1. Achievement for All The journey of LGPS.

2. Rationale Meeting the needs of all children. Reducing the need for children being withdrawn from class. Good links with School Development Plan.

3. School chose a school champion and a A for A coach was assigned. Two vulnerable groups were initially chosen from Y2 and Y3. First steps

4. Class teacher met with the School Champion and the A for A coach. We spent some time talking about the potential barriers to the child’s learning, taking each child in turn. Key staff were identified for Structured Conversation training Whole school meeting about the rationale and main principles of A for A.

5. The Four Elements: Teaching and Learning Leadership Parents and Carers Wider outcomes

6. A change in approach to Teaching and Learning Interventions are now for a set period of time rather than an indefinite period. Outcomes measured, with entry and exit data clearly tracked. TAs have become more specialised in delivering programmes. Children now remain in class much more and Quality First Teaching has improved. Next steps = for children to become less dependent on TAs and for teachers to give equal direct teaching time to all pupils.

7. A focus on leadership “Vision driven leadership must be whole-school to bring about long-lasting change and improve provision for vulnerable pupils. This leadership must also reinforce the importance of the four key attributes of successful leadership - vision, commitment, communication and collaboration.” (Achievement for All) - SEN deeply embedded into our school development plan. -Improved tracking of all vulnerable groups. - Effective Pupil Progress meetings led to all staff having clear understanding of the progress all children are making or the barriers to progress they have encountered.

8. Looking at the bigger picture for each child.

9. The structured conversation The aim is to meet with the parents of each child once a term to have a more in-depth conversation about working together to improve outcomes. Challenge – to get the parents to attend! We often found that the parents of the children we had targeted had had a negative experience of school so it was hard to get them to feel that they were a part of their children’s education.

10. An example of the format we used.

11. Looking at wider outcomes Nurture A whole school approach. Tailored groups to meet the needs of all children. Restorative Practice All staff trained in using key dialogue. Effective use to resolve disputes and improve behaviour on the playground. Extra curricular activities Include Study Parks, Healthy Eating, free visits to the museum, sports opportunities, free music lessons.

12. ‘Bob the gardener!’ This has been a real success of the school. Our A for A children this year have had regular visits to the new school greenhouse and have an active role in developing the school gardens.

13. Key successes Dramatic increase in behaviour across the school. Teachers are more aware of the barriers to achievement for all of their children. Improved Quality First Teaching. Higher levels of self-esteem for target children.

14. Next Steps Developing the Structured Conversation to engage with all parents. Continue to develop teachers confidence in catering for children with SEN Finding creative ways of narrowing the gap between children with SEN and the rest of the school population Vision: Achievement for All: a world in which all vulnerable and disadvantaged children and young people can develop their skills, interests and capabilities to achieve.