Whole School Approach: Achievement for All
Professor Sonia Blandford | View as single page | Feedback/Impact
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ReferencesAchievement for All is based on a strong evidence base of what works. Evidence from the evaluation of the pilot showed the effectiveness of the programme in raising pupil wider and academic outcomes (pupils with SEN), with impact across the school. The evaluation of the pilot, carried out by Manchester University can be accessed at: http://www.afa3as.org.uk/our-charity/our-impact/pilot-evaluation
Achievement for All framework. Author: Professor Sonia Blandford http://afaeducation.org/programme_schools Also Further details in Blandford , S. and Knowles, C. (2013) Achievement for All: raising aspirations, access and achievement, London: Bloomsbury http://www.bloomsbury.com/uk/achievement-for-all-9781408192542/ History: Lamb (2009, p. 23): Leadership (key element) http://afaeducation.org/programme_schools_leadership Teaching and Learning (key element) http://afaeducation.org/programme_schools_teaching Parent & carer engagement (key element) http://afaeducation.org/programme_schools_parents Wider outcomes and opportunities (key element) http://afaeducation.org/programme_schools_wider Philosophical approach The approach is founded on raising aspiration, access and achievement across the school. The following case study shows how this is developed in practice: http://afaeducation.org/case_primary_meads Needs Analysis Reference to the Achievement for All needs analysis-over the four key elements-and focusing on pupils with SEND, Pupil Premium pupils and others vulnerable to underachievement is found at: http://afaeducation.org/how_schools and exemplified in the following case studies: http://afaeducation.org/downloads/Afa_Case_Study_PPP.pdf and also http://afaeducation.org/case_secondary_hampstead Know the children Achievement for All case studies all address knowing the children- a central aspect of the programme. This is exemplified in the following case studies http://afaeducation.org/case_studies Structured conversations: are between the teachers, the parent or carer and if appropriate the child (discussion is based on a structured approach) http://www.gemsedsolutions.com/sites/default/files/documents/GEMS-Parent-Engagement6604327.pdf Attendance A key focus for schools working with Achievement for All. Details can be accessed in the following report (PwC Social Impact Report): http://afaeducation.org/impact Evidence Achievement for All impact reports: http://afaeducation.org/resources_useful_documents and https://www.gov.uk/government/publications/achievement-for-all-national-evaluation Developing an inclusive school Blandford, S. p.57 in the following journal: http://www.johncatt.com/downloads/pdf/magazines/academy/academy_issue3_2/offline/download.pdf Unseen children See Ofsted Report (2013, p.60). https://www.gov.uk/government/publications/unseen-children-access-and-achievement-20-years-on Behaviour The particular approach of the Achievement for All programme leads to improved pupil behaviour for learning and better relationships across the school. Evidence is found at: http://afaeducation.org/resources_useful_documents Examples for practice: http://afaeducation.org/case_studies Background Follow the sequence of documents: Lamb (2009, p. 23): and https://www.gov.uk/government/publications/achievement-for-all-national-evaluation and http://afaeducation.org/charity and The schools approach recommended in the SEND Code of Practice 0-25 (DfE/DoH, 2015) for all schools draws on the Achievement for All: “Many aspects of this whole school approach have been piloted by Achievement for All’ (6.4). And: ‘Many aspects of the approach set out in Chapter 6 draw on learning from the piloting and subsequent work of Achievement for All. Available at: https://www.gov.uk/government/publications/send-code-of-practice-0-to-25 and also see p69 of the following: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/219658/Children_20and_20Families_20Bill_202013.pdf Staff Professional Development is implicit in the Achievement for All framework. See the case studies on the website for many examples of how the programme supports staff development: http://afaeducation.org/case_studies And a related article by Blandford (2012), details available at: Using Data The programme promotes close monitoring of pupil data. Examples of how this is done effectively can be found at: http://afaeducation.org/case_local_authority_northamptonshire Bullying Achievement for All has developed an anti-bullying support programme. Details can be found at: http://afaeducation.org/programme_anti_bullying References Blandford, S. (2014) Achievement for All, Academy Magazine, Vol. 3, No. 2, Spring: pp56- 59 Available at: http://www.johncatt.com/downloads/pdf/magazines/academy/academy_issue3_2/offline/download.pdf Blandford, S. (2013) The Impact of Achievement for All on school leadership, Educational Management Administration Leadership, Vol. 41, No.1: p45-62. Abstract available at: http://ema.sagepub.com/content/41/1/45.short Blandford, S. and Knowles, C. (2013) Achievement for All: raising aspirations, access and achievement, London: Bloomsbury (abstract available at: http://www.bloomsbury.com/uk/achievement-for-all-9781408192542/) Blandford, S. and Knowles, C. (2015) Talking with young children: how professional development can improve children’s speech and language, thinking and learning, Professional Development Today, issue 17, 4. http://www.teachingtimes.com/zone/professional-learning.htm Brooks, G (2013) What works for children and young people with Literacy difficulties- available at: http://www.interventionsforliteracy.org.uk/widgets_GregBrooks/What_works_for_children_fourth_ed.pdf Department for Education/ Department of Health (2015) SEND Code of Practice 0-25, London: DfE/DoH https://www.gov.uk/government/publications/send-code-of-practice-0-to-25 Gross, J. (2013) Leading from the top, SEN Magazine Humphrey, N. and Squires, G. (2011) Achievement for All National Evaluation: Final Report, London: DfE. https://www.gov.uk/government/publications/achievement-for-all-national-evaluation Lamb, B (2009) Lamb Inquiry: Special educational needs and parental confidence, Nottingham: DCSF. Ofsted (2013) Unseen children: educational access and achievement 20 years on, London: Ofsted. https://www.gov.uk/government/publications/unseen-children-access-and-achievement-20-years-on PwC (2015) The Achievement for All programme, Social Impact Assessment. http://afaeducation.org/resources_useful_documents The Stationary Office (2012) Children and Families Bill, contextual information and responses to pre-legislative scrutiny, London: Crown Inspection evidence Common Inspection Framework (Ofsted, 2015) is central to Achievement for All approach and self-review. Achievement for All approach: http://afaeducation.org/how_schools Curriculum, pedagogy and interventions The Achievement for All framework supports teachers to take greater responsibility for all children in their classroom: http://afaeducation.org/programme_schools_teaching See also Blandford, S. and Knowles, C. (2015) Talking with young children: how professional development can improve children’s speech and language, thinking and learning, Professional Development Today, issue 17, 4. http://www.teachingtimes.com/zone/professional-learning.htm Extra- curricular activities There is a focus across the programme on behaviour for learning, attendance and development of wider curricular opportunities. Case studies http://afaeducation.org/case_studies Focus on pupil premium pupils http://afaeducation.org/case_ppp SEND Reform http://afaeducation.org/resources_send_reforms Areas for further research - Using appropriate interventions- see Brooks, G (2013)what works for children and young people with Literacy difficulties- available at: http://www.interventionsforliteracy.org.uk/widgets_GregBrooks/What_works_for_children_fourth_ed.pdf |
