Impact case study database

The research projects listed above have had significant, multi-level impact:

1. National Policy for Educational and Social Inclusion for CYP with SEND

Codina, Hanson, Robinson and Shepherd’s work on service users’ experience of EHC plans and processes was published by the DfE between March 2017 and January 2018 achieving 6,597 page views between 2017 and 2020 [5.1]. The work was cited by Brian Lamb OBE during the House of Commons Education Select Committee’s Inquiry into SEND [5.2, p. 3] and the research has been included in evidence briefings to the committee [5.3, House of Commons Research Briefing, p. 30]. Brian Lamb led the enquiry into parental experience of the SEND system and his work was a major influence on legislative reform (2014 Children and Families Act). He has testified that: “ This research remains the most comprehensive and detailed review of how well the EHC plans were implemented, what is successful in their implementation, how parents and children and young people felt about the plans and how well they addressed their needs” [5.4, p. 4]. The research was widely used by Brian Lamb and by DfE lead advisors in SEND when briefing Local Authorities and other agencies on good practice [5.4, p. 3]. As a witness to policy makers’ use of the research findings, Brian Lamb has testified that the studies impacted significantly on the DfE’s decision to continue with their policy commitments. This included the 20-week timescale for EHC completion [5.4, p. 5].

2. School Improvement and School Leadership for SEND and Inclusion

Robinson, Dimitrellou, Codina and Hanson’s implementation of the action research project, ‘Whole School SEND and Inclusion’ has had direct and indirect impact on schools, leaders, teachers, and pupils in the city of Derby at the end of its first phase (June 2020). Studies indicated schools that had participated were more likely to exhibit reductions in the number of fixed and permanent exclusions [5.5, p. 34]. School staff who were SEND Peer Challengers or received a SEND Peer Challenge were able to describe several benefits including improved assessment practice, teaching, learning, and leadership, including examples of immediate beneficent action. For example, a local leader commented that the SEND Peer Challenge had triggered awareness and development, “[there was a] correlation between exclusion and special needs. The proportion of students here in exclusions is something we are starting to look more closely at to meet the needs of those students” [5.5, p. 25]. The findings led to further grant funding of GBP52,000 from the Opportunity Area Board for Teaching Schools to deliver training for SENCos [5.7a]. Local Authority officials also testify that the research had impact on the city and was of value to school improvement for SEND and Inclusion. Derby City Council’s Director of Learning and Skills has testified that: *“Schools have seen the benefit of the work of the University of Derby. Such was the interest in SEND generated across the city by the University of Derby, that schools came together to successfully bid to the Opportunity Area Board for further £52,000 of investment in to SEND on top of the £245,000 already invested.*” On quoting positive moves in attainment levels in the city, the Director of Learning and Skills also testified to indirect positive impact on rising attainment levels. For example, a 21% rise in year 1 pupils meeting the Year 1 phonics. The percentage of pupils achieving the government’s expected standards in reading, writing and maths had also risen to be 1% higher than the comparator average. The Director of Learning and Skills commented that: “It is an interesting debate as to whether the University of Derby’s work impacted directly on these outcomes, but it would be true to say that their work made a positive impact on school culture and which in turn delivered these outcomes” [5.7, p. 1; 5.6, pp. 1-2]. The research underpinned practitioner publications by Codina, commissioned by the DfE and the National Association for SEN (NASEN) which had very wide, national reach with at least 18,729 page views since April 2019 [5.1]. This reflects the expertise and insight gained by members of the Inclusion and SEND cluster through this research.

3. Literate citizenship and social inclusion

Robinson and Moore’s work on the impact of pleasurable engagement with books and reading was published by BookTrust prior to publication in BJLD and Harris, a researcher at the charity contributed as a co-writer. Research demonstrated the exclusion of CYP with severe and profound learning difficulties from policy debate on the value of pleasurable engagement with books. The findings had a direct impact on practice, awareness and understanding at BookTrust. The Head of Research at BookTrust at the time of the commission, has testified to developments. She noted that: “practical changes were made to the BookTrust School Library Pack allowing schools to choose a combination of mainstream and additional needs packs, rather than having to choose one or the other. This better meets the needs of young people in mainstream schools” [5.8, p. 2]. BookTrust Cymru commissioned Robinson to design and deliver a keynote and training workshop based on the findings at the Annual Early Practitioner Conference in North and South Wales. Typical delegate feedback included, “Improved my awareness of how to include children with additional learning needs in story time” and there was evidence of impact on understanding. Robinson was also commissioned to provide inclusive literacy training for lead staff at BookTrust Cymru. The Head of Country – Cymru at BookTrust [5.9, p. 2] testified that , “This broader perspective has fed into our work for children in Nursery (not ALN-specific), looking at how a reading programme can stimulate different kinds of talk, especially through resources that are parent/carer-focused and do not include opportunities for significant practitioner input.”