National Strategies Case studies
Structured evaluations offering a variety of approaches and ideas, with a focus on challenges, impact, next steps and teachers' reflections.
National Strategies Case studies topics
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APP in mathematics: Case studies
These case studies evaluate how secondary schools have implemented the Assessing Pupils' Progress (APP) approach in mathematics. This includes how departments planned their approach, teachers' reflections on how a given process went, the impact of any changes and next steps for maintaining and improving their processes.

Implementing APP in mathematics in a Barnsley secondary school
This case study evaluates how a school implemented the Assessing Pupils' Progress (APP) approach in their mathematics lessons. This includes how the mathematics team made plans, teachers' reflections on how a given process went, the impact of any changes and next steps for maintaining and improving their processes.

Implementing APP in mathematics in a Brighton and Hove secondary school
This case study evaluates how a school implemented the Assessing Pupils' Progress (APP) approach in their mathematics lessons. This includes how the mathematics team planned their approach, teachers' reflections on how a given process went, the impact of any changes and next steps for maintaining and improving their processes.

Implementing APP in mathematics in a Hartlepool secondary school
This case study evaluates how a school implemented the Assessing Pupils' Progress (APP) approach in their mathematics lessons. This includes how the mathematics team planned their approach, teachers' reflections on how a given process went, the impact of any changes and next steps for maintaining and improving their processes.

Implementing APP in mathematics in a London secondary school
This case study evaluates how a school implemented the Assessing Pupils' Progress (APP) approach in mathematics. This includes how the mathematics team made plans, teachers' reflections on how a given process went, the impact of any changes and next steps for maintaining and improving their processes.

Implementing APP in mathematics in a Plymouth secondary school
This case study evaluates how a school implemented the Assessing Pupils' Progress (APP) approach in their mathematics lessons. This includes how the mathematics team planned their approach, teachers' reflections on how a given process went, the impact of any changes and next steps for maintaining and improving their processes.

Implementing APP in mathematics in a Sussex secondary school
This case study evaluates how a school implemented the Assessing Pupils' Progress (APP) approach in their mathematics lessons. This includes how the mathematics team planned their approach, teachers' reflections on how a given process went, the impact of any changes and next steps for maintaining and improving their processes.

Implementing APP in mathematics in a Wiltshire secondary school
This case study evaluates how a school implemented the Assessing Pupils' Progress (APP) approach in their mathematics lessons. This includes how the mathematics team planned their approach, teachers' reflections on how a given process went, the impact of any changes and next steps for maintaining and improving their processes.


Leading partners in mathematics: Pilot project – University of the West of England, Bristol
Summary of the University of the West of England project to stimulate high quality talk in mathematics. Part of a case study about the Leading partners in mathematics pilot project.

Leading partners in mathematics: Pilot project – Bradford College
Summary of the Bradford College project to develop trainee teachers' mathematical knowledge, understanding and pedagogy. Part of a case study about the Leading partners in mathematics pilot project.

Leading partners in mathematics: Pilot project – Kingston University
Introduction to the Kingston University project to promote high quality talk to enhance children's knowledge and understanding of mathematical concepts at Key Stages 1 and 2. Part of a case study about the Leading partners in mathematics pilot project.

Leading partners in mathematics: Pilot project – Liverpool John Moores University
Introduction to the Liverpool John Moores University project to impact on trainees' development of the use of high quality talk (HQT) in mathematics. Part of a case study about the Leading partners in mathematics pilot project.

Leading partners in mathematics: Pilot project – University of Exeter
Introduction to the University of Exeter project to investigate problemsolving tasks and teaching strategies that would impact on talk and learning. Part of a case study about the Leading partners in mathematics pilot project.

Leading partners in mathematics: Pilot project – University of Exeter
Introduction to the University of Exeter project to investigate problemsolving tasks and teaching strategies that would impact on talk and learning. Part of a case study about the Leading partners in mathematics pilot project.


Leading partners in mathematics: Pilot project – University of Warwick
Summary of the University of Warwick project to facilitate talk for teaching and learning mathematics. Part of a case study about the Leading partners in mathematics pilot project.

Leading partners in mathematics: Pilot project – University of Winchester
Summary of the University of Winchester project to improve student teachers' deep understanding of mathematics. Part of a case study about the Leading partners in mathematics pilot project.

Leading partners in mathematics: Pilot project – University of Wolverhampton
Summary of the University of Wolverhampton project to plan for high quality talk in mathematics. Part of a case study about the Leading partners in mathematics pilot project.

Value for money in special educational needs
Case studies highlighting good practice in LAs and schools where systems establish value for money (VfM) in special educational needs (SEN).

Value for money in special educational needs
Case studies highlighting good practice in LAs and schools where systems establish value for money (VfM) in special educational needs (SEN).
