1. INTRODUCTION TO THE ACHIEVEMENT FOR ALL SCHOOL PROGRAMME –
Welcome Cheshire East and West!

2. Our charity Our vision Our mission
A world in which all children and young people can achieve regardless of their background, challenge or need
Our mission
Transforming lives through improved educational opportunities and outcomes for children and young people vulnerable to underachievement

3. Our charity Chair of Trustees Brian Lamb OBE Founder & CEO
Professor Sonia Blandford
The charity was formed on the back of a very successful pilot from 2009 – This pilot came from Brian Lambs enquiry into Parental Confidence and engagement for parents with children with SEND. His recommendations have helped shape the current SEND agenda and did kick start the Achievement for All pilot across 10 Las in England. The success of the pilot led to the formation of the Achievement for All Charity by Sonia Blandford, the pilot director. Once established Brian himself became chair of the Trustees.
Since the Charity’s formation in 2011 we have been recommended nationally for the work undertaken. Most recently being awarded School Improvement Service of the Year by Education Investors

4. 2016 Impact Report (PwC) Key highlights include:
The attainment gap is closing in Achievement for All early years settings, schools and colleges across England
Absenteeism reduced and participation increased in target groups
75% of targeted pupils surveyed reported increased confidence in their own ability to progress at school
97% of school leaders reported a positive impact on teaching and learning.
933,625 beneficiaries in 12 months ( ) including leaders and teachers, children and young people, parents and carers, and education support professionals
3.86 million beneficiaries since our charity was founded in 2011

5. Parents and schools
‘I feel listened to and really valued in the structured conversations.’ (Year 5 parent)
‘I know exactly what type of support my son is receiving and what his targets are so that I can help him more too.’ (Year 5 parent) 
In the latest Price Waterhouse Coopers Social Impact report (Summer 2014), 73% of parents surveyed in our schools now believe that their child will do well in school compared to 48% before the programme.

6. Achieving Schools Teaching & Learning Leadership
Parent & Carer Engagement
Teaching & Learning
The Whole Child
Wider outcomes & opportunities
Leadership

7. Coaching using the GROW model - 12 coach visits a year
What is the goal of the session? 
Goal
What is the reality?
Reality
What options are worth considering
Options
Wrap-up the session
Way Forward
Explain that the Achievement Coach will work initially with the School Champion but also with other members of staff to use the GROW coaching model to help to achieve the outcomes the school has identified as priority.

8. Four elements - coming together to drive whole school improvement
Leadership of Achievement for All to ensure schools maintain a sharp focus on aspirations, access and achievement of pupils identified as vulnerable to underachievement
High quality teaching and learning- leading to improved progress for all pupils (assessment and target setting)
Teaching and Learning
Parent Carer Engagement
Wider Outcomes and Opportunities
Leadership
We work with you to design a bespoke programme of leadership development and staff training that fits exactly with your school’s requirements.
Our aim is to build knowledge, skills, capacity, expertise and effectiveness
The result is significant, sustained and lasting impact on your target cohort
To support the participation, enjoyment and achievement of pupils in all elements of school life
Structured Conversations with Parents and Carers- to improve engagement with school and their involvement in their child’s learning and achievement

9. A modular approach Tailored Partners Core
Central to the success of the Programmes
For all Schools/Settings
One for each element
Core
Developed to address a range of issues.
Chosen by Schools/Settings depending on their need.
Over 20 options
Tailored
Specialist modules to address specific challenges.
Developed by expert partners with a strong track record.
Partners
Partners include:
Dyslexia trust
SPLD
Skoolbo- TUTE
Disability matters
Children in Need
MENCAP

10. Schools Programme A Modular Approach
Teaching and Learning
Wider Outcomes and Opportunities
Parent/Carer Engagement
Leadership
Core Module
Coaching for Inclusive Leadership
Core Module
Provision to Close the Gap
Core Module
Developing behaviours for attendance, learning and personal wellbeing
Core Module
Structured Conversations

11. Schools Programme A Modular Approach
Tailored Modules
Collaborative Research
Effective use of Pupil premium
Governance for inclusion
Embedding the SEND reforms
Middle Leadership Development Programme
Maximising the Impact of Teaching and Learning Assistants
Teaching and Learning
Wider Outcomes and Opportunities
Parent/Carer Engagement
Leadership
Tailored Modules
Conducting Effective Progress Meetings
Using Effective Feedback
Numeracy and Maths across the Curriculum
Literacy and Language across the Curriculum
Identifying and Supporting SLCN
Digital Literacy for the 21st Century
Tailored Modules
Reviewing communications with Parents and Carers
Welcoming and including families
Early Support
SEND Reforms: Giving Parents and Carers a Voice
Each of the four elements is broken down into three layers of modular activity: core, tailored and partnership.
High impact, evidence-based core modules underpin and inform activity undertaken by all schools
A series of tailored modules support each element and schools work with their Achievement Coach to choose those which best suit their needs.
New launch of Achieving Wellbeing module.
Tailored Modules
Managing Transitions
Anti- Bullying
Developing Resilience and Self-Efficacy
Developing Pupils’ Self-Esteem

12. The Bubble on-line community
Expertise at your fingertips 24/7
High impact CPD
Focus on pupils vulnerable to underachievement
Essential tools on tap
Evidence based performance

13. Achievement for All Needs Analysis
Drives the programme and tracks school/setting progress towards Quality Mark Award
Regular review leads to an evidence base of improvement in practice
Achievement Coach and School/Setting Champion have agreed priorities and identified target groups  Action Plan
Priorities inform range of activities and focus for target groups – SEND, PP, LAC
Priorities must link with and feed into School/Setting Development Plan
Priorities will also identify the Bubble Modules to be undertaken

14. Needs Analysis

15. Achievement for All Needs Analysis
What does a good school offer look like for vulnerable pupils?
How do we ensure better attainment and outcomes for ALL children?
What expectations should we have of classroom teachers and what is the role of professional support -when should it be deployed?
What expectations should we have as regards the role of TAs and other support staff?
How do we ensure that parents and young people are fully engaged?
Do you know the pupils identified as vulnerable who may be underachieving or not participating fully in the life of the school…?

16. School Action Plan Element School priorities for Year 1
Leadership for Inclusion
Introduce Achievement for All to all school staff
Developing understanding within the governing body with regard to the progress of vulnerable groups in schools.
Developing reports to governors linked to vulnerable groups.
Build evaluation of impact of different interventions and programmes into lesson observation and learning walks.
Teaching and learning
Data analysis by class teachers to identify patterns of progress within vulnerable groups
Provision Mapping for ALL children in classes – is the current provision sufficient, effective and impacting
Monitoring of interventions – how are interventions identified, tracked and evaluated. How do they link to planning, assessments and achievement
Develop the impact of Teaching Assistants in supporting vulnerable pupils to make accelerated progress.
Using PIVATs (4) to assess and set targets for pupils below Level 3b
Parent/carer engagement
and Structured conversations
Deliver the Structured Conversation Training
Support the implementation of the Structured Conversations
Develop communication systems between key teachers and parents for times between conversations
Wider outcomes
and opportunities
An audit of participation in extra-curricular activities
Measuring and improving self-esteem of pupils
Improving attendance and punctuality (2 schools only)
Explain that the priorities identified following the Needs Analysis should be aligned with and underpin the school’s SDP. This is not an Add-on but should become an integral part of the school’s journey to inclusion and achievement for all.

17. What’s on The Bubble?

18. Achievement for All involves all school leaders
Headteacher & SLT
School Champion
Pastoral Lead
English Lead
Maths Lead
Year heads/ KS Leaders
T&L/Curriculum Lead
Data Manager
InCo/SENCo
Depending on the size of the school this diagram will change.
This depicts the need for the school to embed the framework across the leadership team in the school – where this happens and leaders are involved in the programme there is greater impact. This could form a strategic team around the programme in the school with each leader taking on a specific responsibility and working with the coach.
Essential this is driven by the SLT & Headteacher is regularly briefed

19. Achievement for All Quality Scheme
School Status
Presented to all schools on joining the Achievement for All to recognise their engagement with the programme and their membership of the Achievement for All community
Quality Mark
For schools that have embedded the programme and as a result significant outcomes in progress of vulnerable groups can be evidenced across the school
Quality Lead
Awarded to schools that can demonstrate more than expected levels of progress and improved outcomes for all vulnerable groups in the school. These schools contribute and lead on good practice both locally and nationally

20. Quality Mark Award Neston High School Awarded in 2015
Focussed on teacher development across the school
Set up a new buddy system
Currently working with another high school to share practice.

21. Quality Lead Award
St Josephs RC Winsford Awarded in 2017 Significant progress for disadvantaged children across the school Middle leadership development Focus on wellbeing for children. Parent comments from questionnaires July Direct quotes: ‘Gives children the tools and confidence to aim high and reach their goals.’ ‘Looking after the children’s whole well-being, not just education’ (AFA parent), ‘Take into account child’s individual needs.’ ‘One-to-one support have been amazing.’ ‘You keep me well informed about my child and her needs.’ ‘Provide a warm, secure centre of learning and place where my child can be themselves and grow,’

22. Pupil Premium Reviews
Culcheth High School in Warrington has reduced its KS4 pupil premium gap from an all-time high of 47% in 2014 to 17% in Peter Groves, the assistant
head teacher puts it down to changing their focus from ‘equality’ to ‘equity’; their coach-led Achievement for All Pupil Premium Practice (PPP) Review gave them the confidence to do this.

23. Achievement for All in action…
Before
After
Child in Y4 not progressing past level 2b in reading
Never reading at home
No interest in reading or books
Under achieving parents.
Pupil Premium funded family
Attention & behavioural issues
Level 4 attained at end of KS2
Choosing books to read for pleasure
Confident in own reading abilities.
Read out in front of the class
Success in other areas of the curriculum
Improved self esteem and self image
Improved behaviour and friendships

24. Our programmes
We work across Early Years, including PVIs, to Post 16 including Special Schools, Alternative Provision and Free Schools.
In addition we have a new programme focusing on the emotional wellbeing and mental health of an education setting

25. AFA & Microsoft Partnership
11/17/2018 6:42 PM
AFA & Microsoft Partnership
© 2014 Microsoft Corporation. All rights reserved. MICROSOFT MAKES NO WARRANTIES, EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS PRESENTATION.

26. Microsoft Educator Community MEC

27. Partnerships

28. Working together… in summary
Close the achievement gap
Build on outcomes rather than provision
Build on current school success
Evidence for Ofsted and Pupil Premium Accountability
Expand leadership capacity
Build effective relationships with parents
Encourage and support an inclusive approach
Develop local sustainable solutions

29. One parent’s story
Show this film or the Four Elements DVD on Parental/ carer Engagement from The Bubble