by teaching staff is a key element of the programme. They are expected to ensure that all children and all groups of children make good progress in lessons and they are given support and training to achieve this. Assessment, tracking of pupil progress and curriculum targets are key components. 3. Structured conversations with parents – The focus on and


involvement of parents is an important aspect of the programme. There is a clear framework within which schools can develop an ongoing dialogue with parents about their child’s learning. The model provided has four stages that are implemented in up to three structured conversations per year. The idea is that this dialogue is about listening rather than just telling


parents what they should do and that it should be an opportunity to share their knowledge and aspirations for their child. Stanley Road Community Primary School in Oldham participated


in the initial pilot scheme. The inclusion and Achievement for All coordinator or “school champion” is Alison Taylor. At Stanley Road, in order to get this component up and running, staff needed training fi rst. Ms Taylor explained: “Initially all staff in the focus year groups were


trained in using the coaching approach to run parental meetings. This has meant that rather than staff telling parents about what they wanted to do, it has become more of a two-way conversation with parents being enabled to think about and discuss their aspirations for their child.” 4. Wider outcomes – Aside from its non-negotiables, Achievement for


All has actually emerged in very different ways in different schools. Some of the projects that have developed are anything but new and involve the kinds of activities where it can be diffi cult to prove their effectiveness. Many involve projects that are more focused on ways of raising self- esteem than providing additional targeted support to raise attainment. Examples of projects include:


■ Extra-curricular sporting opportunities to raise self-esteem. ■ Developing social skills through becoming faculty ambassadors. ■ Reading mentor scheme between year 5s and year 3s. ■ Involvement of a speech and language therapist in improving young people’s listening skills and behaviour.


At Stanley Road the additional budget provided by the programme


Play-tec Solutions Ltd healthy challenges,


was used to help benefit children across the school by funding the “Stanley Road University”. Ms Taylor revealed: “This project aims to give all children access


to wider opportunities such as a variety of sports and running small businesses. Some of the funding has been focused on providing a life- skills project for children identifi ed with additional needs. Activities include going shopping, taking a train or bus and going to the airport.”


“Some of the funding has been focused on providing a life-skills project for children identifi ed with additional needs.”


Lyng Hall School in Coventry is used as a case study in the SEN Green


Paper. Here, the programme initially focused upon the role of support staff and their work with pupils and families. Teaching assistants, learning mentors, cover supervisors and family support workers were replaced by a group of 20 associate teachers. It is unclear from the description whether the teachers were specially recruited to replace existing staff or whether this was simply a change of title. Presumably it is a change in title intended to give greater unity to this group of staff and reaffi rm their status. Signifi cant increases in attendance were reported as a result.


What is so good about it? The Achievement for All pilot was evaluated by a team from Manchester University led by Professor Neil Humphrey and Dr Garry Squires. Achievement for All National Evaluation: Final report was published in November 2011 by the DfE and is a positive endorsement of the programme. Some key fi ndings included: ■ The programme has a signifi cant impact upon progress in English and maths among pupils with SEND.


Continued on page 12 What we do...


It takes experience, knowledge and understanding to de- sign a bespoke and imaginative play area that will provide a stimulating and educational environment for children – all within a prescribed brief and budget.


Children learn best by doing – outdoor play space offers as much opportunity for active learning as they have indoors. Each of our play areas are unique and designed following close consultation with the school or nursery, and each area is full of wonderful things for children to experiment, discover and explore.


Bespoke play areas for


schools, sure start centres and nurseries


putting adventure into the outdoors! Unique, fun, functional


We help fulfil the outdoor curriculum by designing areas that are planned in response to children’s interests. They provide opportunities for quiet play as well as active play, plus promote active learning through hands-on exploration. Bringing innovation and ideas to life creating fabulous yet functional play areas that you will love to take a lesson in and the kids will love it to!


A complete service:


- Free Initial design consultation - Plans


- CAD drawings - Fixed price costing’s - Construction


- Maintenance and after care


If you would like something designed with a little moreWOW factor, contact us on: 01293 862309 / 01293 229123 E: info@play-tecsolutions.co.uk W: www.play-tecsolutions.co.uk


Play-Tec Solutions Ltd, Unit 8&9, Nutley Dean Farm, Smalls Hill Road, Norwood Hill Horley, Surrey, RH6 0HR


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