Achievement for All Day 1

1. Wednesday 28th September 2011 Achievement for AllDay 1

2. Aims for Day 1 • Introduction to AfA • Local & national context • Individual school context • Examine case studies of what works well • Action planning

3. AfA Project outline The Achievement for All project takes a whole school approach to school improvement. It focuses on improving teaching and learning for all children and young people. The main aims of the Achievement for All project are to: • improve the aspirations, progress and achievement of all children and young people; • improve engagement with parents; • improve wider outcomes for children and families.

4. Three strands of the project • Strand one: The use of assessment information (e.g. APP data) to track pupils’ progress, the setting of curriculum targets and implementation of appropriate interventions. • Strand two: The use of a clear framework for developing an open, ongoing dialogue with parents about their child’s learning. • Strand three: Development of key actions to support children and young people to make progress in one or two of the following areas; attainment, attendance, behaviour, bullying, developing positive relationships and increasing participation.

5. Format • Day 1: • Introduction • Local & national context • Individual school context • What works well • Action planning • Day 2: • Review progress so far (action plans, engagement with wiki…) • On 23rd November Trevor Folley, from One Learning Journey, will be speaking and leading on. • Day 3 (morning): • Coincides with the Senior Leaders’ Network meeting, providing an opportunity to share information of the projects that are underway in schools. • Day 4: • The content of this session will be designed to build on the key messages from Day 3.

6. The case for change 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, focus on processes rather than outcomes • Ofsted’s findings in ‘A Statement is Not Enough’ • SEN Green Paper recognises and builds on all of this – system will change.

7. AfA within the current educational context • Increased emphasis on progress for all, rather than solely emphasising headline figures, • Continuing importance of the Narrowing the Gaps (NtG) agenda • SEN green paper • Proposed changes to the Ofsted guidelines • Introduction of the Pupil Premium

8. Achievement for All is based on the belief that teachers and school leaders can have a profound impact on all children and young people by developing their achievement, access and aspirations.

9. The 3 A model • 3 CIRCLES OF INCLUSION: • Overcoming barriers • Providing suitable learning challenges • Using a range of teaching styles

10. Activity Discussion of the 3 A model • On each flipchart sheet, record your thoughts on that aspect of the 3 A model. • After a short period of time, each group will get the opportunity to move to another flipchart sheet. • Discuss what other colleagues have written so far. Add your own thoughts.

11. The role of school leaders • Research has identified four key aspects of school leadership that are particularly relevant to achievement, access and aspirations for all children and young people. • A shared vision • Commitment • Collaboration • Communication

12. Activity • Consensus activity on the ‘AfA: characteristics of inclusive leadership’ document

13. Achievement for All pilot

14. Achievement for All pilot • “AFA has put SEND back in the classroom.” (Head teacher, Bexley) • “Through AFA, teachers have a much clearer picture of this (vulnerable, SEND) group of pupils.” (Manchester University) • “I feel listened to and really valued in the structured conversations.” (Year 5 parent) • “I know exactly what type of support my son is receiving and what his targets are so that I can help him more too.” (Year 5 parent) • “My son is now more confident, he interacts better, he is learning more and he feels better about himself. He used to really struggle and was so clingy with me.” (Year 1 parent) • “I feel very comfortable coming into this school even though I have not felt like this in other schools and I used to hate school when I was a kid. I feel confident now when I help my child with her reading.”(Year 1 parent – also has older children in secondary school)

15. Practice transfer “It is one of life’s great ironies: schools are in the business of teaching and learning, yet they are terrible at learning from each other. If they ever discover how to do this, their future is assured.” Leading in a Culture of Change Michael Fullan 2001

16. Narrowing the Gaps (NtG) • Narrow the gaps • In relation to targeted pupils: • what are the pupils’ strengths and barriers to learning? • how do you take account of these in your planning? What are you doing that is making a difference? • are you clear about what other people are doing? • what interventions are in place and why? • what contact have you / other members of staff had with parents / carers and families of these pupils? • have you / other members of staff discussed what would help with pupils? • Mind the gaps • In relation to targeted pupils: • what assessment information do you have? • from your tracking data, are the pupils making the progress you expect or not? If not, what will you do that’s different? • how often do you review tracking data for these pupils and with whom? • how and when are you supported and held accountable for this? • has this led to any changes of approach?

17. What does the data say? What questions does it prompt?

18. Children moving into year 3 Level 2c and below in reading • 261 children in RBWM (18%) started Year 3 with Level 2c or lower in reading • 165 of those children are boys • 96 are girls

19. What does the data say? What questions does it prompt?

20. Children moving into year 7 End of KS2 – 1 level of progress • 108 pupils, who achieved Level 3 in English at the end of Key Stage 1, were awarded Level 4 at the end of Key Stage 2. • That’s 1 level of progress in 4 years.

21. RBWM secondary school data (2010) • Key Stage 4 – % of FSM pupils achieving 5EM was 3% below national average • Key Stage 4 – % of SA+ pupils achieving 5EM was 2% below national average • Key Stage 4 – % of Pakistani pupils achieving 5EM was 2% below national average • Key Stage 4 – % of girls achieving 5+ A*-C GCSEs was 3% below national average • Key Stage 4 – % of Pakistani pupils achieving 5+ A*-C GCSEs was 2% below national average

22. Your school’s context Looking at your school’s data: • What are the issues for your school? • Who are your priority groups? • What approaches have you used in the past & what has been the impact?

23. Activity: The Extra Mile • Look though the self-evaluation sheet from The Extra Mile project alongside the diagram. • How might this help shape your thoughts for planning your AfA work?

24. Case studies of what works well What are the common threads? • Sutton Trust Toolkit • Deprivation & Education, 6.2 & 6.3 • The Extra Mile documents • NtG for Literacy Subject Leaders • NtG Golden Threads • Pockets of Poverty

25. Thinking ahead Following today’s session: • what will you do straight away? • who do you need to talk to? • what will you want them to do? • when…timescales? • what will be the first signs that a difference is being made? • how are you going to evaluate the impact of what has been done? • where can you get help?

26. AfA wiki • http://achievementforall.wikispaces.com/

27. Gap task – getting started • Start gathering data (get a baseline to enable an evaluation of impact later on) • Revisit AfA wiki website • You will get email invitation to join the wiki • Please use the wiki to access resources, post comment s and join in the discussion topics. • Make a start!