MESHGuides

1. In May 2011, charitable status was confirmed for Achievement for All (3As)
2. In June 2011, the bidding process for the national roll out of Achievement for All was completed.
3. In June 2011, the charity became a going concern.
4. In September 2011, the national roll out of Achievement for All began

(see the impact reports for a history of 'Achievement for All' and the connection with English education policy:
https://afaeducation.org/our-impact/

and:

In 2013/2014 123,852 children and young people benefitted directly from the work of Achievement for All. A further one million pupils in schools working in partnership with Achievement for All have seen improved practice (verified by PricewaterhouseCoopers, 2014). Achievement for All has worked with approximately.4000 settings in England across the age range 2-19 years. Identified pupils at schools working in partnership with Achievement for All make more progress than all pupils nationally. For the school year 2013/2014:

Achievement for All is founded on aspiration, access and achievement. Schools are encouraged to develop a culture of high expectations for achievement for all children. There is a focus on raising aspirations across the school (teachers, other staff, parents and carers as well as the children) and increasing access (supporting and promoting participation and engagement).

Brian Lamb (2009), in his inquiry comissioned by the English Department for Education Special educational needs and parental confidence recommended the creation of the Achievement for All programme. His core recommendations are embodied by the Achievement for All programme.

An inclusive approach to raising the achievement of children and young people with SEND (Special Educational Needs and /or Disabilities), disadvantaged learners (those eligible for free school meals or those who have claimed free school meals in the last six years), looked after children and others vulnerable to underachievement - with whole school impact. Implemented in partnership with schools, it provides a framework across 4 key areas - leadership, teaching and learning, parent and carer engagement and wider outcomes and opportunities.

Sorry!

Sorry but we are awaiting content

The sample is the set of individuals you focus on in your research. The data you collect from your sample then needs to be considered in relation to the rest of the target population with regard to how representative your findings are of that population. The target population describes individuals in a particular set of related contexts e.g. primary schools or a group of individuals linked by a common characteristic e.g. early years practitioners.

Probability sampling

Your beliefs in relation to the methodology on which your research is based should ultimately inform the logic behind the decision-making process in your choice of research methods.

Images are a particularly powerful form of evidence in educational research. In addition to the researcher recording still images or videos of events as a primary source of data, the images themselves can also be used as a stimulus or starting point for discussion in interviews that will enable the researcher to gain insights into a particular issue that they otherwise may not have been able to explore.

Types of visual image that may be useful in social science research include:

still images such as photographs / artistic interpretations
video
artefacts