Learning and Leadership – Research projects

The project investigates the relationship between AI and writing practices, self-representation, and pedagogical expectations.

This project investigates the English childminding workforce.

This project aims to enhance knowledge of children’s three-dimensional shape awareness.

This project examines the role of play and play-based learning in early childhood development.

This research project aims to develop an understanding of and share best practice on, ‘what works’ in tackling EDI/DEI and research culture challenges.

This project aims to explore delivering early years education through arts and play-based learning for children in under-served communities in Lebanon and Jordan.

Why do some schools continuously fail to improve after Ofsted inspections, and what will unstick them from their under-performance predicament?

This project explored the operation and impact of food banks that operate at early years education settings for children under five (nurseries, children's centres nursery schools and play groups).

The Balancing Act initiative is a series of linked research projects that are working to create a paradigm shift in the teaching of reading and writing.

This research project aims to find, understand and summarise relevant research to support the Chartered College of Teaching (CCT) in developing new curriculum resources.

This project explored the growing use of food banks in schools as a means of increasing children’s engagement with learning and physical activity.

Raising standards in maths attainment at primary school has been highlighted as a UK Government priority. But there are several challenges to supporting all children to reach their potential in maths.

Evidence from the UCL-led Early Career Framework (ECF) and National Professional Qualifications (NPQs) Programmes (2022-2026).

Informing discussion on how Ofsted inspections might best resume at an appropriate time, given the extensive disruption COVID has brought and continues to bring to English primary schools.

This research project investigates if a focus on learning outcomes can make a difference to the inclusion of children with special educational needs (SEN) in mainstream classrooms.