Achievement for All. Raising Aspirations, Access and by Sonia Blandford

By Sonia Blandford

All kids deserve a very good schooling, the place limitations to studying are addressed and lecturers have the information and help to elevate their aspirations and achievement.

The success for All programme is a tried-and-tested whole-school technique for elevating the aspirations and attainment of the main susceptible beginners in any university atmosphere (0-19), together with people with targeted academic wishes, disabilities and English as an extra language. A two-year pilot verified unheard of influence for students with ship, who stepped forward quicker on general than all scholars nationally in English and Maths. Key positive factors of the programme include:

  • rigorous monitoring of kid's development in English and maths with intervention whilst scholars fall behind
  • structured conversations with parents
  • a good judgment method of studying boundaries, similar to bullying, continual absence and bad social skills.

    This sensible advisor to enforcing this winning version on your college includes...

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    Extra info for Achievement for All. Raising Aspirations, Access and Achievement.

    Example text

    The chapter aims to provide sufficient guidance that will encourage schools to view monitoring and evaluation as useful tools in identifying and embedding good practice, while saving time. Chapter 8 looks back over the creation of the charity, Achievement for All 3As, in order to look forward to the many facets of practice that can be developed in partnership with schools and the wider education community. This book is written to support, not replace, the work of the Achievement for All programme team, who work in partnership with school leaders, teachers, parents, pupils and wider professionals to improve the outcomes for pupils identified with SEND, LAC, pupils receiving FSM and other vulnerable and disadvantaged pupils.

    Key challenges The school lacked a depth of knowledge on individual pupils with literacy difficulties and needed to improve this to enable their needs to be met more effectively, with a specific focus on appropriate interventions for individuals and setting more aspirational targets. Approach Structured conversations were held which included an agreed focus between the teacher and the parent about aspirational targets and actions. This gave the meetings purpose and parents saw that the school was interested in their child.

    But more than this, 37% in English and 42% in maths outperformed their non-SEND counterparts. If this were not enough, attendance of the SEND cohort improved, parental confidence in the schools rose and schools reported a drop in bullying and increase in wider outcomes. The approach had focused on the four elements we knew had to change from work on the Inquiry and talking to school leaders, parents and young people. The four elements were: focused leadership within the school on SEND to ensure that children’s needs are addressed; the best quality first teaching for all the pupils in the classroom which put teachers back in control of children’s learning; ensuring parents are fully involved in their children’s learning through face to face contact – something the Inquiry had found parents really valued; and ensuring that children and young people are fully engaged in all the school has to offer so they develop the self-confidence to achieve.

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