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Essex Primary Headteachers Feb/March 2012 Carey Bennet AfA Regional Lead, East of England

Essex Primary Headteachers Feb/March 2012 Carey Bennet AfA Regional Lead, East of England Carey.bennet@afa3as.org.uk. Achievement for All. “A school cannot be a good school unless it caters properly for all the children it is there to serve ” Lamb Report 2009

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Essex Primary Headteachers Feb/March 2012 Carey Bennet AfA Regional Lead, East of England

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  1. Essex Primary Headteachers Feb/March 2012 Carey Bennet AfA Regional Lead, East of England Carey.bennet@afa3as.org.uk

  2. Achievement for All • “A school cannot be a good school unless it caters properly for all the children it is there to serve” Lamb Report 2009 • "They were determined not to allow a ceiling to be put on a child’s attainment.“ case study reference to an AfA pilot school

  3. The Achievement for All Pilot (2009-2011) Aims • Increase progress of children in schools with SEND • Improve engagement of their parents with the school • Improve wider outcomes of children with SEND

  4. The Achievement for All Pilot (2009-2011) • Department for Education • National Strategies • National College • 10 Local Authorities – including Essex • 454 schools in England - Primary, Secondary, Special & Pupil Referral Units • 7,750 initially, and later 28,000 pupils with SEND in pilot schools, in targeted year groups • Evaluation by Manchester University

  5. Three Elements within the pilot • Assessment, tracking and interventions • Structured conversations with parents • Provision for developing wider outcomes

  6. Four Elements in the new programme • Leadershipof AfA • High quality teaching and learning – through assessment, target setting, interventions, and monitoring – to improve progress of children with SEND • Structured conversations with parents - to improve parents’ engagement with school and involvement in their child’s learning • Provision for developing wider outcomes - to support the participation, enjoyment and achievement of children in all elements of school life • Inter-related and mutually reinforcing elements

  7. National Evaluation (Nov 2011) Headlines (1) • “The AfA pilot proved to be very successful in narrowing the well established achievement gap between pupils with and without SEN” • Significant impact upon progress in English and Maths • Significant improvements in positive relationships, reductions in bullying and behaviour problems, and improvement in attendance by 10% for persistent absentees

  8. Progress in English compared to the national (SEND & non SEND) (KS1 & KS2)

  9. Progress in Maths compared to the national (SEND & non SEND) (KS1 and KS2)

  10. National Evaluation (Nov 2011) Headlines(2) • Increased awareness of and focus on SEND - “Putting SEND back with the class teacher” • Schools and parents consider the structured conversations to be the outstanding success of AfA • Parental engagement with schools improved over the course of the AfA pilot. Schools reporting excellent relationships with parents increased by 36% (from 12% to 48%)

  11. Structured conversations "the most powerful part of the project“ "an absolute roaring success" • Structured conversations are perceived as a vehicle for changing the dynamic of school‐parent relationships. • Parents felt listened to and given a voice. As a result, genuine partnerships were forged between school and home

  12. What makes it effective? • Leadership from SLT • Regular support of Achievement Coach (AC) working alongside the School Champion (SC) -18 visits a year • Builds on strengths of school and addresses priorities through initial and on-going needs analysis • AfA integrated in school’s strategic plan – not bolt on • Training/workshop sessions co-led by SC and AC • Regularanalysis of data and tracking of progress of individual children and groups • Structured conversation with parents • Networking between AfA schools

  13. Alignment with current agenda • AfA addresses key requirements in the new Ofsted framework, and the new measure relating to the lowest 20% of learners • The pilot focused on children with SEND – but had wider impact; equally applicable to other vulnerable groups • AfA aligns with SEN Green Paper direction of travel

  14. What does the programme cost?

  15. Opportunities for working together • 1 to 4 schools can work in a consortium – share the fee and share the Achievement Coach time • E.g. two primary schools each with 250 pupils • or three primary schools each with 160 pupils • Where schools prefer to have their own Achievement Coach, there is still great benefit in networking between AfA schools

  16. Cost effectiveness • The AfA fee is subsidised by DfE • Impact on progress, attendance, behaviour, wider outcomes and ethos likely to justify the cost • Potential reduction in school spend arising from the programme • Funding sources: whole school development budget, pupil premium, special educational needs funding, CPD, extended schools funding and funding associated with deprivation, turbulence, Looked After Children…

  17. A pilot head teacher’s view ‘AfA is what is driving our school forward to improve more long term, so we are building everything on it…it’s been a really positive experience because it has re-launched us , it has redirected us and it has affected everything we do, tuning everything else up’ (School 15, LA H)

  18. To begin your journey with Achievement for All, go towww.afa3as.org.ukto registerorContact Carey Bennet, Regional Lead, Carey.bennet@afa3as.org.uk07785 467502

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