By Sonia Blandford
All kids deserve a very good schooling, the place limitations to studying are addressed and academics have the data and aid to elevate their aspirations and achievement.
The success for All programme is a tried-and-tested whole-school process for elevating the aspirations and attainment of the main susceptible rookies in any tuition surroundings (0-19), together with people with specific academic wishes, disabilities and English as an extra language. A two-year pilot established remarkable influence for students with ship, who improved swifter on standard than all scholars nationally in English and Maths. Key positive factors of the programme include:
This sensible consultant to imposing this winning version on your institution includes...
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Extra resources for Achievement for All. Raising Aspirations, Access and Achievement.
To assist with the next stage of the development and roll-out of the programme they recommended that: There should be a strong focus on school-led improvement in order to transform the outcomes for children with SEND. The most successful schools in the pilot had strong leadership from the headteacher or senior leadership team – rather than relying purely on the SEN coordinator (SENCO). Teachers should carry out regular target reviews with parents to monitor progress of children and assess where extra help may be required.
Without good modelling of an aspirational outlook, it can be difficult for children to have their own. Parental aspirations have been raised through Achievement for All by involving parents in decision-making processes, giving them the opportunity to express their views and aspirations for their child. (Orchard Primary School, Sidcup) One school found that many parents were unemployed; those that were in paid employment worked night shifts. A high percentage, especially mothers, had little or no expressive English.
The case studies in the book illustrate how outstanding leaders in diverse schools have shone that light, and the profound impact on standards they have seen as a result. These case studies and the research summaries in this book provide an invaluable resource for other schools embarking on Achievement for All. I know that those schools have made a wise decision in joining the programme. I know they will see a transformation in attitudes and beliefs of staff, pupils alike. And I hope that in their turn they will play their part in supporting other schools who are at the beginning of their Achievement for All journey.