 |
| UAE |
1 |
| Netherlands |
1 |
|
Building bridges: Tor View's inclusive primary model for SEND learners
20.500.14069/1112
|
14 |
14 |
338 |
0.04 |
0.04 |
| 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 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
2 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
| United Kingdom |
10 |
| Italy |
2 |
| Ireland |
1 |
| Netherlands |
1 |
|
Implementing Outreach and In-Reach Inclusion Models to Support SEND Learners Across Mainstream and Special School Settings
20.500.14069/1107
|
7 |
22 |
338 |
0.02 |
0.07 |
| 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 |
3 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
4 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
| United Kingdom |
5 |
| Netherlands |
2 |
|
Regulation Station: A sensory-informed approach to inclusion in a mainstream primary school
20.500.14069/1100
|
88 |
177 |
338 |
0.26 |
0.52 |
| May 2026 |
4 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
3 |
| Oct 2026 |
4 |
| Nov 2026 |
0 |
|
| May 2026 |
17 |
| Jun 2026 |
12 |
| Jul 2026 |
6 |
| Aug 2026 |
7 |
| Sep 2026 |
8 |
| Oct 2026 |
13 |
| Nov 2026 |
0 |
|
| United Kingdom |
84 |
| Netherlands |
2 |
| Bangladesh |
1 |
| Ireland |
1 |
| Saudi Arabia |
1 |
|
Improving pupil wellbeing and family engagement through a bespoke Learning Mentor model in a primary school
20.500.14069/1099
|
20 |
16 |
338 |
0.06 |
0.05 |
| May 2026 |
1 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
1 |
| Oct 2026 |
1 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
5 |
| Jul 2026 |
1 |
| Aug 2026 |
2 |
| Sep 2026 |
2 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
| United Kingdom |
13 |
| Netherlands |
7 |
| Oman |
1 |
|
Enhancing well being and inclusion of pupils with SEMH needs through social action projects in a primary school
20.500.14069/1098
|
10 |
18 |
338 |
0.03 |
0.05 |
| May 2026 |
1 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
1 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
2 |
| Jul 2026 |
2 |
| Aug 2026 |
2 |
| Sep 2026 |
4 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| United Kingdom |
9 |
| Netherlands |
1 |
|
Improving outcomes for pupils with SEMH through curriculum development in a special secondary school
20.500.14069/1105
|
26 |
50 |
338 |
0.08 |
0.15 |
| May 2026 |
6 |
| Jun 2026 |
0 |
| Jul 2026 |
1 |
| Aug 2026 |
1 |
| Sep 2026 |
2 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
12 |
| Jun 2026 |
1 |
| Jul 2026 |
2 |
| Aug 2026 |
7 |
| Sep 2026 |
6 |
| Oct 2026 |
3 |
| Nov 2026 |
1 |
|
| United Kingdom |
24 |
| UAE |
2 |
| Ireland |
1 |
|
Mastering reading: a targeted intervention model for secondary learners at St Christopher's
20.500.14069/1110
|
18 |
22 |
338 |
0.05 |
0.07 |
| May 2026 |
4 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
3 |
| Oct 2026 |
1 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
2 |
| Jul 2026 |
1 |
| Aug 2026 |
3 |
| Sep 2026 |
4 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
| Ireland |
14 |
| United Kingdom |
6 |
| United States |
2 |
| Netherlands |
1 |
|
Supporting SEND Leaders to Drive Inclusive Practice: A Train-the-Trainer Model for High Quality Teaching
20.500.14069/1102
|
20 |
22 |
338 |
0.06 |
0.07 |
| May 2026 |
1 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
2 |
| Oct 2026 |
1 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
3 |
| Jul 2026 |
1 |
| Aug 2026 |
2 |
| Sep 2026 |
2 |
| Oct 2026 |
5 |
| Nov 2026 |
0 |
|
| United Kingdom |
10 |
| Ireland |
8 |
| Austria |
1 |
| Netherlands |
1 |
|
