Achievement for All Policy for
by Christina Preston
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A successful pilot Achievement for All is a 2 year pilot running from Sept 2009- July 2011 There are 450 schools
in 10 LAs involved and approx 28,000 pupils The pilot includes all SEND children (statemented, SAP and SA) in years
1,5,7,10 Achievement for All is mainly in mainstream primary and secondary schools and some special and PRU schools
There is an independent evaluation by University of Manchester. Interim report is expected in Spring 2011 with full report
in Summer 2011
Creativity in removing barriers to learning
Use of technology to support
Use of information and data to drive
improvement at pupil, school and local authority
Developing pupil learning -
target setting with pupils
Learning with parents
•The structured conversation continues to be one of the resounding successes of AfA for schools and parents alike.
One school said “it has been the most powerful part of the project” and “an absolute roaring success”.
•Huge cultural shift in parental engagement and, for some, the first time a genuine partnership between home and school.
•Parents feel more included and empowered.
•Change in dynamic of the contact with parents – no longer a conversation about being in trouble but uses termly data on achievement to focus on learning
•Schools saying they have an excellent relationship with parents has grown from 12%-46% in first year of project
The Academies Act - new
structure. What are the
How will the Education, Health
and Care plan offer more
support to children and their
What are the implications for schools in
regard to one SEN stage to replace school
Is it possible to reduce
the current 21% of
children with SEND by
How can digital technologies
support teachers, pupils and their
We need Achievement for All because the current system is failing too many children:
The achievement gap between 20% of pupils with SEN and disabilities and those without is wide at each key stage and is not closing.
Moral purpose – too many children are not fulfilling their potential and are unhappy at school
Lamb Inquiry- exposed failures in the system, parents’ frustrations and too great a focus on processes rather than outcomes
Future jobs market, independence and fulfilling adulthood
Achievement for All is a school improvement framework that increases
the access, aspiration and achievement of children with SEND. It grew out
of Lamb Inquiry (2009) and focuses on outcomes rather than process.
There are 3 strands that work together to provide a flexible framework:
1. Assessment; tracking and intervention 2. Improved engagement with
parents of children and young people through termly conversations 3.
Increased provision for wider outcomes such as reduction in bullying,
increased attendance and improving social interaction
Impact and outcomes –
closing the gap
•AFA pupils in year 5 and Year 10 made significantly better progress in English and Maths than pupils with and without SEND nationally in the first year (University of Manchester 2011)
•Taking all children in the project, the average progress is the first year was 1.5 sub-level gains just under national expectation for all pupils (University of Manchester 2011).
•90% of AfA schools achieved average gains of 2 sub levels, primary ( reading, writing and maths) secondary ( English and Maths) in the first 2 terms.
•The averages mask some exceptional progress. In one local authority over 45% of year 10s, made at least 3 sub level gains in English and 36% in Maths in 4 terms. 18% made at least 6 sub level gains in English and 15 % in Maths in the same period. In another, 80% of Year 5s have made progress in each area and 10% have made at least 6 sub level gains.
Learning and Attitudes to
Improving the wider outcomes eg peers relationships and attendance is having an impact on learning and
attitudes to school One secondary school reduced persistent absenteeism from 12%to 3.5%. Prior to Achievement
for All, attendance in wider outcomes and school clubs was 20% . This has now increased to 70%. Creative
strategies being deployed to improve behaviour – this is having a significant impact on achievement
The green paper on SEND
Green paper details
What does the paper do?Builds on the learning from the AfA pilot eg importance of leadership, good teaching and learning, early identification, parental engagement and support
Addresses over identification of SEN with a new single early years-setting and school based SEN category
Sharper accountability on progress for lowest attainers introducing a new measure into school performance tables
Commitment to roll out Achievement for
For more information about Achievement for All please see: