By Sonia Blandford
All young ones deserve an excellent schooling, the place obstacles to studying are addressed and academics have the data and help to elevate their aspirations and achievement.
The success for All programme is a tried-and-tested whole-school process for elevating the aspirations and attainment of the main susceptible newcomers in any university atmosphere (0-19), together with people with designated academic wishes, disabilities and English as an extra language. A two-year pilot established exceptional effect for scholars with ship, who advanced swifter on commonplace than all scholars nationally in English and Maths. Key good points of the programme include:
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Additional resources for Achievement for All. Raising Aspirations, Access and Achievement.
His performance in drama has improved significantly and other pupils have noticed this. As a result he has more enthusiasm for attending school and his enjoyment of learning has increased. He has a sense of purpose thanks to his role as an ambassador. He confidently reports, ‘At the start of the year I had no reason to come to school. I didn’t like it. ’ Pupil B has become more aware of herself in social situations. From September to July she exceeded her target grades in English and has since become more reflective as a learner.
42% of pupils with SEND achieved or exceeded expected levels of progress in maths compared to all pupils nationally. There was a 10% drop in persistent absenteeism. The number of Achievement for All schools reporting excellent relationships with parents increased by 36%. Results from the pilot have also been replicated in the first year of the national roll out of the programme. Some of the comments made by school leaders, teachers and parents are shown in the diagram above. The Achievement for All programme The Achievement for All programme is delivered in partnership with schools across England – primary, secondary, special schools and pupil referral units (PRUs) – and provides a bespoke framework for school improvement.
Chapter 3 focuses on Element one – Leadership. In providing a clear focus for leading inclusion, the chapter prepares the way for whole-school commitment to all pupils achieving in the classroom and beyond. Case studies serve to illuminate changes to leadership practice when school leaders were challenged by Achievement for All. Chapter 4 introduces conceptual understanding of Element two – Teaching and learning, an area where there has been significant research since 2000, much of which continues to inform the Achievement for All programme.
Achievement for All. Raising Aspirations, Access and Achievement. by Sonia Blandford