School leaders worry when outstanding teaching doesn’t always produce outstanding learning. Although some of the latest information from EEF (Education Endowment Fund) points to metacognition as one of the most effective strategies to raise academic performance levels, some schools struggle to develop effective, coherent and informed strategies to address pupil underperformance.

Nationally, the gap in academic outcomes between disadvantaged children and young people and their peers remains unacceptably large. Over the last 5 years of our charity's existence, it has become increasingly apparent among the 100,000 targeted children and young people engaged in Achievement for All programmes that the common starting point for the majority is the need to build core strength. 

We define core strength as the confidence and ability to learn, develop and participate in society. Our Core Strength programme offers education settings a multitude of routes to secure better outcomes.

What is involved?

We offer:

  • A comprehensive audit process to support the prioritisation and identification of the right improvement path, matched to a setting’s current strengths and identified areas for further development

  • A plethora of training and professional development tools and approaches to support CPD activity, for individual teaching and support staff as well as teams within the school community

  • Cognitive development frameworks that are easy for children and young people (as well as staff) to understand and apply, that are age and phase-specific, and unlock the potential of informal and non-formal learning opportunities outside the classroom and beyond the school gate.

What Impact could be achieved?

  • Teaching professionals deepen their understanding of the impact of social and structural disadvantage, and SEN, on cognitive development and thus academic achievement

  • Teachers and Learning Support Staff deploy a range of tools to accelerate learning, in targeted, small group and whole class ways

  • Vulnerable and disadvantaged learners demonstrably close the gap on their peers; standards rise

  • Ultimately all children and young people feel better equipped with lifelong learning skills for employment and for life.

Please note: Our “Core Strength” and “Achieving Wellbeing” programmes complement and supplement each other. The order in which your setting might choose to take these programmes will very much depend on each individual setting’s strengths and needs. Your assigned Achievement Coach will help guide your choices.