Celebrating Innovation: Inquiry Projects Making an Impact Across Our Schools

At Outcomes First Group, we are committed to continual improvement through evidence-informed practice. One of the most powerful mechanisms for this is our Inquiry Project model, which is rooted in the Inquiry Framework developed by Carpenter and Egerton (2011). This structured, collaborative process enables our education and clinical teams to reflect on key challenges, explore new approaches, and evaluate their impact in a systematic and meaningful way.

Recently, we had the opportunity to review a number of Inquiry Projects across our schools. The depth of insight, innovation, and alignment with our strategic frameworks, particularly Trauma-Informed Practice (TIP) and Ask, Accept, Develop (AAD), was remarkable. Here are just a few standout highlights:

Options Barton School: Barton School demonstrated the engagement model in action, successfully shifting from reactive responses to proactive, positive strategies. The engagement model fosters positive pupil engagement by strengthening staff collaboration, anticipating behavioural needs, and embedding consistent support strategies. Through regular reflective practice, staff were better supported, and pupil engagement improved significantly. This work has real potential to influence wider learning, and we’ve invited Barton to present their approach to the Restraint Reduction Network (RRN) Board.

Underley Garden School: Underley Garden School developed a flexible pathway for Pathological Demand Avoidance (PDA) learners, which is already delivering positive outcomes. With exciting developments planned for September, this work could lay the foundation for a group-wide best practice hub on PDA.

The Grange Therapeutic School: The Grange powerfully showcased the impact of their work through heartfelt quotes from students, parents, and carers. The transformation of a young person who first joined in 2020 reminded us just how far the right support can go. His parent told us, “He’s a completely different person from what he was a few years ago. He believes in himself”.

The school’s “Engage” initiative is now helping shape our developing Emotionally Based School Avoidance (EBSA) strategy.

Bramfield House School: Bramfield showcased how Trauma-Informed Practice (TIP) language, supported by specialist speech and language therapist training, led to a measurable drop in incidents, particularly among pupils with the most complex trauma needs. We’re thrilled to be inviting Bramfield to share their work with the Restraint Reduction Network Board, too.

Waterloo Lodge School: Waterloo Lodge highlighted the impact of bespoke timetables in re-engaging pupils with learning. Feedback from both families and pupils was overwhelmingly positive, and this approach is now shaping part of our wider EBSA strategy.

These projects are a celebration of what’s possible when teams come together with purpose, curiosity, and care.

A huge thank you to everyone involved, including Professor Barry Carpenter OBE, who has been instrumental in championing the Inquiry Project model within Outcomes First Group.

We’re excited to continue sharing these insights across the group and beyond.