Camtree Community Insights
Whole School SEND Inclusive Practice Hub
Community Insights provides an overview of the community's content, usage, and trends. Rather than focusing on individual collections or items, this page presents aggregated statistics for the entire community, including total item views, downloads, and content distribution by educational level and country of origin.
Community Totals
| Collections | 8 |
|---|---|
| Items | 231 |
| Total item views | 9022 |
| Total item downloads | 14229 |
| Last harvest | 2026-11-02 07:37:45 UTC |
Community Content: Educational Levels
| ISCED Level | Count | % |
|---|---|---|
| Early Years | 31 | 13.8 |
| Primary | 102 | 45.5 |
| Lower Secondary | 53 | 23.7 |
| Upper Secondary | 5 | 2.2 |
| Post-secondary non-tertiary | 32 | 14.3 |
| Bachelor's or equivalent | 1 | 0.4 |
Community Content: Setting by Country
| United Kingdom |
|---|
| 231 |
See full list
| Country | Count |
|---|---|
| United Kingdom | 231 |
Community Content: Setting by Country Map
Views and Downloads
Views and Downloads: Recent Activity
| May 2026 | Jun 2026 | Jul 2026 | Aug 2026 | Sep 2026 | Oct 2026 | Nov 2026 | |
|---|---|---|---|---|---|---|---|
| Community page visits | 5 | 11 | 16 | 33 | 88 | 29 | 2 |
| Item views | 515 | 344 | 427 | 234 | 501 | 858 | 35 |
| Item downloads | 838 | 1220 | 630 | 806 | 1434 | 2491 | 33 |
Views: Top Countries
| United Kingdom | United States | Netherlands | Ireland | Australia | Japan | Philippines | Kazakhstan | Germany | France | 74 others |
|---|---|---|---|---|---|---|---|---|---|---|
| 7838 | 374 | 203 | 202 | 103 | 46 | 41 | 32 | 30 | 23 | 330 |
See full list
| Country | Views |
|---|---|
| United Kingdom | 7838 |
| United States | 374 |
| Netherlands | 203 |
| Ireland | 202 |
| Australia | 103 |
| Japan | 46 |
| Philippines | 41 |
| Kazakhstan | 32 |
| Germany | 30 |
| France | 23 |
| Greece | 18 |
| China | 17 |
| New Zealand | 16 |
| Isle of Man | 15 |
| UAE | 13 |
| Canada | 13 |
| Poland | 12 |
| Malaysia | 11 |
| Hong Kong | 10 |
| Maldives | 10 |
| Spain | 9 |
| India | 9 |
| Thailand | 9 |
| Seychelles | 8 |
| Italy | 8 |
| Finland | 6 |
| Portugal | 6 |
| Qatar | 6 |
| Indonesia | 6 |
| Serbia | 5 |
| Jersey | 5 |
| Switzerland | 5 |
| South Africa | 5 |
| Pakistan | 5 |
| Brazil | 4 |
| Turkey | 4 |
| Bulgaria | 4 |
| Singapore | 4 |
| Cambodia | 4 |
| Mexico | 4 |
| Egypt | 4 |
| Colombia | 4 |
| Saudi Arabia | 4 |
| Malta | 3 |
| Kyrgyzstan | 3 |
| South Korea | 3 |
| Trinidad & Tobago | 3 |
| Uruguay | 3 |
| Sierra Leone | 3 |
| Romania | 3 |
| Sweden | 2 |
| Guernsey | 2 |
| Taiwan | 2 |
| Vietnam | 2 |
| Denmark | 2 |
| Nigeria | 2 |
| Belgium | 2 |
| Mauritius | 2 |
| Austria | 2 |
| Norway | 2 |
| Croatia | 2 |
| Latvia | 2 |
| Czechia | 1 |
| Russia | 1 |
| Peru | 1 |
| Kenya | 1 |
| Argentina | 1 |
| Falkland Islands | 1 |
| Hungary | 1 |
| Bermuda | 1 |
| Iran | 1 |
| Jordan | 1 |
| Myanmar (Burma) | 1 |
| Guyana | 1 |
| Uganda | 1 |
| Lithuania | 1 |
| Cyprus | 1 |
| Jamaica | 1 |
| Slovakia | 1 |
| British Virgin Islands | 1 |
| Bangladesh | 1 |
| Oman | 1 |
| Algeria | 1 |
| Albania | 1 |
Views: Country Map
Downloads: Top Downloaded Items (all time)
| Title | Total Downloads | Total Views |
|---|---|---|
|
Adaptive Teaching: Creating a positive learning environment 20.500.14069/985 |
742 | 948 |
|
Adaptive Teaching: Frayer Model 20.500.14069/998 |
742 | 439 |
|
Adaptive Teaching: Pause, plan, produce 20.500.14069/986 |
686 | 334 |
|
Thinking Moves: Science 20.500.14069/965 |
507 | 37 |
|
Alternative Augmentative Communication as a Universal Offer 20.500.14069/1030 |
484 | 175 |
|
Speech, Language and Communication: Universal and targeted approach 20.500.14069/979 |
333 | 213 |
|
Teaching emotional regulation 20.500.14069/964 |
283 | 58 |
|
Phonics for children who use alternative augmentative communication 20.500.14069/960 |
265 | 131 |
|
Creating a Safe, Inclusive Space for Vulnerable Learners: The Hope Centre at Hope Academy 20.500.14069/1104 |
261 | 116 |
|
Colourful Semantics and AAC 20.500.14069/1041 |
227 | 119 |
Downloads: Top Downloaded Items (last 6 months)
| Title | 6-Month Downloads | 6-Month Views | Total Downloads | Total Views |
|---|---|---|---|---|
|
Adaptive Teaching: Frayer Model 20.500.14069/998 |
353 | 150 | 742 | 439 |
|
Adaptive Teaching: Pause, plan, produce 20.500.14069/986 |
347 | 164 | 686 | 334 |
|
Alternative Augmentative Communication as a Universal Offer 20.500.14069/1030 |
276 | 78 | 484 | 175 |
|
Thinking Moves: Science 20.500.14069/965 |
272 | 7 | 507 | 37 |
|
Adaptive Teaching: Creating a positive learning environment 20.500.14069/985 |
215 | 296 | 742 | 948 |
|
Colourful Semantics and AAC 20.500.14069/1041 |
182 | 41 | 227 | 119 |
|
Creating a Safe, Inclusive Space for Vulnerable Learners: The Hope Centre at Hope Academy 20.500.14069/1104 |
173 | 67 | 261 | 116 |
|
Speech, Language and Communication: Universal and targeted approach 20.500.14069/979 |
159 | 83 | 333 | 213 |
|
Phonics for children who use alternative augmentative communication 20.500.14069/960 |
135 | 49 | 265 | 131 |
|
How does an interdisciplinary approach impact learners with a PDA
profile? 20.500.14069/1490 |
128 | 88 | 128 | 88 |
Downloads: Top Downloaded Items (October 2026)
| Title | Monthly Downloads | Monthly Views | Total Downloads | Total Views |
|---|---|---|---|---|
|
How does an interdisciplinary approach impact learners with a PDA
profile? 20.500.14069/1490 |
128 | 85 | 128 | 88 |
|
How can we use the engagement model with students with a diagnosis of autism and complex learning needs to monitor and support engagement in group learning? 20.500.14069/1489 |
101 | 42 | 101 | 45 |
|
Adaptive Teaching: Pause, plan, produce 20.500.14069/986 |
86 | 28 | 686 | 334 |
|
Adaptive Teaching: Frayer Model 20.500.14069/998 |
80 | 34 | 742 | 439 |
|
Adaptive Teaching: Creating a positive learning environment 20.500.14069/985 |
60 | 104 | 742 | 948 |
|
Colourful Semantics and AAC 20.500.14069/1041 |
57 | 17 | 227 | 119 |
|
Thinking Moves: Science 20.500.14069/965 |
56 | 1 | 507 | 37 |
|
Colourful Semantics in the Classroom 20.500.14069/1001 |
55 | 6 | 138 | 42 |
|
SEMH: Embedding an inclusive relational approach 20.500.14069/961 |
50 | 19 | 206 | 100 |
|
Dual Coding: Mainstream Secondary 20.500.14069/1042 |
48 | 12 | 130 | 72 |