Achievement for all

Achievement for All employs a structured conversation model - discussion between teacher, parent/carer and child (if appropriate); parents and carers are involved in target setting. Teachers are trained in the particular approach.

The particular focus of the Achievement for All programme enables teachers to take a sharper focus on the development of appropriate curriculum, pedagogical approaches and the use of appropriate interventions (if they are needed). The Achievement for All programme promotes and encourages quality teaching, with a consideration on target setting (with parents) and close monitoring of pupil progress.

Teachers say that the programme has enabled them to re-focus and hone their practice. Evidence can also be found through evaluations and case studies:

There is rigorous focus on pupil data across the school - leaders, teachers and other staff. If pupils are not making expected progress, schools can act quickly.

http://afaeducation.org/case_local_authority_northamptonshire

‘..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)

The Achievement for All framework is based on school leaders, teachers, pupils and their parent /carers knowing where the children are in their learning, where they are aiming to get and how to get there

http://afaeducation.org/case_studies

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