Coming together to ensure every child is included, regardless of background, challenge or need

Achievement for All in partnership with Oxford University Press

Blog by Sonia Blandford

The Achievement for All national conference brings together experts, teachers and leaders from across the education world, from early years to post 16, to explore how we can collectively make a difference to all children and young people. Together with Oxford University Press, we’re delighted to be welcoming an exceptional group of speakers, practitioners and representatives from the Department of Education, including Sir Kevan Collins CEO of Education Endowment Foundation, Dame Alison Peacock CEO, Chartered College of Teaching and Andy Cope of The Art of Brilliance.

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Leadership Briefing 6.01(61)"
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      string(3612) "ResourceACHIEVEMENT FOR ALL NATIONAL EVALUATIONOriginal DocumentAchievement For All National Evaluation. The aims of this national evaluation project by the Department for Education were to examine the impact of Achievement for All (AfA) on a variety of outcomes for pupils with Special Educational Needs and Disabilities (SEND) and to find out what processes and practices in schools are most effective in improving these outcomes. The findings presented in this report are derived from data collected during the first year of the project.KeywordsAchievement for All, Special Educational Needs, disabilities, practices, schools, outcomesSummaryThe aims of this national evaluation project by the Department for Education were to examine the impact of Achievement for All (AfA) on a variety of outcomes for pupils with SEND and to find out what processes and practices in schools are most effective in improving these outcomes.The research design comprises (a) a quantitative strand involving longitudinal assessment of outcomes for approximately 16,000 pupils with SEND (including a comparison group of pupils attending schools that are not involved in AfA) through teacher surveys, parent surveys and academic attainment data, and (b) a qualitative strand involving interviews with key strategic figures, longitudinal case studies of 20 AfA schools, ‘mini-case studies’ of 100 pupils/families, and ad-hoc data collection at a range of events relating to AfA.The findings presented in this report are derived from data collected during the first year of the project.Main Findings:· Noticeable improvements were made across the AfA cohort in both English and Maths.· Pupils in Years 5 and 10 made significantly better progress in English than pupils with SEND nationally during the first year of the project, and Year 5 pupils made significantly better progress in English than pupils without SEND nationally.· Pupils in Years 5, 7 and 10 made significantly better progress in Maths than pupils with SEND nationally.· Pupils at School Action Plus, and those with HI, VI, BESD and SPLD, made more progress than other pupils in the cohort.· Males made more progress in Maths than females, and the reverse was true for English.· Overall, more progress was made in English than in Maths.Case study findings:· Initial concerns about project timescales have largely abated and schools feel like they are making good progress.· Schools appreciate the inherent flexibility of AfA.· The funding, training and networking opportunities presented by the project are enabling provision for pupils with SEND to develop within and across schools.· Structured conversations have helped parents understand their child’s difficulties at school and have been used to equip parents to help their child with school work at home.· There have been changes in relationships between pupils and their families with staff at the school.· There have also been cases of improved pupil attendance, attributable to a refocus on the pupil themselves and strategies devised to promote enjoyment of school.· Although there have been a small but significant minority of ‘hard to reach’ parents, schools have expressed determination to engage them by extending or adapting arrangements – e.g. home visits, evening or weekend meetings, putting on transportation, using other parents as advocates.ActionNotesAuthorR ChimaDate CreatedJune 2011Enquiries to:raspal.chima@yahoo.co.uk (Authoring Unit)Month / YearPage 1 of 1©Birmingham City Council"
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Leadership

Achievement For All National Evaluation

15 Jun 2011

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      string(281) "A project at Lyng School In Coventry, which has 50 per cent of its children on free school meals, has shown remarkable success in keeping all its children engaged during the lockdown. Sonia Blandford describes the project and argues that it should be rolled out across the country."
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      string(345) "... NFER, 2020) indicate that only one third of disadvantaged students have meaningfully participated in learning during partial school closures.We should not despair though. An Achievement for All (AfA) partner school, Lyng Hall School in Coventry, shows what can be done with the right support. 100 % of the 700+ children ..."
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      string(5670) "Between 2015/16 and 2016/17, the number of permanent exclusions dramatically increased across state-funded primary, secondary, and special schools by c.15% to 7,720 – around 40 permanent exclusions per day.Two years on, in 2018/19 the number of permanent exclusions remains just as high, with the number of fixed term exclusions increasing even further from 410,800 to 438,300 – an increase of 27,500.The most common reason for exclusions tends to be persistent disruptive behaviour, with speculation factors like improving league table performance or schools being ill equipped to deal with the most difficult students also playing a part. The impact of any form of exclusion, managed move or off rolling on a child’s education is profound, lowering attainment at 11 and 16, limiting life choices and chances (Education Data Lab, 2019)While the reasons for this jump in numbers are far from clear, COVID-19 has made tackling this issue critical as schools plan to return in September. This is especially true given reports (NFER, 2020) indicate that only one third of disadvantaged students have meaningfully participated in learning during partial school closures.We should not despair though. An Achievement for All (AfA) partner school, Lyng Hall School in Coventry, shows what can be done with the right support. 100 % of the 700+ children attending the 11-18 school have remained fully engaged during COVID-19. All the more remarkable given that the school population includes 47 first languages, withover 50% of pupils being eligible for Free School Meals. The staff, parents, and pupils are an inspiration.Too often, taking advantage of external support and expertise is too often the exception, rather than the rule, when it comes to our education system.Four pillars of the projectThe school’s response is based on the four pillars – improved family engagement; levelling up opportunity by closing the disadvantage attainment gap; building emotional strength and resilience in children; and improving digital literacy so online learning is more accessible and meaningful.These pillars not only acknowledge an anxious or angry mind simply will not learn, but they also recognise that a school cannot be an island. Engaging parents and bringing in external help from AfA’s expert coaches has been at the heart of navigating the toughest period in education for a generation. Indeed, improving digital skills elements has become especially important to allow as many pupils as possible to take advantage of the DfE-backed Oak National Academy.In practical terms, the AfA model is a partnership with schools, early years, and post-16 settings that brings together expert coaches, school leaders and teachers, parents and carers, children and young people, and other agencies when needed, to improve literacy, numeracy, attendance and behaviour for vulnerable and disadvantaged pupils. In this partnership, AfA brings an external perspective and decades of experience to make sure staff and school leaders feel both supported but also challenged to improve their school. Importantly, AfA ensures parents and carers feel valued and part of the process, with our expertise ensuring pupils feel that they belong, they can learn, and they can achieve their potential. The evidence for the impact is inspiring as it is profound.A proven modelThe AfA model doesn’t just work as a reaction to the pandemic, however. In 2018, the number children who had been the subject of a fixed-term exclusion decreased by 70% in just one year in the schools that were supported by AfA. We also do all we can to keep the cost per pupil for the programme as low as physically possible. On average, this is just £50 per student per term, while the savings of at least £15,000 per year per pupil putting this into stark contrast.If rolled out across England, this translates as a potential saving of at least £116 million pounds per year at the current rate of permanent exclusions. This of course doesn’t consider the immense social and educational benefits of fewer exclusions, especially in left behind areas across the country.Our belief therefore is that every child, irrespective of their background, challenge or need, deserves the right not to be anxious, to achieve their potential, and lead a fulfilling and happy life. The challenge remains, schools need more external support than ever, and parents and carers need to be better included in their child’s education.There are solutions, of which AfA is just one, but if these solutions are to reach as many pupils as possible, the government must include charities in plans for getting schools open in September.Case StudyI am Ashmal, I have never been excluded from Lyng Hall SchoolHi, I am Ashmal, I am 14 years old, attending Lyng Hall Academy in Coventry. My headteacher tells me that the school is a truly comprehensive academy. Teachers have also said that my friends and I are a delight to teach! I know that I am very grateful to all of them.I joined the school in Year 7. During my first year the schoolteachers supported me, but I struggled with my attitude and behaviour. By the end of the year I had 389 negative codes (behaviour technique that begins with a positive). I was really bad, but my teachers decided to keep me in the school with an action plan, that has worked!What happened during the next four years has been amazing. My teachers, headteacher and, my family have saved me from fixed term or permanent exclusion. I was difficult, hard to understand. I wanted to do well but was angry and didn’t know"
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Blogs

Rescuing A Generation At Risk From Covid and Exclusions

11 Aug 2020

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      string(5010) "teachers know. n Explore curriculum crossover from maths, English and science. n Invest in face-to-face training to give teachers confidence. n Team up in a collaborative effort to engage your class. n Focus on making it engaging and fun for both teachers andpupils.Anthony Sharp is Deputy Headteacher of MidfieldPrimary School in Bromley, Kent, and they chose CPDfor Teachers to deliver their How to Teach ProgrammingCourse. www.cpdforteachers.com http://www.teachingtimes.comhttp://www.cpdforteachers.comWritten by Sue Hackman – formerDfE Chief Adviser and one of the UK’sleading experts on assessment.Special Offer for AfA associated SchoolsOnly £200 + VATPlus 1 year’s free access to theCreative Teaching and Learning ServiceSee over for detailsIt’s the only inclusive scheme, reaching pupils working belowNC levels, and is recommended by Achievement for AllIt covers all NC subjects and Key Stages 1, 2 and 3It’s more sensitive than its forerunner, APP, for triggeringinterventions and evaluating impactThe cost has been kept low to support the future ofassessment for learningIt works on paper and as an App, and all this is part ofthe priceIt provides a full range of management information forschool leadersIt tracks cognitive development and links to expertteaching strategyÞFind out more atwww.climbingframes.org.ukOr call 0121 224 7599“Fantastic!’ were the words from the headteacher of one of our schools as soon asshe started engaging with the Climbing Frames materials. Clear, focused and commonsense guidance that is based on national expertise immediately made colleagues feelsecure in the next phase of assessment within the new curriculum.”David Hilton, Head of Curriculum and Standards, The Active Learning TrustHere’s why youtoo should chooseClimbing FramesLooking for a sensitive butstraightforward way to track progress?Recommended as“best of breed”byAchievement For AllName:Job title:School/Inst:Address:Town:Postcode:Email:Tel:£ Please invoice me(Official purchase no:)£ I enclose a cheque for £(made payable to Imaginative Minds)£ I wish to pay by MasterCard/VisaCard no:Start date:       /       Expiry date:       /                Sec no:Name on card:Signature:Order your pack today at www.climbingframes.org.ukOrder hotline: 0121 224 7599 Fax: 0121 224 7598            Email: enquiries@imaginativeminds.co.uk6  ways Climbing Frames helps you               track pupil progressCFAFA15“We have seen a large number of systems,and Climbing Frames is by far the best ofbreed. Its pre-levels – for those childrencaught below the start of the new NationalCurriculum – and its Cognitive DevelopmentFramework show how well thought out itis. We would recommend our schools tosubscribe.”Professor Sonia Blandford, CEO, Achievement For AllIt is the only system that has pre-levels for childrenthat will fall behind the starting point of the newNational Curriculum levelsIt is also the only system that tracks cognitivedevelopment, through its Thinking and LearningClimbing Frame.It allows you to track pupils who are slipping behindor racing ahead of their cohort yearOne of the strengths of the system is that it can easilyindicate children moving ahead or behind their cohortyear. This will support differentiated teaching andlearning for the more, and less, able.It’s manageable because it tracks progress againstkey objectivesObjectives have been selected because they aremarkers of significant progress.They have been arranged and sub-divided into year-by-year steps to assist fine judgements.It makes room for the teacher’s professionaljudgementChildren do not always learn in a linear way, and masteryis not always instant. This scheme allows teaches to flexjudgements to reflect how far children have securedtheir objectives e.g. whether they have made clear earlyprogress, substantial progress or whether they havemastered them.Schools can opt to use a special utility for counting upindividual objectives achieved, generating summariesthat give managers a fine-grained view of strengths andweaknesses in learning.It’s big on dataAs well as tracking progress for each pupil, you willbe able to get class, cohort and whole school reports,filtered for gender, ethnicity, special needs, pupilpremium and free school meals.And there’s a special offer for AfA schoolsSpecial Offer for all Achievement for All associatedschools.As an AfA school, you will pay only £200 + VAT for theprinted pack and your first year’s access to the mobileassessment app.➊➋➌➍➎➏PlusOrder today to receive a year’s full school-wideaccess to the Creative Teaching and LearningServices – worth £120!Printed pack The mobile app Creative Teaching and Learning Service At the AfA price of £200 + VATü ü ü P&P for pack £3.50 + VATOrdering online or by phone?Please quote coupon code: CFAFA15 TotalOrder formR I would like to order Climbing Frames pupil progress tracker and receive:"
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Digital Learning

Breaking the code to deliver the new computing curriculum

22 May 2015

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      string(369) "spent) of involvementacross four areas: academic/leadership groups, artsactivities, other clubs, and sports. Their findings showedthat when students were involved in two areas onlythey had a stronger sense of belonging at school andhigher achievement on point scores in eleventh gradeand better academic engagement in twelfth grade.Involvement in more than ..."
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      string(5141) "spent) of involvementacross four areas: academic/leadership groups, artsactivities, other clubs, and sports. Their findings showedthat when students were involved in two areas onlythey had a stronger sense of belonging at school andhigher achievement on point scores in eleventh gradeand better academic engagement in twelfth grade.Involvement in more than two activities showed anonlinear relationship, suggesting that involvement intoo many extra-curricular activities may have a negativeimpact on student outcomes.Findings from research carried out by Fredericks(2012), which also considered the breadth and■■■intensity of extra-curricular activities in which studentsparticipated, showed the general falling off in academicachievement when students were involved in moreactivities. On average, the researcher found that tenthgrade students participated in two to three hours ofextra-curricular activities for five hours per week.Using data from the Educational Longitudinal Study ofAmerican high-school students (sample size: 13,130),Fredericks found that when tenth grade students(15 years old) had moderate engagement with extra-curricular activities, there was a positive associationwith maths test scores and grades and raised educationalexpectations at twelfth grade (17 years old). However,her findings showed that when students did moreactivities for longer periods of time there was a decreasein ‘academic adjustment’.In Finland, a three-year longitudinal study with arelatively moderate sample of 281 children aged nineto ten explored the impact of participation in extra-curricular activities on children’s socio-emotionalbehaviour and academic achievement (Metsapelto andPulkkinen, 2012). Findings showed that, when childrenparticipated in arts, crafts and music activities, theyhad better attainment in maths, reading and writing.They also had greater concentration, perseverance andtook more care over their work (working skills); whenchildren participated in extra-curricular drama they alsohad better working skills. Findings further showed thatwhen children participated in academic clubs, they wereless likely to internalize problems and their academicperformance improved. Recent data analysis ofstudent participation in extra-curricular science acrossOECD (Organization for Economic Co-operation andDevelopment ) countries and economies also highlightsbetter academic performance (OECD, 2012). Findingsalso showed that in most countries, where studentsparticipated in extra-curricular science activities, theyhad a stronger self- belief in their ability to do scienceand had greater enjoyment of the subject.In summary, the research literature is clear. Extra-curricular provision improves pupil academic outcomesand well-being. It further suggests that for schools, indetermining ‘what’ and ‘how’ to make the ‘best’ extra-curricular provision, some form of audit may be the46raise achievement for all through wider provision……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………➜How to…most appropriate way forward.The following provides a case study of how oneprimary school raised pupil attendance, improvedtheir attitudes to learning and impacted positively onfamily life; pupil academic outcomes were significantlyimproved.Case study: Frederick Bird Primary School, CoventryContextFrederick Bird is a mixed-community primary school in the centre of Coventry. It has 673 on roll, where76.7% of the pupils are EAL, 13.5% have been identified as SEND and 40.3% are eligible for Free SchoolMeals. Forty-six languages are spoken and fifteen translators work alongside the pupils. The school wantedto provide some wider outcomes for fifteen pupils in Year 5 with ‘School Action Plus’ status. Many of thechildren had attendance issues and struggled to show their capabilities on ‘in school’ tasks. Many of thechildren had no opportunities to attend after-school clubs or any sporting opportunities in the community.The issues they presented were often complex: speech and language/communication problems, learningdifficulties, attachment disorder, mental health difficulties, behaviour challenges, attendance issues andpersonal hygiene concerns. Pupils were from many of the ‘vulnerable’ groups in school, Bengali pupils,White British boys and Gypsy Roma familiesApproachThe school planned a year-long project called ‘AfA Active’. Six sporting opportunities were providedduring the academic year. The project is still continuing. Every half-term a sporting opportunity is providedon a Saturday morning for the Achievement for All cohorts. The school began with cycling. It was able touse the large school site for the first part of the project. During the morning of the activity the schoolalso provided drinks"
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Professional Development

How to... raise achievement for all through wider provision

27 Jun 2014

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Childfile

Child File - The Graduated Response: making it effective in an early years setting - Part 2

17 Apr 2018