Phase One 

The project adopted a two-pronged approach, exploring both learner experiences and teaching methods and resources. The Project Lead, Linzi Smithies of Derby College, began with thorough due diligence, closely examining a large number of SEND learners and assessing the difficulties they might encounter in achieving their academic goals. Alongside this student-facing work, the team also evaluated the range and quality of teaching resources and methods currently used to gauge their effectiveness in engaging SEND learners. This wasn’t merely about reading reports! They supported their desk-based research with honest interviews and surveys involving both staff and students. This provided them with a clear overview of the real-world challenges faced in supporting SEND learners.

“At Derby College, over 25% of students receive support for a declared Special Educational Needs and Disabilities (SEND), reflecting a broader national picture where at least 20% of UK adults are neurodiverse. Neurospicy minds bring unique strengths—because if everyone thought the same in one room, where would progress come from? Inclusive classrooms don’t just support difference—they celebrate it, creating richer, more innovative learning environments for all.” – Linzi Smithies

Phase Two – From Insights to Innovation

From this solid foundation, the research team moved on to collect examples of teaching methods and tasks that had already proven successful in engaging and supporting SEND learners to achieve. Once collated, these materials were analysed, and the team identified common threads of success and areas that needed a little improvement. This analysis proved to be the secret ingredient.

These findings led to the creation of brand-new materials that combined the best aspects of existing work and eliminated the less effective elements. At the same time as this content creation, Padlet was used to create a user-friendly platform to ensure that accessible videos, audio, and clear examples of best practice could be easily accessed by all staff.

A snapshot of the interactive Padlet board — where learners and educators share ideas, feedback, and resources in real time.

Phase Three – Real-World Testing

Throughout the whole process, these new materials weren’t just sitting on a shelf. They were trialled in real classrooms, evaluated, and improved by the Project Lead. This iterative process was key! Then, as more and more bitesize Pedi Postcards were gathered, Linzi Smithies devised a training programme to upskill her colleagues in the best use of these new materials and how to get the most out of the online platform.

The BIG Reveal

By the project’s close, the team had created a platform that supported the engagement and achievement of learners with Special Educational Needs and Disabilities (SEND) across the Derby College Group, providing staff with access to over 40 short, visually striking Pedi Postcards. These postcards feature a wide variety of learning tasks, quick wins, good practice guides, tips on classroom layout and more. In each case, the postcards clarified which SEND need the specific activity supported, thereby empowering staff to directly assist those learners by fostering an inclusive learning environment.

A snapshot of a postcard activity on the Padlet platform

Making an Impact!

To date, these materials have been utilised by over 1,400 staff and learners, with more than 300 staff members receiving training on how to maximise their effectiveness. Feedback from users has been broadly positive, with one staff member commenting, “I love the layout and the colours used. I find them really engaging and productive to classroom resources/management  for all learners, and as someone with undiagnosed ADHD, they helped break it down for me and translate it to what I need to deliver and to make it engaging for myself and learners”.

Preliminary findings indicate that engagement with the Pedi Postcards has significantly exceeded initial expectations. This early success underscores the necessity for educators to have access to bespoke tools and targeted activities that support diverse learner needs. Teachers have consistently reflected on the positive impact of the postcards, with feedback highlighting their value in enhancing inclusive practice. Hybrid data sources suggest that the Pedi Postcards are contributing to improved outcomes for SEND students, with early indicators pointing to a measurable positive effect on both engagement and achievement. – Linzi Smithies

These positive impacts also extend beyond Derby College, with the Project Lead supporting CPD in other colleges, disseminating their work through podcasts and presenting at the British Educational Research Association’s annual conference in September 2025. Thinking about what comes next for this work, Linzi Smithies said “The next chapter for Pedi Postcards is all about expansion and collaboration—growing the collection with fresh, inclusive ideas, inviting educators everywhere to contribute their own classroom-tested strategies, and building a shared platform where resources flow freely and simply. Because when we open the door to collective creativity, we don’t just support SEND learners—we transform education for everyone.” – Linzi Smithies

The Pedi Postcards project is a brilliant example of how targeted research, collaborative effort, and a touch of innovation can genuinely transform the learning experience for all students, especially those with Special Educational Needs and Disabilities (SEND).

To see the project materials for yourself and begin to plan how you might use them in your classroom, please click here. Alternatively, feel free to contact the Project Lead, Linzi Smithies (linzi.smithies@derby-college.ac.uk) for more information.