| Creating a Safe, Inclusive Space for Vulnerable Learners: The Hope Centre at Hope Academy |
20.500.14069/1104 |
95 |
219 |
282 |
0.34 |
0.78 |
| Mar 2026 |
23 |
| Apr 2026 |
17 |
| May 2026 |
18 |
| Jun 2026 |
15 |
| Jul 2026 |
8 |
| Aug 2026 |
5 |
| Sep 2026 |
0 |
|
| Mar 2026 |
58 |
| Apr 2026 |
34 |
| May 2026 |
34 |
| Jun 2026 |
60 |
| Jul 2026 |
17 |
| Aug 2026 |
17 |
| Sep 2026 |
3 |
|
| United Kingdom |
83 |
| Netherlands |
7 |
| Hong Kong |
3 |
| Saudi Arabia |
2 |
| Canada |
1 |
| United States |
1 |
|
| "SENDing Students Soaring": enabling the success of students with SEND through MAT wide CPD strategy |
20.500.14069/1108 |
50 |
149 |
282 |
0.18 |
0.53 |
| Mar 2026 |
12 |
| Apr 2026 |
8 |
| May 2026 |
4 |
| Jun 2026 |
7 |
| Jul 2026 |
3 |
| Aug 2026 |
1 |
| Sep 2026 |
3 |
|
| Mar 2026 |
74 |
| Apr 2026 |
21 |
| May 2026 |
8 |
| Jun 2026 |
12 |
| Jul 2026 |
26 |
| Aug 2026 |
10 |
| Sep 2026 |
3 |
|
| United Kingdom |
46 |
| Netherlands |
4 |
| 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 |
12 |
13 |
282 |
0.04 |
0.05 |
| Mar 2026 |
2 |
| Apr 2026 |
1 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
4 |
| Apr 2026 |
3 |
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
2 |
| Aug 2026 |
2 |
| Sep 2026 |
1 |
|
| United Kingdom |
6 |
| Ireland |
5 |
| Netherlands |
1 |
|
| A trust-wide approach to embedding pupil voice at the heart of the graduated approach |
20.500.14069/1101 |
60 |
159 |
282 |
0.21 |
0.56 |
| Mar 2026 |
24 |
| Apr 2026 |
14 |
| May 2026 |
8 |
| Jun 2026 |
4 |
| Jul 2026 |
4 |
| Aug 2026 |
1 |
| Sep 2026 |
1 |
|
| Mar 2026 |
64 |
| Apr 2026 |
41 |
| May 2026 |
17 |
| Jun 2026 |
15 |
| Jul 2026 |
7 |
| Aug 2026 |
13 |
| Sep 2026 |
1 |
|
| United Kingdom |
59 |
| Netherlands |
2 |
| United States |
1 |
|
| South Wirral reading: a tiered intervention model for improving reading outcomes in secondary schools |
20.500.14069/1109 |
46 |
60 |
282 |
0.16 |
0.21 |
| Mar 2026 |
21 |
| Apr 2026 |
6 |
| May 2026 |
4 |
| Jun 2026 |
2 |
| Jul 2026 |
3 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
23 |
| Apr 2026 |
13 |
| May 2026 |
6 |
| Jun 2026 |
7 |
| Jul 2026 |
3 |
| Aug 2026 |
6 |
| Sep 2026 |
0 |
|
| United Kingdom |
43 |
| Netherlands |
5 |
|
| Research-based Interventions to Support SEMH Learners at Leeds City College |
20.500.14069/1106 |
76 |
133 |
282 |
0.27 |
0.47 |
| Mar 2026 |
35 |
| Apr 2026 |
27 |
| May 2026 |
0 |
| Jun 2026 |
6 |
| Jul 2026 |
3 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| Mar 2026 |
57 |
| Apr 2026 |
40 |
| May 2026 |
8 |
| Jun 2026 |
17 |
| Jul 2026 |
5 |
| Aug 2026 |
6 |
| Sep 2026 |
1 |
|
| United Kingdom |
73 |
| 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 |
54 |
77 |
282 |
0.19 |
0.27 |
| Mar 2026 |
20 |
| Apr 2026 |
11 |
| May 2026 |
0 |
| Jun 2026 |
4 |
| Jul 2026 |
2 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
39 |
| Apr 2026 |
16 |
| May 2026 |
5 |
| Jun 2026 |
6 |
| Jul 2026 |
3 |
| Aug 2026 |
7 |
| Sep 2026 |
0 |
|
| United Kingdom |
38 |
| Ireland |
11 |
| Netherlands |
4 |
| UAE |
1 |
|
| Building Bridges Between Specialist and Mainstream Education: A Secondary Inclusion Model |
20.500.14069/1103 |
39 |
55 |
282 |
0.14 |
0.20 |
| Mar 2026 |
15 |
| Apr 2026 |
7 |
| May 2026 |
1 |
| Jun 2026 |
3 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
1 |
|
| Mar 2026 |
20 |
| Apr 2026 |
10 |
| May 2026 |
4 |
| Jun 2026 |
8 |
| Jul 2026 |
4 |
| Aug 2026 |
7 |
| Sep 2026 |
2 |
|
| United Kingdom |
35 |
| Netherlands |
3 |
| Spain |
1 |
|
| APOL-LLO: a purposeful learning strategy for learners with severe learning difficulties |
20.500.14069/1113 |
13 |
14 |
282 |
0.05 |
0.05 |
| Mar 2026 |
3 |
| Apr 2026 |
5 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
3 |
| Apr 2026 |
6 |
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
3 |
| Sep 2026 |
1 |
|
| United Kingdom |
12 |
| Netherlands |
1 |
|
| Building bridges: Tor View's inclusive primary model for SEND learners |
20.500.14069/1112 |
14 |
11 |
282 |
0.05 |
0.04 |
| Mar 2026 |
4 |
| Apr 2026 |
0 |
| May 2026 |
1 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
3 |
| Apr 2026 |
3 |
| May 2026 |
0 |
| Jun 2026 |
2 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
1 |
|
| 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 |
18 |
282 |
0.02 |
0.06 |
| Mar 2026 |
1 |
| Apr 2026 |
2 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
1 |
|
| Mar 2026 |
0 |
| Apr 2026 |
12 |
| May 2026 |
0 |
| Jun 2026 |
3 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
2 |
|
| United Kingdom |
5 |
| Netherlands |
2 |
|
| Regulation Station: A sensory-informed approach to inclusion in a mainstream primary school |
20.500.14069/1100 |
82 |
157 |
282 |
0.29 |
0.56 |
| Mar 2026 |
51 |
| Apr 2026 |
18 |
| May 2026 |
4 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
1 |
|
| Mar 2026 |
90 |
| Apr 2026 |
32 |
| May 2026 |
17 |
| Jun 2026 |
12 |
| Jul 2026 |
6 |
| Aug 2026 |
7 |
| Sep 2026 |
1 |
|
| United Kingdom |
79 |
| Netherlands |
2 |
| 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 |
19 |
14 |
282 |
0.07 |
0.05 |
| Mar 2026 |
3 |
| Apr 2026 |
1 |
| May 2026 |
1 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
1 |
|
| Mar 2026 |
0 |
| Apr 2026 |
4 |
| May 2026 |
0 |
| Jun 2026 |
5 |
| Jul 2026 |
1 |
| Aug 2026 |
2 |
| Sep 2026 |
2 |
|
| United Kingdom |
13 |
| Netherlands |
7 |
|
| Enhancing well being and inclusion of pupils with SEMH needs through social action projects in a primary school |
20.500.14069/1098 |
8 |
13 |
282 |
0.03 |
0.05 |
| Mar 2026 |
1 |
| Apr 2026 |
0 |
| May 2026 |
1 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
1 |
|
| Mar 2026 |
2 |
| Apr 2026 |
3 |
| May 2026 |
0 |
| Jun 2026 |
2 |
| Jul 2026 |
2 |
| Aug 2026 |
2 |
| Sep 2026 |
2 |
|
| United Kingdom |
7 |
| Netherlands |
1 |
|
| Improving outcomes for pupils with SEMH through curriculum development in a special secondary school |
20.500.14069/1105 |
25 |
42 |
282 |
0.09 |
0.15 |
| Mar 2026 |
7 |
| Apr 2026 |
7 |
| May 2026 |
6 |
| Jun 2026 |
0 |
| Jul 2026 |
1 |
| Aug 2026 |
1 |
| Sep 2026 |
1 |
|
| Mar 2026 |
10 |
| Apr 2026 |
10 |
| May 2026 |
12 |
| Jun 2026 |
1 |
| Jul 2026 |
2 |
| Aug 2026 |
7 |
| Sep 2026 |
2 |
|
| United Kingdom |
23 |
| UAE |
2 |
| Ireland |
1 |
|
| Mastering reading: a targeted intervention model for secondary learners at St Christopher's |
20.500.14069/1110 |
17 |
20 |
282 |
0.06 |
0.07 |
| Mar 2026 |
1 |
| Apr 2026 |
1 |
| May 2026 |
4 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
3 |
|
| Mar 2026 |
4 |
| Apr 2026 |
6 |
| May 2026 |
0 |
| Jun 2026 |
2 |
| Jul 2026 |
1 |
| Aug 2026 |
3 |
| Sep 2026 |
4 |
|
| Ireland |
14 |
| United Kingdom |
5 |
| 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 |
18 |
15 |
282 |
0.06 |
0.05 |
| Mar 2026 |
3 |
| Apr 2026 |
0 |
| May 2026 |
1 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
1 |
|
| Mar 2026 |
5 |
| Apr 2026 |
4 |
| May 2026 |
0 |
| Jun 2026 |
3 |
| Jul 2026 |
1 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
|
| United Kingdom |
8 |
| Ireland |
8 |
| Austria |
1 |
| Netherlands |
1 |
|
