Achievement for All
Achievement for All is a tailored school
improvement framework, delivered in
partnership with leaders, teachers, parents,
pupils and support professionals that aims
to raise the aspirations, access and
achievement of pupils identified with SEND.
A two year pilot has demonstrated
unprecedented impact for SEND pupils, who
progressed faster on average than all pupils
nationally in English and Maths.
Professor Sonia Blandford, CEO and Brian Lamb OBE,
Chair of Trustees
David McNaught
National Achievement Lead, North
10 May 2012
‘It’s fantastic to see that Achievement for All has had
such impressive results. This shows just what can be
achieved for children with SEND, with strong school
leadership, innovative thinking and close working with
families’
Sarah Teather, Children’s Minister
For Learners with SEN, the
Lamb Inquiry (DCSF, 2009) said:
• Change the culture in schools for children with
SEN
• There should be a relentless drive to improve
outcomes for all children
• Bring parents into contact with schools to
discuss their children, their interests and their
targets.
Manchester University carried out a full evaluation of
the pilot…
Overview of the evaluation
 28,000 pupils involved
 Quantitative information
studied, including pupil
attainment and progress in
English and Maths,
absenteeism data,
behaviour reports
 Qualitative information
drawn from extensive
interviews with school
leaders, teachers, parents
and students
4
National Evaluation
November 2011
• The pilot was successful in narrowing the attainment
gap between SEND and non-SEND children.
• Pupils in AfA schools improving faster than national
average with all pupils (KS4 2011)
• 37 per cent of children achieved or exceeded expected
levels of progress for all pupils nationally in English.
• 42 per cent of children achieved or exceeded expected
levels of progress for all pupils nationally in maths.
• Improvements in attendance with a decrease of just
over 10 per cent in persistent absenteeism.
National Evaluation
November 2011
• Behaviour of pupils improved, with reductions in
teacher-reported bullying and behaviour problems.
• Awareness and focus on SEND improved – with more
personalised teaching and learning.
• There was better engagement with parents and
teachers – with schools reported excellent
relationships with parents rising from 12 per cent to 48
per cent.
• 90 per cent of schools have put Achievement for All in
the school plan, and nearly all said they will continue
with regular conversations with parents.
5 Key outcomes of Achievement for All
 All children being more confident learners and having a
positive attitude towards their education
 Accelerated rates of progress relative to starting points,
improved attainment and overall achievement for pupils
in the target groups
 Parents/carers being more engaged in their children’s
learning, having increased confidence in the education
system and better relationships with their child’s school;
And
5 Key outcomes of Achievement for All
 Teachers have a wider range of successful learning and
teaching approaches and are confident they are meeting
the needs of all their pupils.
 School leaders are confident that all staff share their
commitment to improving outcomes for all pupils. They
know there are several staff in the school working, with
the Achievement Coach in partnership with their own
School Champion, to deliver the framework.
Achievement for All (AfA) was piloted in 454 schools in
10 Local Authorities over 2 years
LAs in the pilot
 Redcar &
Cleveland
 Sheffield
 Oldham
 Nottingham
 Coventry
 Gloucestershire
 Essex
 Camden
 454 schools: primary,
secondary, PRUs and
special
 Project leads worked
with schools to
implement schoolspecific strategies
 Funded by DfE,
delivered in
partnership with AfA
team and National
College
 Bexley
 East Sussex
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Aims
• Increase progress of children in schools with
SEND
• Improve engagement of their parents with the
school
• Improve wider outcomes of children with SEND
3 Elements
• Assessment, tracking and interventions
• Structured conversations with parents
• Provision for developing wider outcomes
Achievement for All
Achievement for All is a tailored school
improvement framework, delivered in
partnership with leaders, teachers, parents,
pupils and support professionals that aims
to raise the aspirations, access and
achievement of pupils identified with SEND.
A two year pilot has demonstrated
unprecedented impact for SEND pupils, who
progressed faster on average than all pupils
nationally in English and Maths.
4 Elements of Achievement for All
Framework
• Element 1: Leadership of Achievement for All- to ensure schools
maintain a sharp focus on the achievement, access and aspirations
of the 20% of vulnerable, special educational needs and disabled
learners.
• Element 2: High quality teaching and learning- leading to improved
progress for all pupils (assessment and target setting).
• Element 3: Structured conversations with parents/carers – to
improve parents’/carers’ engagement with school and their
involvement in their child’s learning and achievement.
• Element 4: Wider outcomes – to support the participation, enjoyment
and achievement of children in all elements of school life.
Effective inclusive leadership
• Strong vision for pupils
• Strong values
• Embedding of Achievement for All in all
classrooms
• Professional development
• Focus on access/achievement/ aspirations
School clusters/networks
Benefits
• Opportunity to talk to and find out what other
AfA leads have done
• Outside agencies coming in to talk to and work
with schools
• Early Support Programme
• Sharing of good practice
• Signposting
• Project Ability, LLEs, NLEs and Teaching Schools
networks
Achievement for All: Looking to the
future
• Success of AfA pilot framework resulted in
Department for Education extending it to all
schools in England
• To align it with SEND green paper (DfE, 2011)
• Quality Mark and Quality Lead Status
Queen’s Speech
• In the Queen’s speech to parliament yesterday
she said:
• ‘My government will propose measures to
improve provision for disabled children and
children with special educational needs’
• Details of what the Queen was referring: These
measures will be in the children and families bill,
which will implement measures as set out in a
special needs green paper last year.
Where are we now?
• Over 750 schools have joined the
Achievement for All programme
• Over 800 head teachers, senior educational
leaders and LA senior leaders have applied to
join the charity – Achievement for All 3As - as
Regional Leads or Achievement Coaches
• 8 of the pilot leads continue to lead the
national roll out of the programme
What it looks like in school?
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•
Achievement Coach
School Champion
18 school visits across a 36 week year
3 core training elements
Whole school introduction
Needs Analysis
Structured Conversation
• Future actions guided by the Needs Analysis
Individual pupil progress continues to
improve …..
• Maths and English- as high as 5 APS gains (2
NC levels +) in the first term
Other areas of improvement
• Attendance- average 2% increase across
schools
• Exclusions- average reduction by 2 pupils
across schools
Key Partners
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Department for Education
National College
Ofsted
Asdan
Youth Sport Trust
Council for Disabled Children
PwC
Its relevance to the new Ofsted
framework……….
When evaluating the achievement of pupils, inspectors must
consider………
• How well disabled pupils and those who have SEN have achieved
since joining the school
• How well gaps are narrowing between the performance of different
groups of pupils in the school and compared to all pupils nationally
• How well pupils make progress relative to their starting points
And…………
When evaluating the quality of teaching and learning, inspectors
must consider………..
• The quality of teaching and other support provided for pupils with a
range of aptitudes and needs, including disabled pupils and those
who have SEN, so that their learning improves
Behaviour and safety of pupils……..
• Pupils’ attitudes to learning
• Pupil attendance
• Pupils’ behaviour towards, and respect for, other young people and
adults
And………..
When evaluating the quality of leadership and management,
inspectors must consider…….
• Whether the school’s leadership demonstrates an ambitious
vision for the school and high expectations for what every
pupil and teacher can achieve
Overall effectiveness
• The extent to which the education provided by the school
meets the needs of the range of pupils at the school, and in
particular, the needs of disabled pupils and those who have
SEN
Achievement for All
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Consortium models/Individual schools
Coaching models
Any questions?
What next?
Recycling Costs
Cost of programme
per school per 500
pupils
£3,000
Cost of programme
Per school
£1,200
Money returned from
backfill @£200 p/d
£1,800 per school
Recycling Costs
LA Cost of 20 schools
(500 pupils)
£60,000
Cost of programme to
LA
£24,000
Money returned from
backfill @£200 p/d
£36,000
In a nutshell…………….
• ‘I think Achievement for
All has enabled us to focus
on narrowing the gap for
the pupils rather than just
supporting pupils…… I
think it has actually taken
our good practice,
challenged it and made us
take that step a bit
further’ (Teacher LA I)
Website
www.afa3as.org.uk