Shining the Spotlight - Achievement for All

We are really proud of our members and will jump at every chance to shout about them and their achievements! This is a dedicated place to showcase members and to shine the spotlight on their projects.

Two schoolgirls create a collage.

This week's instalment is all about Achievement for All.

How it works
  • Established 2011, we have a board of trustees which oversees our work.
  • Schools programme – raising achievement of those vulnerable to underachievement (SEND, disadvantaged background, etc.) – improving outcomes in reading, writing and maths.
  • Programmes for Early Years and Further Education
  • Online CPD – Bubble (for teachers, leaders, wider professionals)
  • Our projects- Pupil Premium Reviews, SEND Reviews, anti-bullying, Childminder professional development, Learning in Family Teams and Youth Justice SEND.
What has been achieved?
  • Achievement for All schools programme - Pilot with 450 schools, 2009-2011 and national evaluation by Manchester University, which showed that all the children on the programme outperformed all the comparable SEND cohorts not on the programme. But more than this, 37% in English and 42% in Maths outperformed their non-SEND counterparts. In addition, attendance of the SEND cohort improved, parental confidence in the schools rose and schools reported a drop-in bullying and an increase in wider outcomes (Humphrey and Squires, 2012).
  • Schools Programme since 2011 - through our evidence based framework, we have reached over 100,000 children and young people experiencing challenges, needs and disadvantage, improving their outcomes in reading, writing and maths, up to 50% higher than the expected outcomes for all children.
  • Achieving Early - our early years programme piloted in early years settings across England (findings): Speech, Language and Communication assessments showed a baseline of 23% at age-related expectations. This rose to 69% by the end of the programme. (Achieving Early Pilot Report, 2016); Personal social and emotional assessments at age-expected levels rose from 23% to 73%. (AEP Report, 2016); 100% of parents indicated that the Structured Conversations ('Taking Time for Talk') had been helpful in supporting their child's learning. (AEP Report, 2016); 100% of practitioners reported higher levels of confidence in working with parents. (AEP Report, 2016. As a result of the Achieving Early pilot programme, the number of settings involved judged “outstanding” by Oftsed increased from two to eight, and the number of settings judged “inadequate” fell from five to none (AEP Report, 2016).
  • Achieving Further (for colleges and post-16 settings) has been specially adapted to benefit all vulnerable learners, including those with SEND, learners in care, disengaged students and those living in poverty. In close partnership with the learner, staff, families, employers and community bodies, we work to improve independence, social and employability skills, leading to better qualifications and employment outcomes. Achieving Further enables young people to improve their own potential, and continue to achieve in their adult lives. By tackling a multitude of issues including literacy, numeracy and employability, Achieving Further has helped young people change their future prospects dramatically.
Next steps
  • To work in partnership with more early years settings, schools and colleges, improving outcomes for all children and young people vulnerable to underachievement regardless of background, challenge or need.
A young girl does some colouring in.
More information

Website: https://afaeducation.org/

Twitter: https://twitter.com/AfA_Education