Aim: Following a recent review of inclusion in the Special Needs Unit at our school, we felt it was appropriate to evaluate aspects of our existing strategies for inclusion. We wanted to discover more about pupils perceptions of their own learning, and their attitudes towards the classroom learning environment and identify features of current practice that supported the effective inclusion of pupils with special educational needs.

Aim: To explore how the findings from research into the use of mentoring to support year 11 C/D borderline students prior to their GCSE examinations have led to more advanced models of mentoring being introduced to the college.

Aim: To investigate the link between language and competence in algebra, highlight the problems experienced by pupils when learning algebra, and suggest some strategies for teachers.

Aim: This project was essentially about what it is that supports a school to become research-engaged. There were two dimensions to this investigation: (i) The aim of the specific research activity at school level was: To investigate the impact of rhyme and rhythm on the development of speaking and listening skills in Key Stage 1 (ii) Beyond the specific research at school level, the overarching aim was: To investigate the features of research engagement in the school which were significant in supporting and enabling the research activity.

Aim: To investigate teacher and pupil attitudes towards the use of the Internet in teaching and learning.

Aim: The main aim of the project was to explore how to establish practitioner research as an effective and sustainable form of continuing professional development both for participating researchers and, through their research work, for colleagues within the schools and network.

Aim: To plan an Early Years curriculum by improving the dialogue between Early Years practitioners and parents, by raising parental expectations and by finding out how and what young children learn at home.

Aim: We believed that students were over-reliant on teachers in meeting the AS Chemistry syllabus requirements and that this restricted the range of learning styles and methodologies that students used.

Aim: To find out how perceptions held by mainstream pupils changed as a result of working alongside peers with Autism and severe and complex learning difficulties.

The research aimed to address the following questions: Can the development of pupil voice help move a school from a performance driven culture to a pupil-centred learning culture? Do pupil voice activities enhance teaching and learning? Does the growth of pupil voice activities have a positive or negative impact on staff?