Supporting Achievement for All in the
by Christina Preston
0.0 stars - reviews
range from 0 to 5
Literacy, classes etc for parents
and trips to art galleries
deciding through interviews
Identifying barriers at an early stage
Technology in the
Using data intelligently and
holistically and more frequently
Tight use of data and use it to feed into
outcomes. e.g. you can pick up evidence about
the impact of homework clubs
How does a school’s data system enable the school to track impact of interventions, parental engagement and wider opportunities?
Removing barriers for
How are barriers identified?
Working with external
agencies e.g. Health
Communicating learning to
How and when?
How do you ensure that parents understand the Grid method for multiplication?
Pupils working with
Cotgrave Candelby Lane School Chris Wheatley
Assessment, tracking and
Structured one hour
conversations with pupils
Provision for developing wider
Strand One: All means All
children will reach their
responsible for all
children in their class, whole school
accountability. sharing &
Strand Two: All staff: a team
and creative approach. The
interview can be
Rigour created for selection of opportunity: e.g.
were the TAs accountable? Teacher parent TAs
etc you have shared accountability
In primary we are teaching
children, in secondary we teach
about moral core purpose and
challenging belief systems
Driven by the
team bought into
by all school
How is technology used to assist in the outcomes for pupils with SEND?
How is the curriculum modified to ensure achievement?
What does Provision Mapping mean to you? What does it look like in your school? What should it look like?
What does your school website/learning platform offer to parents as learners?
What access to children with SEND have to technology within your classrooms?
Do/Should all pupils have access to technology for every lesson?
How do you assess the value of using technology?
What does a creative curriculum mean to you?