Transcript Achievement for All

Achievement for All
The journey of LGPS.
Rationale
Meeting the needs of all children.
Reducing the need for children being
withdrawn from class.
Good links with School Development
Plan.
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
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.
The Four Elements:
• Teaching and Learning
• Leadership
• Parents and Carers
• Wider outcomes
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.
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.
Looking
at the
bigger
picture for
each
child.
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.
An example of
the format we
used.
Looking at wider outcomes
Nurture
Restorative
Practice
Extra curricular
activities
• A whole school approach. Tailored groups to meet
the needs of all children.
• All staff trained in using key dialogue. Effective use
to resolve disputes and improve behaviour on the
playground.
• Include Study Parks, Healthy Eating, free visits to
the museum, sports opportunities, free music
lessons.
‘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.
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.
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
Next
Steps
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.