| Preparation for adulthood and the curriculum pledge |
20.500.14069/1162 |
11 |
12 |
253 |
0.04 |
0.05 |
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
|
| Mar 2026 |
0 |
| Apr 2026 |
3 |
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
1 |
| Aug 2026 |
2 |
| Sep 2026 |
1 |
|
| United Kingdom |
9 |
| Netherlands |
2 |
|
| Curriculum Through a SEND Lens in a Multi-Academy Trust |
20.500.14069/1158 |
5 |
16 |
253 |
0.02 |
0.06 |
| Mar 2026 |
0 |
| Apr 2026 |
2 |
| May 2026 |
1 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
5 |
| Apr 2026 |
6 |
| May 2026 |
1 |
| Jun 2026 |
4 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
|
| Development of support staff SEND skills, knowledge and confidence to better meet the needs of learners across the school |
20.500.14069/1164 |
8 |
20 |
253 |
0.03 |
0.08 |
| Mar 2026 |
3 |
| Apr 2026 |
2 |
| May 2026 |
1 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
4 |
| Apr 2026 |
11 |
| May 2026 |
2 |
| Jun 2026 |
2 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| United Kingdom |
6 |
| Netherlands |
1 |
| United States |
1 |
|
| Supporting pupils to regulate emotions, resolve conflict and build confidence during unstructured times |
20.500.14069/1215 |
22 |
31 |
219 |
0.10 |
0.14 |
| Mar 2026 |
6 |
| Apr 2026 |
6 |
| May 2026 |
0 |
| Jun 2026 |
2 |
| Jul 2026 |
4 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
9 |
| Apr 2026 |
5 |
| May 2026 |
0 |
| Jun 2026 |
13 |
| Jul 2026 |
2 |
| Aug 2026 |
1 |
| Sep 2026 |
1 |
|
| United Kingdom |
19 |
| Ireland |
2 |
| Netherlands |
1 |
|
| What is the impact of embedding adaptive teaching strategies across the whole school on the progress of learners with SEND? |
20.500.14069/1160 |
35 |
79 |
253 |
0.14 |
0.31 |
| Mar 2026 |
14 |
| Apr 2026 |
8 |
| May 2026 |
5 |
| Jun 2026 |
2 |
| Jul 2026 |
2 |
| Aug 2026 |
3 |
| Sep 2026 |
1 |
|
| Mar 2026 |
22 |
| Apr 2026 |
25 |
| May 2026 |
4 |
| Jun 2026 |
8 |
| Jul 2026 |
4 |
| Aug 2026 |
13 |
| Sep 2026 |
3 |
|
|
| Preparation for Adulthood (PfA) |
20.500.14069/1165 |
32 |
18 |
253 |
0.13 |
0.07 |
| Mar 2026 |
1 |
| Apr 2026 |
1 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
3 |
| Sep 2026 |
1 |
|
| Mar 2026 |
0 |
| Apr 2026 |
11 |
| May 2026 |
2 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
3 |
| Sep 2026 |
3 |
|
| United Kingdom |
29 |
| Ireland |
3 |
|
| Developing trauma informed practice to support social, emotional and mental health in an infant school |
20.500.14069/1220 |
14 |
29 |
219 |
0.06 |
0.13 |
| Mar 2026 |
1 |
| Apr 2026 |
1 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
3 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
10 |
| Apr 2026 |
7 |
| May 2026 |
1 |
| Jun 2026 |
4 |
| Jul 2026 |
3 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
|
|
| Improving oracy across a trust to address rising speech and language needs |
20.500.14069/1237 |
22 |
27 |
217 |
0.10 |
0.12 |
| Mar 2026 |
3 |
| Apr 2026 |
4 |
| May 2026 |
2 |
| Jun 2026 |
0 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
5 |
| Apr 2026 |
8 |
| May 2026 |
6 |
| Jun 2026 |
6 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| United Kingdom |
21 |
| Ireland |
1 |
| Kazakhstan |
1 |
| United States |
1 |
|
| Empowering support staff across the trust to confidently support SEND learners |
20.500.14069/1224 |
15 |
20 |
219 |
0.07 |
0.09 |
| Mar 2026 |
1 |
| Apr 2026 |
1 |
| May 2026 |
1 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
3 |
| Apr 2026 |
4 |
| May 2026 |
3 |
| Jun 2026 |
1 |
| Jul 2026 |
1 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
|
| United Kingdom |
13 |
| Netherlands |
2 |
|
| To develop a trust wide approach to identifying and supporting children and young people (CYP) with speech and language difficulties |
20.500.14069/1166 |
8 |
8 |
253 |
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 |
|
| Mar 2026 |
3 |
| Apr 2026 |
2 |
| May 2026 |
2 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
|
| Embedding a positive behaviour culture through staff development |
20.500.14069/1223 |
14 |
14 |
219 |
0.06 |
0.06 |
| Mar 2026 |
0 |
| Apr 2026 |
1 |
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
3 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
2 |
| Apr 2026 |
4 |
| May 2026 |
0 |
| Jun 2026 |
2 |
| Jul 2026 |
3 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| United Kingdom |
12 |
| Netherlands |
2 |
|
| Developing accurate assessment and improving provision for children with complex needs within mainstream |
20.500.14069/1234 |
10 |
16 |
217 |
0.05 |
0.07 |
| Mar 2026 |
2 |
| Apr 2026 |
2 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
3 |
| Apr 2026 |
8 |
| May 2026 |
2 |
| Jun 2026 |
1 |
| Jul 2026 |
1 |
| Aug 2026 |
3 |
| Sep 2026 |
0 |
|
| United Kingdom |
6 |
| Ireland |
2 |
| Canada |
1 |
| United States |
1 |
|
| Connecting whole word interventions to inclusive classroom practice |
20.500.14069/1222 |
11 |
38 |
219 |
0.05 |
0.17 |
| Mar 2026 |
4 |
| Apr 2026 |
2 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
1 |
|
| Mar 2026 |
8 |
| Apr 2026 |
10 |
| May 2026 |
1 |
| Jun 2026 |
18 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
1 |
|
| United Kingdom |
10 |
| United States |
1 |
|
| Creating calmer transitions, improving regulation and strengthening readiness for learning |
20.500.14069/1218 |
13 |
18 |
219 |
0.06 |
0.08 |
| Mar 2026 |
3 |
| Apr 2026 |
2 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
4 |
| Apr 2026 |
4 |
| May 2026 |
1 |
| Jun 2026 |
7 |
| Jul 2026 |
1 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
|
|
| A strategic approach to improving staff confidence and accuracy in writing SMART targets for learning plans |
20.500.14069/1235 |
11 |
12 |
217 |
0.05 |
0.06 |
| Mar 2026 |
10 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
1 |
|
| Mar 2026 |
3 |
| Apr 2026 |
3 |
| May 2026 |
1 |
| Jun 2026 |
1 |
| Jul 2026 |
2 |
| Aug 2026 |
1 |
| Sep 2026 |
1 |
|
|
| Embedding preparation for adulthood in primary curriculum |
20.500.14069/1240 |
26 |
45 |
217 |
0.12 |
0.21 |
| Mar 2026 |
9 |
| Apr 2026 |
1 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
31 |
| Apr 2026 |
6 |
| May 2026 |
0 |
| Jun 2026 |
2 |
| Jul 2026 |
1 |
| Aug 2026 |
2 |
| Sep 2026 |
1 |
|
| United Kingdom |
16 |
| Greece |
6 |
| Kazakhstan |
3 |
| Ireland |
1 |
|
| Strategic implementation of adaptive teaching strategies |
20.500.14069/1239 |
27 |
35 |
217 |
0.12 |
0.16 |
| Mar 2026 |
2 |
| Apr 2026 |
2 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
7 |
| Aug 2026 |
1 |
| Sep 2026 |
1 |
|
| Mar 2026 |
7 |
| Apr 2026 |
6 |
| May 2026 |
1 |
| Jun 2026 |
9 |
| Jul 2026 |
7 |
| Aug 2026 |
1 |
| Sep 2026 |
1 |
|
| United Kingdom |
14 |
| Ireland |
5 |
| Philippines |
5 |
| Greece |
1 |
| Kazakhstan |
1 |
| United States |
1 |
|
| Strengthening adaptive teaching practice through coaching |
20.500.14069/1216 |
22 |
69 |
219 |
0.10 |
0.32 |
| Mar 2026 |
8 |
| Apr 2026 |
7 |
| May 2026 |
2 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
1 |
|
| Mar 2026 |
36 |
| Apr 2026 |
18 |
| May 2026 |
2 |
| Jun 2026 |
8 |
| Jul 2026 |
4 |
| Aug 2026 |
3 |
| Sep 2026 |
2 |
|
|
| Strengthening staff understanding, consistency and self-regulation strategies across a rural federation |
20.500.14069/1212 |
3 |
10 |
219 |
0.01 |
0.05 |
| 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 |
3 |
| May 2026 |
0 |
| Jun 2026 |
4 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
|
| Teaching life skills to learners with complex needs in a primary setting |
20.500.14069/1231 |
6 |
31 |
217 |
0.03 |
0.14 |
| Mar 2026 |
0 |
| Apr 2026 |
3 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
7 |
| Apr 2026 |
14 |
| May 2026 |
1 |
| Jun 2026 |
2 |
| Jul 2026 |
3 |
| Aug 2026 |
3 |
| Sep 2026 |
1 |
|
|
| Enhancing oracy through targeted communication support |
20.500.14069/1228 |
19 |
14 |
219 |
0.09 |
0.06 |
| Mar 2026 |
2 |
| Apr 2026 |
8 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
1 |
| Apr 2026 |
6 |
| May 2026 |
0 |
| Jun 2026 |
2 |
| Jul 2026 |
1 |
| Aug 2026 |
1 |
| Sep 2026 |
1 |
|
| United Kingdom |
18 |
| Netherlands |
3 |
| Ireland |
2 |
|
| The impact of Trauma informed practice on outcomes across a MAT |
20.500.14069/1171 |
27 |
67 |
253 |
0.11 |
0.26 |
| Mar 2026 |
11 |
| Apr 2026 |
4 |
| May 2026 |
5 |
| Jun 2026 |
0 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
32 |
| Apr 2026 |
15 |
| May 2026 |
2 |
| Jun 2026 |
9 |
| Jul 2026 |
4 |
| Aug 2026 |
5 |
| Sep 2026 |
0 |
|
| United Kingdom |
26 |
| Ireland |
4 |
| Netherlands |
2 |
|
| Implementing recognising and recording progress and achievement (RARPA) in a college |
20.500.14069/1173 |
7 |
11 |
253 |
0.03 |
0.04 |
| Mar 2026 |
2 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
1 |
| Apr 2026 |
5 |
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
1 |
| Aug 2026 |
3 |
| Sep 2026 |
0 |
|
| United Kingdom |
6 |
| Ireland |
1 |
|
| Building a graduated approach to support speech, language and communication needs |
20.500.14069/1232 |
28 |
52 |
217 |
0.13 |
0.24 |
| Mar 2026 |
13 |
| Apr 2026 |
1 |
| May 2026 |
7 |
| Jun 2026 |
1 |
| Jul 2026 |
1 |
| Aug 2026 |
1 |
| Sep 2026 |
2 |
|
| Mar 2026 |
15 |
| Apr 2026 |
9 |
| May 2026 |
10 |
| Jun 2026 |
8 |
| Jul 2026 |
3 |
| Aug 2026 |
9 |
| Sep 2026 |
1 |
|
| United Kingdom |
21 |
| United States |
4 |
| Kazakhstan |
2 |
| Qatar |
1 |
|
| Inclusive strategies for improving subject specific vocabulary |
20.500.14069/1221 |
43 |
59 |
219 |
0.20 |
0.27 |
| Mar 2026 |
10 |
| Apr 2026 |
14 |
| May 2026 |
2 |
| Jun 2026 |
0 |
| Jul 2026 |
1 |
| Aug 2026 |
3 |
| Sep 2026 |
0 |
|
| Mar 2026 |
22 |
| Apr 2026 |
17 |
| May 2026 |
2 |
| Jun 2026 |
12 |
| Jul 2026 |
3 |
| Aug 2026 |
4 |
| Sep 2026 |
0 |
|
| United Kingdom |
37 |
| Netherlands |
6 |
|
| Improving SEND outcomes through quality first teaching in maths |
20.500.14069/1238 |
19 |
29 |
217 |
0.09 |
0.13 |
| Mar 2026 |
4 |
| Apr 2026 |
4 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
14 |
| Apr 2026 |
7 |
| May 2026 |
5 |
| Jun 2026 |
4 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Ireland |
10 |
| United Kingdom |
8 |
| Belgium |
1 |
|
| PD Professional group - developing a specialist curriculum pathway |
20.500.14069/1163 |
13 |
22 |
253 |
0.05 |
0.09 |
| Mar 2026 |
5 |
| Apr 2026 |
1 |
| May 2026 |
1 |
| Jun 2026 |
2 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
6 |
| Apr 2026 |
7 |
| May 2026 |
0 |
| Jun 2026 |
4 |
| Jul 2026 |
3 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
|
| United Kingdom |
10 |
| UAE |
1 |
| Isle of Man |
1 |
| Netherlands |
1 |
|
| Enhancing staff confidence and pupil outcomes through better one page profiles |
20.500.14069/1210 |
7 |
17 |
219 |
0.03 |
0.08 |
| Mar 2026 |
1 |
| Apr 2026 |
3 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
4 |
| Apr 2026 |
9 |
| May 2026 |
1 |
| Jun 2026 |
1 |
| Jul 2026 |
1 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
|
| United Kingdom |
6 |
| Netherlands |
1 |
|
| Strengthening the graduated approach and building parent confidence in SEND provision |
20.500.14069/1217 |
29 |
46 |
219 |
0.13 |
0.21 |
| Mar 2026 |
12 |
| Apr 2026 |
5 |
| May 2026 |
1 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
24 |
| Apr 2026 |
13 |
| May 2026 |
3 |
| Jun 2026 |
3 |
| Jul 2026 |
2 |
| Aug 2026 |
3 |
| Sep 2026 |
0 |
|
| United Kingdom |
21 |
| Ireland |
3 |
| Netherlands |
3 |
| Isle of Man |
2 |
| United States |
1 |
|
| How a mainstream secondary school created a structured support base to strengthen inclusion and outcomes for learners with SEND |
20.500.14069/1211 |
18 |
25 |
219 |
0.08 |
0.11 |
| Mar 2026 |
8 |
| Apr 2026 |
4 |
| May 2026 |
1 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
8 |
| Apr 2026 |
7 |
| May 2026 |
4 |
| Jun 2026 |
8 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| United Kingdom |
15 |
| Ireland |
2 |
|
| Developing a structured, research-informed SRP curriculum to strengthen inclusion and teaching confidence |
20.500.14069/1213 |
5 |
11 |
219 |
0.02 |
0.05 |
| Mar 2026 |
0 |
| Apr 2026 |
1 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
4 |
| Apr 2026 |
4 |
| May 2026 |
2 |
| Jun 2026 |
2 |
| Jul 2026 |
1 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
|
| Collaboratively developing a curriculum for learners with complex SEND needs |
20.500.14069/1233 |
4 |
21 |
217 |
0.02 |
0.10 |
| Mar 2026 |
0 |
| Apr 2026 |
1 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
2 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| Mar 2026 |
4 |
| Apr 2026 |
10 |
| May 2026 |
2 |
| Jun 2026 |
1 |
| Jul 2026 |
3 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
|
|
| Designing a specialist SEND curriculum pathway across trust schools |
20.500.14069/1226 |
16 |
13 |
219 |
0.07 |
0.06 |
| Mar 2026 |
6 |
| Apr 2026 |
2 |
| May 2026 |
1 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
2 |
| Apr 2026 |
6 |
| May 2026 |
1 |
| Jun 2026 |
2 |
| Jul 2026 |
1 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| United Kingdom |
16 |
| United States |
1 |
|
| The impact of Adaptive Teaching scaffolds and models in writing |
20.500.14069/1227 |
27 |
33 |
219 |
0.12 |
0.15 |
| Mar 2026 |
13 |
| Apr 2026 |
8 |
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
1 |
|
| Mar 2026 |
15 |
| Apr 2026 |
10 |
| May 2026 |
2 |
| Jun 2026 |
3 |
| Jul 2026 |
2 |
| Aug 2026 |
1 |
| Sep 2026 |
1 |
|
|
| Reducing over-reliance on adult scribing and building pupil ownership |
20.500.14069/1219 |
9 |
18 |
219 |
0.04 |
0.08 |
| Mar 2026 |
0 |
| Apr 2026 |
5 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
5 |
| Apr 2026 |
10 |
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
1 |
|
| United Kingdom |
8 |
| Netherlands |
1 |
|
| Building confidence, consistency and practical skills through a structured professional development programme |
20.500.14069/1214 |
13 |
15 |
219 |
0.06 |
0.07 |
| Mar 2026 |
1 |
| Apr 2026 |
2 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
1 |
| Apr 2026 |
9 |
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
|
| United Kingdom |
7 |
| Netherlands |
5 |
|
| Improving identification and intervention for Speech, Language and Communication Needs (SLCN) |
20.500.14069/1161 |
9 |
10 |
253 |
0.04 |
0.04 |
| Mar 2026 |
1 |
| Apr 2026 |
2 |
| May 2026 |
0 |
| Jun 2026 |
4 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
1 |
|
| Mar 2026 |
1 |
| Apr 2026 |
2 |
| May 2026 |
0 |
| Jun 2026 |
4 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
2 |
|
|
| Promoting self-advocacy and PfA for students with SEND to access annual health checks |
20.500.14069/1229 |
19 |
6 |
219 |
0.09 |
0.03 |
| 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 |
3 |
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
1 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| Netherlands |
9 |
| United Kingdom |
5 |
| Ireland |
5 |
|
| Preparing pupils with PMLD for adult life through curriculum design |
20.500.14069/1230 |
49 |
37 |
219 |
0.22 |
0.17 |
| Mar 2026 |
8 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
3 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
16 |
| Apr 2026 |
8 |
| May 2026 |
0 |
| Jun 2026 |
6 |
| Jul 2026 |
1 |
| Aug 2026 |
3 |
| Sep 2026 |
0 |
|
| United Kingdom |
33 |
| Netherlands |
9 |
| Ireland |
7 |
|
| Supporting pupils with emotionally based school avoidance and SEMH needs through a bespoke curriculum |
20.500.14069/1236 |
27 |
60 |
217 |
0.12 |
0.28 |
| Mar 2026 |
10 |
| Apr 2026 |
9 |
| May 2026 |
4 |
| Jun 2026 |
0 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
28 |
| Apr 2026 |
9 |
| May 2026 |
7 |
| Jun 2026 |
7 |
| Jul 2026 |
6 |
| Aug 2026 |
3 |
| Sep 2026 |
0 |
|
| United Kingdom |
18 |
| Ireland |
9 |
| Isle of Man |
1 |
| Italy |
1 |
|
| A cohesive approach between LA SEND teams and schools to embed consistent, actionable SEND targets in early years |
20.500.14069/1225 |
20 |
16 |
219 |
0.09 |
0.07 |
| Mar 2026 |
4 |
| Apr 2026 |
4 |
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
5 |
| Apr 2026 |
7 |
| May 2026 |
2 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| United Kingdom |
18 |
| Netherlands |
1 |
| United States |
1 |
|
| The impact of using adaptive teaching case studies in Initial Teacher Education (ITE) |
20.500.14069/1159 |
15 |
8 |
253 |
0.06 |
0.03 |
| Mar 2026 |
0 |
| Apr 2026 |
1 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
5 |
| Sep 2026 |
0 |
|
| Mar 2026 |
2 |
| Apr 2026 |
3 |
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
1 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| United Kingdom |
13 |
| Netherlands |
2 |
|
