By Professor Sonia Blandford,?Founder and CEO, Achievement for All 3As
The educational landscape in England is rapidly changing. Provision driven by outcomes is at the top of the government?s agenda for education. The focus on educational underachievement has never been so strong. An increase in the number of Academies, Free Schools, curriculum reform, workforce development, the introduction of the Pupil Premium and changes to the inspection process since January 2012 have all contributed to increased school accountability. Through the Ofsted Framework for Inspection (2012) head teachers are now accountable for accurately identifying and effectively addressing the needs of young learners at risk of underachievement (i.e. attainment and progress). Head teachers provide tangible evidence of their approach and success in narrowing the achievement gap for vulnerable groups-those eligible for Free School Meals (FSM), Looked After Children (LAC), children and young people with SEN (D) and others. In practice these groups intersect. Pupils with SEN are two times more likely to be eligible for FSM than their peers and at 31st March 2011, almost 73% of the 28,440 LAC had SEN compared to 21% of all pupils (DfE, 2012). These are challenging statistics.
For many children in England, opportunities for success are still fragmented. This is particularly true for children and young people from disadvantaged families and other vulnerable groups. In 2011, there was a 27% point gap in achievement of 5 or more A*- C GCSEs (standard benchmark) between those eligible for Free School Meals and their peers. This has barely narrowed in the last few years. In 2008, this figure stood at 28% points (Ofsted, 2012a). The Pupil Premium, introduced in April 2011, has gone some way in providing schools with money to improve outcomes for their disadvantaged pupils. Head teachers determine the most effective way to use the Pupil Premium, but are accountable through performance tables, the Ofsted Inspection Framework and online reports to parents (introduced in September); from this year teachers and schools which most effectively enhance the attainment of their disadvantaged pupils will be acknowledged through awards and teacher scholarships.
Achievement for All concentrates on these vulnerable groups- disadvantaged children, those with SEN (D) and other low attaining pupils. For these children, their educational horizons are blighted; lack of aspiration, access and achievement characterise their experience of school and beyond. At 19 years old, 36% of care leavers are not in education, employment or training (NEET) and? 24% of prisoners had been taken into care at some point in their childhood compared to 2% of the population (DfE, 2012a)
Achievement for All works in partnership with schools to support these groups of learners. The particular strategies developed through the framework have resulted in unprecedented improvement in children?s outcomes. This was particularly significant in reading, writing and maths. A focus on leadership, trends in pupil attainment and progress, goal setting, targeted outcomes, teacher development, parental engagement, behaviour, attendance and exclusions have shown that outcomes for the most disadvantaged groups can be significantly improved.
Pupil Premium
The introduction of the Pupil Premium has enabled schools to focus on improving the achievement of their most disadvantaged pupils. Introduced in addition to the main school budget, the pupil premium is directed towards pupils eligible for FSM, Looked After Children and more recently the children of those in the Armed Services. In January 2012, 18.2% of children were claiming FSM. Its wider aims include reducing the attainment gap, increasing social mobility and enabling disadvantaged pupils to get into top universities (Higgins et al, 2011). Funding through the pupil premium stood at ?1.25billion in 2012-2013 and will increase to ?1.875 billion in the coming year; schools will receive ?900 per pupil. However, a recent report by Ofsted (2012b) highlighted the inefficient use of Pupil Premium by many schools. A number did not disaggregate the additional money from their principal school budget and many failed to provide extra opportunities for pupils. The most common use of the Pupil Premium was to fund teaching assistants. Conversely, recent research from Sutton Trust shows that Pupil Premium spent on the development of effective teaching and learning strategies is beneficial to pupils. These include such areas as effective feedback and getting students to think about their learning (Higgins et al., 2012).
Language development and learning
Many of the most vulnerable groups enter school with varying degrees of language delay. There is a need to improve language and learning. In January 2011, Speech, Language and Communication Needs (SLCN) were the most common primary need amongst primary school children in England. 29% of all state funded primary school pupils at School Action Plus or with statements had this as their primary need (DfE, 2012). The association with poverty is clear; approximately 50% of the most disadvantaged children have lower levels of speech and language skills than their peers (Bercow, 2008).Pupils eligible for Free School Meals are 2.3 times more likely to have Speech, Language and Communication Needs than other children (Dockrell et al, 2012). Dockrell et al (2012; p8) highlight the need to move away from a applying a generic SLCN category to identified children . They call for a ?profile? of individual pupil strengths and weaknesses and highlight the need to focus on this in personalising their learning and education plan.
The importance of early intervention is clear. Many of those with language delay on entering school are at risk of remaining behind their peers throughout their education (Snowling et al, 2011 and Tickell, 2011). These children have difficulty with reading and writing, often present with poor behaviour and cannot socialise with their peers (Bercow, 2008; p14). However, through effective teaching and learning, focussed interventions and/or specialist support these children will make progress and attainment gaps will be narrowed.
The solution: effective support
Achievement for All has now been extended nationally to cover pupils eligible for Free School Meals and Looked After Children. Schools can fund the extra delivery through the Pupil Premium. Through a new partnership between Achievement for All 3As and ICAN, the children?s communication charity, the offer to schools will include programmes to improve pupils? language levels and boost attainment.
The Achievement for All framework is defined by elements common to all schools; evidence shows these areas have effectively improved outcomes for vulnerable groups. Schools develop a bespoke programme within the framework to build on their strengths and further develop specific areas. Through the Achievement for All /ICAN partnership schools can access specialist support and interventions to improve the outcomes for pupils with SLCN from the most disadvantaged groups.
Evidence from the Achievement for All pilot involving 28, 000 pupils in over 450 schools showed that pupils in pilot schools made greater progress in English and Maths than the national average (Humphrey and Squires, 2011). 37% made progress in English as great or greater than aspirational expectations for all pupils nationally; for maths, 42% of pupils made this level of progress.
After the first year of the national roll out, the impact of Achievement for All on pupil outcomes has continued to improve. Structured conversations with parents remain a clear success. Through focussed dialogue between staff and parents more personalised approaches to teaching and learning have developed; many schools are now beginning to develop evaluation tools to further develop structured conversation to their context. The bespoke nature of the programme has been a clear advantage to schools; many have reported how it has enabled them to address the very specific needs of staff, pupils and their parents. The particular collaborative approach of the programme has provided the opportunity for schools, notwithstanding leadership challenges, to embed the practices and processes of Achievement for All within the school and the I CAN ?Talk Boost? initiative, appropriately train staff and disseminate good practice to other schools. Data collection and tracking of pupil progress and attainment has been enhanced in Achievement for All schools; head teachers report on more effective analysis of data and better comparison between individuals and groups.? A focus on wider outcomes during the national roll- out has resulted in improved pupil behaviour, self- esteem and attendance. Evidence of the success of Achievement for All programme is reflected in the following comments made by schools (head teachers, teachers, and other staff) at the end of the first year of the national programme:
?Leadership of Achievement for All is ensuring a focus is maintained on the achievement, access and aspirations for pupils in vulnerable groups, including the provision of high quality teaching and learning?. (Primary School, Term 3)
?All parents have rated the structured conversation experience at 8, 9 or 10 on a 1-10 scale. Parents say they like the structure and order. They like having the chance to talk and also like the planning at the end. Staff feel more confident about talking to Hard-to-reach parents and because it is monitored teachers have gone the ?extra mile? to encourage parents in. The actions
include making phone calls, texts and arranging meeting to suit the parents. The structure helps everyone. Most conversations have lasted 30 minutes with successful outcomes.? (Primary School, Term 3)
?High quality teaching and learning has led to the progress made by pupils?Progress over the year was pleasing ? all areas have improved by 2APs reading intervention continues to work well.? (Special School, Term 3)
?Our Achievement Coach has proved to be extremely valuable for the teacher of the new Year 5 target group. She has engaged fully with the programme and I have been able to work closely with her through observations and consultation. The provision in her class for children with SEND is excellent and she has found that the Achievement for All support has been pivotal in enabling her understanding of SEND to grow and be reflected in the provision she delivers.? (Primary School, Term 3)
?Whenever possible students are involved in structured conversations and this heightens their awareness that the school and home are working together to improve their achievements. The response of staff and parents/carers to the process of structured conversations has been very positive.?(Secondary School, Term 3)
(Source: Achievement for All, 2012)
The evidence provides examples of positive steps towards enabling all children to aspire, increase access and achieve in school and in the world beyond; policy makers and educators alike acknowledge the opportunity provided through a partnership between Achievement for All and I CAN, to a greater number of children across England, and the appropriate use of the Pupil Premium.
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References
Achievement for All (2012) Summer 2012 Qualitative Analysis, Newbury: Achievement for All
Bercow, J. (2008) The Bercow Report: A review of services for children and young people (0-19) with Speech, Language and Communication Needs, London: DCSF
Department for Education (2012) Children with Special Educational Needs 2012: An Analysis, London: DfE
Department for Education (2012a) Care Leavers in England Data Pack, October 2012, London: DfE
Department for Education (2012b)? Schools, pupils and their characteristics, January 2012, London : DfE
Dockrell, J., Lindsay, G. and Ricketts, J. (2012) Understanding Speech, Language and Communication Needs, profiles of need and provision, London:DfE
Higgins, S., Kokotsaki, D., and Coe, R. (2012) The Teaching and Learning Toolkit, London: Sutton Trust/ Education Endowment Fund.
Higgins, s., Kokotsaki, D., and Coe, R. (2011) Toolkit of Strategies to improve learning: Summary for Schools spending the Pupil Premium, London: Sutton Trust
Humphrey, N. and Squires, G. (2011) Achievement for All National Evaluation: Final report, London:DfE
Ofsted (2012a) The Report of Her Majesty?s Chief Inspector of Education, Children?s Services and Skills, 2011/12, London: Ofsted
Ofsted (2012) Framework for Inspection, Ofsted
Ofsted (2012b) The Pupil Premium, London: Ofsted
Snowling, M., Hulme, C., Bailey, A., Stotard, S., and Lindsay, G. (2011) Better Communication Research Programme: Language and Literacy Attainment of Pupils during early years and through KS2: Does Teacher Assessment at five provide a valid measure of children?s current and future educational attainments? London:DfE
Tickell, C. ( 2011) The Early Years: Foundations for Life, Health and Learning. An Independent Report on the Early Years Foundation Stage to Her Majesty?s Government,
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