1.Support Staff in Schools Deployment and Impact of Support Staff (DISS).  Directed a 5 year study of the Deployment and Impact of Support Staff (DISS) in primary, secondary and special schools in England and Wales, funded by English and Welsh Governments (2003-2009). The largest study worldwide on paraprofessionals in education. Showed need for radical rethinking of Teaching Assistant’s pedagogical role – to make best use of valuable resource. Followed by: 1. Esmee Fairbairn funded project (2010-2011) which developed an alternative way of deploying and preparing TAs (see Webster, R., Russell, A.,and Blatchford, P. (2016) . 2. Nuffield funded project 'Making a Statement' (2011-2013). Studied classroom experiences of pupils with SEND in mainstream schools. SENSE project (2014-17) followed up pupils with SEND into secondary schools, funded by Nuffield. Collaborated with EEF on guidance for deployment of TAs (Sharples, Webster and Blatchford). This work has had proven impact on policy and practice nationally and internationally. See also www.maximisingTAs.co.uk 

2.Class Size Effects Directed a pioneering UK longitudinal large scale research project on the effects of class size differences at reception, Key Stage 1 and 2 (i.e., 5-11 years) on pupil academic attainment and classroom processes. It was funded by the Government, Local Authorities and the ESRC. Of international significance, it was unique in its scale and methodology, and conducted by a large team at the Institute of Education. Many presentations and publications, e.g., 'The Class Size Debate', (Open UP, 2003). A further study at primary and secondary school level using data from the DISS project found that at secondary level low attaining pupils in particular were more likely to be off task in large classes.  Commissioned to write a major review of 'the three generations of class size research' for the American Psychological Association Educational Psychology Handbook, published in 2012, and has given many keynotes here and overseas. Directed Leverhulme funded  'Class Size and Effective Teaching' international network. It was concluded that most narratives about class size effects are misleading and in Blatchford and Russell (2020) ‘Rethinking Class Size’ ( uclpress.co.uk/size)  effects on class size and teaching, peer relations and classroom management are presented to show complex story of impact on teaching and learning. See www.classzizeresearch.org 

3.Group Work www.SPRinG-Project.org.uk Co-directed a major ESRC project on developing and evaluating a programme to improve the effectiveness of pupil group work in classrooms. (SPRinG project). This was one of the nine successful proposals to the ESRC Teaching and Learning Research Programme, Phase 2. Despite teachers' worries it would take time from curriculum, found successful effect of collaborative group work on science attainment and interactions. Earlier co-directed (with Prof Peter Kutnick) two Economic and Social Research Council (ESRC) funded studies of the nature and uses of within class grouping practices in primary and secondary schools. Full account of this work in 'Effective Group Work in Primary School Classrooms: The SPRinG Approach' (Kutnick and Blatchford, 2014)

4.Breaktimes/recess in schools www.breaktime.org.uk International reputation for work on school breaktimes/recess. Playtime in the Primary School, and Breaktime and the School: Understanding and Changing Playground Behaviour (both Routledge publications); Social Life in School: Pupils' experiences of breaktime from 7 to 16 years (Falmer Press). 'Peer relations' in school often overlooked but can be very important for learning and social development.