1. Leadership Conferences Autumn 2009
Achievement for All
Leadership
Conferences
Autumn 2009

2. Agenda Achievement for All – local context DCSF National overview
Achievement for All DVD
Characteristics of effective inclusive leadership
Helping you achieve the project aims
National evaluation
Local authority-led session
Prioritising of next steps for schools/LA

3. Aims To continue positive engagement of participating schools.
To re-enforce the key aims and intended outcomes of the project.
To ensure participants understand the key elements of the project and the processes and support available.
To help participants plan the next steps for the project and their school

4. Over to you….
How does Achievement for All support your vision for your school?
What opportunities does it offer?

5. Cotgrave Candleby Lane School West Lodge Middle School
Achievement for All
Chris Wheatley
Headteacher
Cotgrave Candleby Lane School
Paraska Throup
Former Headteacher
West Lodge Middle School

6. Characteristics of effective inclusive leadership6

7. Aims
Share thinking about leadership of Special Educational Needs and Disabilities (SEND)
Reflect on current practice
Inform personal leadership development

8. Pressures of School life for Leaders!
supply cover project manager governor
Ofsted pupil’s annual reports breakfast clubs
policy maker crowd controller
new diplomas
governors reports
appointments of staff
monitoring & evaluation
health & safety officer
SIP/ meetings
caretaker/site manager bursar/finance
data performance management appraiser
assemblies boys toilets questionnaires
Leading Learning and Teaching

9. The focus on leadership
Personal reflection
Discussion with colleagues
Issues for consideration back in school
Learning about leadership through the project
Informing other leaders

10. Characteristics of effective leadership
Building vision and setting directions
Understanding and developing people
Redesigning the organisation
Managing the teaching and learning programme
NCSL, 2007

11. Four elements of effective inclusive leadership
A shared vision and ethos for inclusion
A strong commitment for making the vision a reality
A commitment to collaboration
Effective communication throughout

12. Elements of effective inclusive leadership
Vision/core belief
every child succeeds – a moral core purpose
consistent messages of core belief
reflect and question vision – how effective is it?

13. Time to reflect
To what extent is there a shared vision and high expectations for the outcomes for all pupils in your school?
How do you know?
To what extent is there a shared vision for the engagement of parents and carers in supporting the learning and development of their children?

14. Elements of effective inclusive leadership
Commitment
systems supporting a vision
collective responsibility
strategic view

15. Time to reflect
What strategies are in place to track children’s progress?
Is progress good enough?
What evidence do you have to support this?
Is there a collective responsibility for the progress of children and young people identified with SEND in your school? How do you know?

16. Elements of effective inclusive leadership
Collaboration
school has a collaborative
environment
parents fully included
strong links with other schools
multi–agency collaboration

17. Time to reflect
How proactive is your school at developing effective cross agency partnerships for children with SEND? What is the impact of this?
How do you enable parents to collaborate in their children’s learning?

18. Elements of effective inclusive leadership
Communication
early intervention
constant dialogue
the listening headteacher

19. Time to reflect
How do your communications with parents and carers show that you value the contribution that they can make to support their children’s learning?
How do you know that the communications are good and work for parents?
How do you know there is effective communication between leaders (and between leaders and other staff) in your school? What evidence do you have to support this?

20. How effective are we……..? Our vision Our systems
How effectively do we collaborate?
Do we lead a listening school?

21. Next Steps Continue with personal reflection
Discussions with school leaders
Diamond 9 activity

22. Discussion questions
1 To what extent is there a shared vision and high expectations for the outcomes for all pupils in your school? How do you know?
2 What strategies are in place to track children’s progress and is progress good enough? What evidence do you have to support this?
3 How do you enable parents to collaborate in their children’s learning?
4 How do you know there is effective communication between leaders (and between leaders and other staff) in your school? What evidence do you have to support this?

23. Diamond 9 Activity
Discuss and prioritise the tasks/actions using the statement cards and the Diamond 9 grid. 1 is the highest priority. Use blanks to record additional tasks/actions. Discuss which elements of effective leadership might be most significant in supporting these tasks.

24. National Strategies AfA Team
Achievement for All
National Strategies
AfA Team

25. Helping you achieve the project aims
Session to focus on:
Expectations from DCSF and NS (linked to ‘must-dos’ of the project
Monitroing and evaluation
An outline of the support you can expect

26. The 3 strands of AfA
Reminder of the three interdependent strands. These will be the key drivers for the work of AfA schools. The aims of the project will be achieved through the effective and co-ordinated delivery of these 3 key strands;
Assessment, tracking and intervention includes the use of Assessing Pupil Progress (APP) to track pupils’ progress, the setting of curriculum targets and implementation of appropriate interventions to support children and young people to make progress in their learning.
Structured conversations with parents focuses on the use of a clear framework for developing an open, ongoing dialogue with parents about their child’s learning.
Provision for developing wider outcomes involves schools developing key actions to support children and young people with SEND to make progress in one or two of the following areas; attendance, behaviour, bullying, developing positive relationships and increasing participation.
Local authorities and schools need to engage in each of these strands as one area of the project will have a positive knock-on effect on the other areas
Need to remember the key principles that are common to all 3 strands:
C&YP at the heart of AfA
Accurate identification and early intervention
Development of positive relationships between parents, child and school
Building on what works well, being innovative and rethinking approaches that are sustainable
Engagement of effective leaders

27. ‘Must-dos’ for schools
Secure leadership and coordination
Conduct a gap analysis
Develop an AfA implementation plan to include use of funding
Engage in appropriate CPD opportunities
Provide required evidence to support project evaluation
Consider how outcomes can be sustained
Flexible approach to be taken but with some ‘must-dos’ that set out the expectations from DCSF and NS. These will be key actions schools will be monitored against in the first few terms of the project (process):
Identify PL or team to coordinate AfA in school, communication of aims to all stakeholders to ensure commitment of all, whole school focus needed
Develop Implementation Plan outlining key actions to support planning, monitoring and accountability (Sue to follow up with more detail later)
Gap analysis (Sue to follow up) will help inform Implementation Plan, including planning of CPD for staff (e.g. for strand 2)
Importance of evaluating project accurately to make judgements about how well the aims and intended outcomes have been met. Schools need to ensure capacity for leader to engage in the evaluation at different levels (more detail in slide 6)
Reiterate key principle that outcomes need to be sustainable to go beyond the life of the project and to impact on all pupils.

28. ‘Must-dos’ for schools: strand specific
Implement the cycle of assessing, tracking and intervention (strand 1)
Hold structured conversations with parents and support ongoing communication with parents (strand 2)
Prioritise 2 areas from the wider outcomes (strand 3)
Refer to activities timeline in guidance for more detail
1) Key points: robust tracking systems in place, expected use of APP for assessing in KS1, 2 and 3, identifying gaps, high expectations, progression tracking, setting challenging targets, review of teaching and learning, QFT, AfL, provision mapping, use of VfM toolkit (Sue to follow up). For some schools, most not new – but opportunity to consider effectiveness of assessment, tracking, provision etc for target pupils. Enables focus on their progress.
2) Focus on engaging parents through a conversation that is structured, purposeful, follows suggested framework, role of Key teacher, timing of starting structured conversations (November), training to support subsequent conversations, review and development of ongoing communication, links with current systems and structures in place, engagement of pupils
3) Whole school approach - Need to make decisions about areas of focus based on information from gap analysis and information re target pupils (from conversations, target setting etc). Start planning areas of focus following gap analysis ect in autumn term when doing Implementation Plan then start implementation in spring (inc PD needed). Help provide evidence for SEF regardign new well-being indicators within revised ofsted framework, support for reviewing DES and providing core offer of extended services. Use of SEAL.

29. Monitoring and Evaluating AfA
Internal self-evaluation e.g. data analysis, feedback from stakeholders
Schools
Visits to schools Meetings with School Project Leaders
Local Authorities
Monitoring of LA Project Leader Joint visits to schools
National Strategies
National
Evaluation
Of AfA
Monitoring and evaluation at different levels
Schools – to tie in with internal processes for SE linked to Implementation Plan and wider School Development Plan. Monitor against actions on Implementation Plan and targets set for individuals pupils. Expectation that schools will do deeper data analysis e.g. analysis of small step progress
LAs – through school visits, meetings with school project leader. Monitoring against actions on Implementation Plan, sharing data with schools etc
NS – outline role of SA, give details of joint visits to schools
Mention MU will be carrying out national evaluation (MU to do own presentation later)
Data collection from NS for strand 1 (attainment) – outline plans (TBC)
Qualitative and quantitative data collection, case studies
DCSF / Evaluation Team

30. Support through a whole school approach
Refer to roles and responsibilities section in guidance
Whole school approach needed for successful achievement of outcomes – everyone in school needs to be involved in creating and developing inclusive ethos and environment. Expectation that all staff will show a commitment to following key principles of the project and that where effective strategies are developed these will be used to support all pupils across the school.
SLT have overall responsibility for strategic planning (show commitment to implementing across school, sharing aims and outcomes, ensure capacity, provide CPD, funding, monitor and evaluate ongoing success, consider long term sustainability)
School Project leader will coordinate AfA effectively across the school (work with colleagues inc key teachers, LA, NS)
For teachers with strong inclusive teaching skills, AfA will enable an extension of that good practice. For others, the project will provide the capacity to support them in developing practice.
SENCO – role in supporting Project Leader to develop, implement, monitor and review provision for target pupils
Funding used for:
a) Building capacity for leadership of the project
b) Enabling structured conversations
c) Developing provision

31. Support for schools Mention:
Role of LA Project Leader (LA to follow up in pm session)
Expectations for collaboration
Briefly mention Leading Teachers (LA can follow up in their session)
Website (open) and forum (mention details needed for setting up)
Training – parents training, other NS training in LA (LA to follow up)
Other NS support (next slide)

32. Support from the National Strategies
Mention:
Reference to guidance (particularly timeline and strand information)
Support for LA project leaders / sharing of good practice through networks and regular LA visits
Joint visits to schools
Website (open) and forum (mention details needed for setting up)
Training for strand 2

33. Discussion What are the benefits for your school?
What are the logistical challenges?
What support do you need?
What expertise or skills might you have to share?
Time for discussion on tables
Feedback on post its (challenges and support)

34. Achievement for All National Evaluation
Dr. Neil Humphrey, Dr. Garry Squires & Professor Peter Farrell
School of Education, University of Manchester

35. Research Questions
What is the impact of AFA on outcomes for pupils with SEND?
In relation to attainment in English and mathematics?
In relation to wider outcomes such as behaviour, attendance, and positive relationships?
In relation to parental engagement and confidence?
To what extent is any impact mediated by variation in regional, LA, school and pupil level factors?

36. Research Questions (Contd.)
2 What processes and practices are most effective in improving the above outcomes?
In relation to activity at regional, LA, school and classroom levels?
What contextual and pupil factors influence the relative success of these processes and practices?
How sustainable and transferable are these processes and practices?

37. Research Design – Quantitative Strand
Online surveys of regions, LAs, schools and parents that will seek to link variation in how AFA is implemented at various levels to changes in key pupil-level outcome variables
Approximately 450 AFA schools and 10,000 pupils/families will be sampled, alongside a comparable number of comparison schools (and pupils/families) that are not part of the initiative

38. Research Design – Quantitative Strand (Contd.)
Our regional, LA and school level surveys will examine how AFA is being implemented. This data can then be linked to pupil-level outcome measures including attainment, behaviour, bullying, positive relationships, attendance, and parental engagement and confidence
Surveys will be conducted at three time-points - in January 2010 (Time 1), autumn 2010 (Time 2) and summer 2011 (Time 3) – so that we can examine the impact of AFA over time

39. Research Design – Qualitative Strand
We will sample a range of stakeholders/institutions in order to develop a rich and detailed picture of AFA implementation
In-depth interviews with all regional advisors and LA project leaders will be conducted, followed by interviews with 2-3 advisory teachers in each LA

40. Research Design – Qualitative Strand (Contd.)
We will then sample 2 schools in each of the 10 AFA LAs for longitudinal case studies, which will involve around 5 visits over the two year period and comprise interviews with senior managers, SENCOs, classroom teachers, support staff and pupils, focus groups with parents, observations, and document analysis
Within each school we will sample approximately 5 pupils/parents for ‘mini-case-studies’

41. “What’s in it for us?/Why bother?”
We need to know if AFA has succeeded in its overall aims – so this national evaluation is vital
Opportunity to participate in what we think will be the biggest study of its kind
Minimal data collection burden
Everything will be set up on the survey website for each school (underpinned by PLASC/NPD data) – teachers/parents just log in and complete surveys
Surveys designed to be as brief as possible, and only required on an annual basis
Flexible survey window – around 1 month to complete surveys at each time point

42. “What’s in it for us?/Why bother?” (contd.)
User friendly design – including translated versions for parent surveys
For case study schools, our team will work flexibly around your needs to arrange mutually agreeable dates/times for visits
Every school will receive bespoke aggregated feedback following each survey that allows them to compare their data to other schools in the LA and the national sample as a whole (this can be used for SEF etc.)
All data will be treated in the strictest confidence and will be completely anonymised prior to analysis and reporting

43. Key Contacts Dr. Neil Humphrey Dr. Garry Squires Lucy Ryan
Dr. Garry Squires
Lucy Ryan

44. Achievement for All
Local Authority

45. Role of LA-Project Leader
Embedding of strands
Briefings to schools
Supporting/challenging schools
CPD opportunities
Allocate resources
Links to National Strategies/DCSF
Monitoring and Evaluation
Regional Hubs
Embedding of the 3 strands
Initial and ongoing briefing of schools
Supporting/challenging schools
Provide CPD opportunities/allocate resources
Links to National Strategies/DCSF
Monitoring and Evaluation
Regional Hubs

46. Role of School – Project Leader
Raise profile - Communication
Engagement of hard to reach parents
Involving pupils in decision making
Adjustments to curriculum to strengthen inclusion
Link to SIP
Support classroom teachers in APP and structured conversations
Links to wider community
You will need to appoint a school project leaders in your schools
This person will need to communicate the project to all stakeholders
Raise profile - Communication
Engagement of hard to reach parents
Involving pupils in decision making
Adjustments to curriculum to strengthen inclusion
Link to SIP
Support classroom teachers in APP and structured conversations
Links to wider community

47. Actions for schools this term
GAP analysis
Implementation Plan
Baseline data collection
Identify School Project Leader
Disseminate project to stakeholders
Attend strand 2 training and begin structured conversations

48. Next Steps…… What 3 key actions will you need to focus on this term?
Discuss overall implications for their group and decide on three key actions/ first steps for this term.
Feedback key actions from each table. Senior leaders and governors
School Achievement for All Project Leader
Key teachers
Class or subject teachers for Years 1, 5, 7 or 10
SENCo or Inclusion Coordinator

49. Evaluation…
Very thorough and thought provoking. Lots to think about but all very exciting.
A lovely day. Thank you. Inspiring and exciting.
The day has convinced me how much potential AfA has. It will really help to raise aspirations.
Assistant Headteacher, Coventry
Headteacher,
Sheffield
Assistant Headteacher, Gloucestershire
Have drafted action plan, feel inspired, eager to move on this
Deputy Headteacher, Camden