MESHGuides

Schools are supported in further developing quality teaching approaches. This includes a focus on pupil data, target setting, differentiated learning and use of appropriate interventions.

Achievement for All is central to government SEND reform in England. This is reflected in the following:

2013: “As the committee notes in its report, we are enabling all schools to benefit from the highly successful Achievement for All approach….and we will reflect the key features of that approach in the Code of Practice.” (Children and Families Bill, contextual information and responses to pre-legislative scrutiny)

Achievement for All provides a system of measurement and accountability that will support effective use of Pupil Premium*, enabling schools to demonstrate improved rates of progress for disadvantaged pupils. Pupil Premium funding can be used to fund The Achievement for All Schools Programme.

*money allocated to schools for use on the education and development of pupils who claim free school meals, have claimed free school meals in the last 6 years, children looked after by the state and children whose parents are in the Services.

‘..collaborative initiatives such as ‘Achievement for All’ have been successful in raising the ambitions and achievement of pupils identified with special educational needs and/or disabilities, a group of pupils who are also often from economically disadvantaged backgrounds’. (Ofsted, 2013: p. 60) https://www.gov.uk/government/publications/unseen-children-access-and-achievement-20-years-on

Staff professional development is implicit in the Achievement for All programme. Through the particular focus across the 4 elements - leadership, teaching and learning, parent/carer engagement and wider outcomes and opportunities - teachers develop a sharper focus on classroom practice. In addition school staff are trained in the implementation and development of structured conversations.

Case studies provide good examples:

http://afaeducation.org/case_studies

Achievement for All is a whole school, inclusive approach to increasing the academic and wider outcomes of every child. Through the framework, schools are enabled to focus on the culture and ethos of the school. The focus is high expectations for the achievement of all pupils. This underpins the development of an inclusive school.

Blandford, S. p.57: http://www.johncatt.com/downloads/pdf/magazines/academy/academy_issue3_2/offline/download.pdf

The initial action for schools is a needs analysis across the 4 key areas of:

• leadership
• teaching and learning
• parent and carer engagement
• wider outcomes and opportunities

with a particular focus on ‘target’ pupils.

Achievement for All has an inclusive leadership model. The emphasis on school leadership ensures that head teachers and other senior leaders keep a sharp focus on increasing aspirations, access and achievement across the school.

These case studies provide brief examples of practice in 'Achievement for All' schools and are taken from the project website which now has charity status. 
The examples consider best practice in relation to the projects four focus areas of leadership, teaching and learning, parent and carer engagement and wider outcomes and opportunities.

Achievement 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