Achievement for all

Developing an inclusive school

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

Needs analysis

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.

Leadership

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.

Case studies

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.

References

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

 

Background

  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:

Evidence

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:

Philosophical approach

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).

History

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.

Achievement for All Framework

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.

 

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