Achievement for All Cymru. Plan for the session Background on the Achievement for All Programme What it is Where it’s come from Practical implementation.

Achievement for All Cymru

Plan for the session

• Background on the Achievement for All Programme• What it is • Where it’s come from

• Practical implementation in a school (including input from a current Pathfinder school)

• Next steps – how to get involved

• Questions

Background

Overarching WG priority to tackle poverty: Building Resilient Communities Education – Breaking the link between poverty and low educational achievement

“From tonight, cutting the link between deprivation and attainment becomes our top priority.”

Huw Lewis, Minister for Education and Skills

October 2013.

"Our involvement with the Achievement for All Schools Programme has been the most significant driver for improvement at our school. The impact on

student outcomes for the most vulnerable has been enormous. Working with our coach we look forward to continuing to develop our school systems and

continue to improve results."

Claire Price, Headteacher, Chepstow School

The Education Attainment Gap

Foundaton phase

Key stage 2 Key stage 3 Key stage 40

5

10

15

20

25

30

35

Gap between FSM and non FSM pupils in FPI/CSI per-formance at each key stage

Perc

enta

ge p

oint

diff

eren

ce

Raising Attainment, Narrowing the Gap.

The Achievement for All schools programme is a tailored whole-school improvement framework that improves progress in reading, writing and maths for ALL children and young people, particularly those eligible for the Pupil Deprivation Grant, looked-after children, service children and those identified with special educational needs and disabilities (SEND).

The programme is led by a strong partnership between an Achievement Coach, a senior experienced education professional who makes regular coaching visits to each school, and a nominated senior school leader, the ‘school champion’.

Together with members from right across the school community, they develop an Action Plan that blendstailored, school-driven activities with a series of high impact interventions, focused on our four interdependent elements:• Leadership• Teaching and Learning• Parental Engagement • Wider Outcomes and Opportunities.

What is Achievement for All

Lamb Inquiry 2009:

“A school cannot be a good school unless it caters properly for ALL the children it is there to serve.”

Our History

Overview of the evaluation

28,000 pupils - able to compare outcomes with all pupils nationally

Quantitative information studied, including pupil attainment and progress in English and Maths, absenteeism data, behaviour reports

Qualitative information drawn from extensive interviews with school leaders, teachers, parents and students

8

Pilot Evaluation

9

• Pupils with SEN in pilot schools progressed faster on average than all pupils nationally with SEN in English and Maths across all age groups

• Schools reporting “excellent” relationships with parents rose from 12% to 48%

• 10% improvement in attendance of persistent absentees across pilot schools

• Significant reductions in bullying and behavioural problems reported by teachers

• Increased awareness of and focus on SEND - “Putting SEND back with the class teacher”

Pilot Results

Progress in MathsCompared with National Average for Pupils (with/without SEND)

Progress in EnglishCompared with National Average for Pupils (with/without SEND)

Pupil Progress(Average Point Score*)(May 2013) 

English(Reading andWriting) 

Maths 

Achievement for AllBaseline to Term 3Source: PwC

4.2 3.8 

National SENDSource: DfE

2.8 2.5 

National Non-SENDSource: DfE

3.2 3.0

2013 Impact Data

Vulnerable pupils within schools working with Achievement for all make 50% more progress than the national average for pupils with special educational needs and disabilities.

Roll out in England

• We are now working in over 2000 Schools – Primary, Secondary, Special and PRU.

• We have an Early Years and a Post-16 pilot which extend the ages we are working with from 2-19 years-old.

• Achievement for All is written into the Green Paper on SEND 2011, and DfE Response in May 2012, and referenced in relation to the new draft Code of Practice 2013

• Elements of AfA referenced in the Ofsted framework

• In partnership with Welsh Government, The Wales Centre for Equity in Education and South Central Consortia we are currently running a Pathfinder across 14 schools which started in January 2014.

• The partners involved in this Pathfinder will support the development of Achievement for All Cymru in preparation for wider rollout from September 2014. This development will involve contextualisation of the programme materials and the creation of a Welsh medium version. This work will build on the very significant investment in both the pilot and national roll out in England (over £35m).

• Following on from our initial positive conversations, we also hope to involve the remaining three education consortia in development activity and secure their support for the broader roll out from 2014.

Achievement for All Cymru

Effective learning and teaching in schools, through improving

the quality of teaching in literacy and numeracy and, supporting

teacher and support staff professional development.

Strengthening our approaches to inclusion with a particular focus on improving behaviour

and attendance

Building effective partnerships around schools, through building capacity at national and regional levels, developing professional

learning communities (PLCs) and empowering and engaging with

parents/carers

Effective leadership at all levels in schools, through supporting

leadership development

The Four Elements…and their synergy with ‘Improving Schools’

• Pilot schools targeted about 20% of pupils with SEND in years 1, 5, 7 and 10 (in first year, and then again in second pilot year)

• AfA schools choose which year groups and which vulnerable groups of children to target.

• Schools identify 2 target groups and track the progress of targeted groups/children. At least 20 pupils in a primary school and 50 in secondary.

• ‘Key teachers’ for targeted children hold a structured conversation with their parent/carer each term – so avoid ‘overloading’, but

ensure large enough target groups.

‘Target Pupils’

• Experienced professionals who work alongside schools, providing support to implement the AfA framework

• 12 visits per year (1-3 hours)

• Partnership, coaching approach, working with the School Champion and others in school

• Undertake Needs Analysis with School Champion/SLT

• Help school identify target groups of pupils

The Achievement Coach

• Regular support of Achievement Coach working alongside the School Champion

• Builds on strengths of school and addresses priorities through initial and on-going needs analysis

• AfA integrated in school’s strategic plan – this is not bolt on

• Training/workshop sessions co-led

• Regular analysis of data and tracking of progress of individual children and groups by teachers

• Networking between AfA schools

• Leadership from SLT

Keys to Success

First hand experience from a current Pathfinder School

69,995

Parents/

Carers

77,296

Target pupils

1,000,000

Pupils

25,674

Teachers

9,244

School Leaders

21,568

Wider

Professionals

Who has benefitted from Achievement for All?

PwC Interim Social Impact Report

Define scope

&

stakeholders

Map

outcomes

Evidence &

value outcom

es

Establishing

the impact

Com

mu

nic

ate

resu

lts

• School Champion survey conducted in May 2013 returning a total of 149 responses from an initial sample of 727 (a 20 per cent response rate);

• Teaching Staff survey also conducted in May returning 131 responses from a total of 72 Achievement for All schools;

• Achievement for All school Average Point Score (APS) data for 116 of the 149 schools that responded to the Achievement for All School Champion survey and returned a minimum of 3 terms of APS data by the Summer 2013 term, validated by PwC; and

• Qualitative data returned in Spring 2013 termly submissions and analysed by Achievement for All 3As.

Interim findings: motivation (SOURCE: PwC)

Children with SEN under

School Action; 65.8%

Children with SEN under

School Action Plus; 57.0%

Children with a statement of SEN; 33.6%

Children in receipt of

FSM; 50.3%

Looked After Children; 23.5%

Children who are not progressing;

79.2%

Other character-istics; 21.5%

Motivation

• On average respondents selected three choices from a list of characteristics, reflecting expectations that Achievement for All could have a positive impact for pupils with a range of needs.

• Children with SEN(D), pupils in receipt of Free School Meals (FSM) and Looked After Children (LAC) factored highly in decisions to take up the Achievement for All programme.

Interim findings: programme outcomes (SOURCE: PwC)

Improved social-behavioural outcomes

Accelerated progression and

attainment

Improved attendance

Focus on reducing

exclusions

Fewer exclusions

Increased aspiration and

positive attitude

(pupils and teachers)

Pupil confidence and

self-esteem

Increased focus on attendance

Student engagement with school

Wider range of learning & teaching

approaches

Pupil voice

Parents / carers engaged in their child’s education

Focus on engagement

through structured

conversations

Greater extra-curricular

participationImproved

teacher/pupil relations

Better use of data

Flexible curriculum

Identification and

confidence in SEN

Improved teaching practices

Focus on wider outcomes

Increased civic involvement

Focus on those with complex

needs

Parent / carer skill and

confidence

Reduced bullying

Teaching staff share the

leadership's commitment

Interim findings: pupil and parent impact (SOURCE: PwC)

• Impact on pupils•Pupils in Achievement for All target groups are increasing their attainment in reading, writing and maths. According to teachers, pupils are also raising their aspirations and improving their confidence and self-esteem.

• According to teachers some of the largest increases in outcomes were in relation to pupil confidence and self-esteem, pupil aspirations and positive attitude, and in the use of data to better understand pupil progress.

• Based on a weighted average of APS data, schools involved in the Achievement for All programme for a minimum of three terms have increased APS in reading by 5.2 points, in writing by 4.9 points and in maths by 4.8 points.

• Impact on parents, carers and teachers•Some of the most pronounced improvements to date have been in relation to; the height of teacher and pupil aspirations for pupil achievement, and parent/carer engagement with, and skill and confidence to support children’s learning.

• Qualitative case study research suggests that parents and staff are working more effectively together to address the individual needs of each child. Schools are beginning to devise bespoke methods of recording and reviewing Structured Conversations.

Interim findings: pupil and parent impact (SOURCE: PwC)

Primary Secondary Special

0.0

1.0

2.0

3.0

4.0

5.0

6.0

7.0

8.0

9.0

10.0

4.90

6.70

2.10

4.60

6.80

1.80

4.70

5.70

2.20

Social Impact Assessment Sample Schools - July 2013

Reading Writing Maths

A

vera

ge

AP

S p

rog

ress

fo

r 12

mo

nth

s (

Pri

, S

ec &

Sp

ec)

• In partnership with Welsh Government, The Wales Centre for Equity in Education and South Central Consortia we are currently running a Pathfinder across 14 schools which started in January 2014.

• The partners involved in this Pathfinder will support the development of Achievement for All Cymru in preparation for wider rollout from September 2014. This development will involve contextualisation of the programme materials and the creation of a Welsh medium version. This work will build on the very significant investment in both the pilot and national roll out in England (over £35m).

• Following on from our initial positive conversations, we also hope to involve the remaining three education consortia in development activity and secure their support for the broader roll out from 2014.

Achievement for All Cymru

Next steps

Questions

Cost: £7,500 per year ex VAT for 2 years initially

More information:Nick Aslett (Director of Quality)[email protected] 271836

Registration:[email protected] 279499

Achievement for All 3As, St Anne’s House, Oxford Square, Newbury, Berkshire, RG14 1JQAchievement for All 3As is a registered charity, number 1142154

www.afa3as.org.uk

Transforming the lives of vulnerable children, young people and their families by raising educational aspirations, access and achievement.

EMAIL: [email protected]: 01635 279 499

ACHIEVEMENTFOR ALL 3As