We hope that you are well.

During this period of change and in response to Catch-Up premium funding, this week’s Bulletin contains information on how Achievement for All can work in partnership planning the most impactful, supported year ahead.  We invite you to join us on a wide range of high impact, evidence-based programmes, detailed in our 2017-2020 Impact Report  https://afaeducation.org/media/2119/impact-report-2020.pdf  delivered from £5.70 per pupil.

Each bespoke programme is delivered by an experienced leader/coach who will be available both face to face and online who will be available to prioritise in partnership with your school:

  • Parent, carer engagement
  • Leadership coaching and support, effective team management, transitions
  • Teaching and Learning, closing the COVID-19 Gap
  • Well-Being, Core Strength.

Catch-up premium
The government has published more details of how the catch-up premium will be allocated, and the parameters within which schools are expected to spend this money:

  • The money is split into a £650 million ‘universal catch-up premium’ and £350 million for a new National Tutoring Programme.
  • The £650 million will be shared between primary schools, secondary schools, special schools, PRUs and other APs, hospital schools and independent special schools.
  • Most schools will receive £80 per pupil in Reception to Year 11.
  • Special, Alternative Provision and hospital schools will receive £240 per pupil.
  • The money will be paid in three tranches, in the autumn, spring and summer terms.
  • While the funding has been calculated on a per pupil basis, schools “should use the sum available to them as a single total from which to prioritise support for pupils according to their need”.
  • Ofsted may ask schools how they plan to use, or are using, the catch-up funding during the proposed non-graded visits in the autumn term and once routine inspections resume from January.
  • The majority of the £350 million being spent on the National Tutoring Programme will be used to subsidise tutors and mentors for 5 – 16-year-olds in state-funded primary and secondary schools. Schools will have to pay a proportion of the costs involved in this and can use their catch-up premium to do so if they wish.
  • Tutors will be available from the second half of the autumn term. “A portal will open in due course” for schools to register interest.
  • £96 million of the £350 million will now be ringfenced for school sixth forms, colleges and other 16 to 19 providers “to provide small group tutoring activity for disadvantaged 16 to 19 students”. More detail on this element of the funding will be issued shortly.

This means a typical primary school of 200 pupils will receive £16,000 while a typical secondary school of 1,000 pupils will receive £80,000.

AfA’s main priority is to support you, providing direct or online support for all settings, schools, and colleges, we are in this together!

If you have specific questions related to AfA programmes, please contact:

Please feel free to contact me direct if you need further support sonia.blandford@afaeducation.org 

Best wishes,

Sonia 

COACH LED PROGRAMMES

Covid-19 Leadership Support

Staff training and professional development at a time of crisis can be an immense challenge for hard-pressed school and college leaders, and early years setting managers. Let Achievement for All take the strain - we are in this together.

In response to the day-to-day challenges that you and your teams are facing, Achievement for All would like to offer a series of targeted affordable CPD packages that will help you address the key issues emerging from "restarting" your learning communities.

An Achievement Coach will be assigned to work with and beside you for the equivalent of three or six half-day visits to introduce, embed and sustain school improvement. All staff will be given access to The Achievement for All Bubble for twelve months, an online portal with a full range of CPD material to support blended learning (all staff, small groups, coaching sessions, and individual study). These resources are all available 24/7 on-line and so staff who have to continue to self-isolate can have full access and learning support.

For more information on the following go to: https://afaeducation.org/covid-19-leadership-support/

Re-engaging hard-to-reach families [3 face to face visits or online blended learning- £1400 plus VAT. 6 face to face visits or online blended learning £2700 plus VAT]

Built around our highly successful and award-winning Structured Conversations approach (and, for early years settings, Taking Time for Talk), settings will be given full access to all the training materials to review current practice, rapidly develop a training plan and immediately improve practice. The impact can be significant.

Wellbeing at the Heart of Learning [3 face to face visits or online blended learning £1400 plus VAT. 6 face to face visits or online blended learning £2700 plus VAT]

Our Achieving Wellbeing Programme is a comprehensive package aimed at securing better education outcomes through staff and learner wellbeing. This CPD package enables a school to choose a specific aspect of our trauma-informed development package, updated specifically to address emerging Covid-19 issues and challenges.

Simply put, an anxious, frightened, or angry mind will not learn. This Programme helps teaching professionals to understand what they can do to create a learning environment that supports and nurtures high levels of emotional wellbeing. This programme offers education settings a comprehensive set of complementary strategies and approaches to unlock academic progress and lifelong achievement by improving the emotional wellbeing and mental health of an education setting.

Deep Leadership The latest addition to our wellbeing offer is specifically designed to support leaders through crisis leadership and management.

A key aspect of the way Achievement for All works with our settings is the relationship between our Achievement Coach and the School Leader. We can provide leaders with advice and independent confidential support that is highly valued, and bespoke to your circumstances. 

Driven by a key principle survival: put your oxygen mask on first before you help others. You will find the relationship that you build with your assigned Achievement Coach an invaluable tool that will impact positively on your wellbeing - discrete professional and informed. 

You will work through the materials in dialogue with your Achievement Coach. It is your decision whether the support is primarily for you or is deployed across your leadership team. The support is offered as a combination of face-to-face, concall or video conference, shaped according to your preferences. 

Digital Literacy - new ideas and new solutions [3 face to face visits or online blended learning £1400 plus VAT. 6 face to face visits or online blended learning £2700 plus VAT]

We have worked incredibly closely with the tech giants to explore the range of available social and assistive technologies, many that are absolutely free to access and use, that could instantly transform communication with hard-to-reach children and families (new migrants, EAL, SEN, SLCN and parents/carers with low literacy levels), planning and seamlessly blending learning within and beyond the classroom, to address a "new normal".

Close the gap

Many of the most vulnerable and disadvantaged children and young people in your school, college and setting community are in danger of slipping further behind due to the consequences of lock-down and a detachment from the stability of the school community. Following a rapid needs analysis our Achievement Coach will be able to guide you to specific materials approaches and resources that will help, focussing on literacy, numeracy, more effective feedback, and more.

For more information: https://afaeducation.org/coaching-programmes/

Core Strength

Achievement for All’s Core Strength is a unique approach to accelerating academic progress amongst vulnerable and disadvantaged learners - closing the performance gap in education settings, raising standards and, ultimately, driving social mobility.

Brief description

This leadership development and professional training programme strikes at the very heart of learning and achievement, at every age and phase, by building on the latest neuroscience and psychological research and addressing all the factors identified by the Education Endowment Foundation as effective strategies to improve cognitive, non-cognitive development (essential life skills) as well as resilience and self-efficacy.

The programme offers education settings a multitude of routes to secure better outcomes by ensuring all children and young people are given the confidence and ability to learn, develop and participate in society, especially if that progress is compromised by vulnerabilities and disadvantage exacerbated by Covid-19 lockdown.

This programme is particularly powerful if you wish to add value to out-of-hours or community provision during holiday periods.

For more information: https://afaeducation.org/coaching-programmes/core-strength/core-strength/

Step-Up Reviews:  A range of reviews to help schools, colleges, and settings to review what is needed, short, sharp and inciteful, supported by experts.

Step-Up Reviews

Step-Up Reviews. We have developed a range of 4-6 week review offers to help settings from Early Years through to Post 16 to kick start enhanced practice and rapid improvement on specific areas of need, with the support of our evidence based materials and specialist Achievement Coaches.

afaeducation.org


For more information: 
https://afaeducation.org/step-up-reviews/

Achievement for All Bubble Activity – a reminder of the extensive range of support available from AfA

Achieving Early https://res.afa3as.org.uk/Bubblepromo/EAModules2018/index.html

Achieving Schools https://res.afa3as.org.uk/Bubblepromo/AchievingSchools2018/index.html

Emotion Coaching https://res.afa3as.org.uk/Bubblepromo/EmotionCoachingSiteMap/index.html

LiFT (Learning in Family Teams) https://res.afa3as.org.uk/Bubblepromo/LIFTSiteMap/index.html

Achievement for All in Wales – with thanks to John Mineur Ebbwfawr Learning Community and Joanne Woodley (AfA Coach)

https://www.youtube.com/watch?v=GHmfFCt00lA

 

WELL-BEING and CORE STRENGTH

FREE Summer Activities

A solution to engage disadvantaged children and young people through summer activity.  Achievement for All has designed and implemented a programme that supports schools, community providers and families to provide meaningful and high impact activities for children and young people to rebuild their confidence and ability to learn following Covid-19 lockdown.

Core Strength Landing Page ("What is Core Strength?") https://res.afa3as.org.uk/CoreStrength/AFACoreStrength/index.html  

Core Strength for Parents https://res.afa3as.org.uk/CoreStrength/CS_Parents/index.html  

Core Strength for Schools https://res.afa3as.org.uk/CoreStrength/CS_Schools/index.html  

Core Strength for Primaries http://res.afa3as.org.uk/CoreStrength/CS_Primary/index.html , Link to Primary resource hub https://res.afa3as.org.uk/CoreStrength/CS_Resources/index.html  

Core Strength for Secondaries "Achieving Employability" http://res.afa3as.org.uk/CoreStrength/AFA_Achieving_Employability/index.html 

Core Strength FREE RESOURCES

For more information: https://res.afa3as.org.uk/CoreStrength/CS_Resources/index.html

 

 

DIGITAL LITERACY

Since March, we have expanded our programmes focusing on digital literacy, building on the experience working in all phases of education, virtual schools and young offenders.

Microsoft Translator FREE RESOURCES

DIGITAL INNOVATIONS TO SUPPORT COVID-19 RE-ENGAGEMENT

Harnessing the power of assistive technologies to support EAL and new migrant children and families

Webinar 3#- Exploring Immersive Reader in the classroom and beyond 

Monday 10th August 10:00-10:30 BST

Immersive Reader is part of a suite of accessible technology innovations that can be found in Word, OneNote, and Edge. Immersive Reader is much more than a text-to-speech tool: it can be used to analyse sentence form and translate instantly on-the-fly into over 50 different languages. Used appropriately it can transform the learning experiences of EAL and new migrant children and families.

--------------------------------------------------------------------------------

Webinar 4#- Supporting multi-lingual online meetings 

Monday 17th August 13:00-13:30 BST

How can you conduct parental engagement meetings online during Covid-19 lockdown, especially when the parents and carers of new migrant and EAL children have very poor English skills? By combining cloud-based apps like Microsoft Translator and Teams, everything is possible! 

---------------------------------------------------------------------------------

Claire O'Keeffe and Marius Frank from Achievement for All explain how easy it is to set up and apply these new functions to a wide range of educational activities, from presentation evenings to small group and whole-class teaching.

Microsoft tools are used by way of demonstration. Attending these webinars might give you possible solutions using other platforms.

Contact: support@afaeducation.org for more details

Achievement for All Bubble Activity – a reminder of the extensive range of support available from AfA

Achieving Early https://res.afa3as.org.uk/Bubblepromo/EAModules2018/index.html

Achieving Schools https://res.afa3as.org.uk/Bubblepromo/AchievingSchools2018/index.html

Emotion Coaching https://res.afa3as.org.uk/Bubblepromo/EmotionCoachingSiteMap/index.html

LiFT (Learning in Family Teams) https://res.afa3as.org.uk/Bubblepromo/LIFTSiteMap/index.html

 

ACHIEVEMENT FOR ALL PARTNERS

Achievement for All in partnership with Best Practice Network

The National Award for SEN Coordination (NASENCO)

The National Award for SEN Coordination (NASENCO) is a statutory requirement for all SENCOs appointed new to the role, and an excellent opportunity for professional development for current and aspiring SENCOs. Our NASENCO programme incorporates the award of a Postgraduate Certificate in SEN Coordination, validated by Bath Spa University (BSU) as part of their Professional Master’s Programme, worth the first 60 credits towards a Master’s (MA) degree.

Higher Level Teaching Assistant (HLTA)

Gaining HLTA status is a recognised progression route for school support staff. HLTAs work closely with teachers to raise standards and help each learner reach their potential.

All applicants must have some experience of leading whole class learning with no teacher present, level 2 in maths and English

ILM Level 4 Diploma for School Business Managers

The Level 4 DSBM is part of a suite of school business management qualifications. The programme is designed for existing and aspiring school business managers who wish to enhance both their leadership, management and administrative skills together and their knowledge and understanding of key areas of school business management through a professional qualification.

Apply for these programmes via the Application Portal. When applying use the partner code AFA in order to be linked to Achievement for All.

Please see the attached fliers for more information. If you would like to know more about any of these opportunities or have any questions please feel free to contact cpd@bestpracticenet.co.uk

Achievement for All in partnership with the Anti-Bullying Alliance

Anti-Bullying Alliance film useful for Reception, Key Stage 1, and Key Stage 2

 

SURVEYS: COVID_19 impact on parents and carers is the focus of two surveys, we invite you to send out to your community

The Oracy Parliamentary Inquiryhttps://voice21.typeform.com/to/BAglWNfl

INSIDE GOVERNMENT:  Supporting Disadvantaged Pupils Online

Inside Government (Schools) – Achievement for All and Education Development Trust. Supporting disadvantaged pupils, blog and film, featuring AfA CEO, Sonia Blandford discussing AfA’s response to COVID-19  https://blog.insidegovernment.co.uk/schools/disadvantaged-pupils-covid-19-webinar  , accompanying blog, which is included in the resources section of the above link to: https://blog.insidegovernment.co.uk/schools/supporting-disadvantaged-pupils-discussion-takeaways

#AFAChat 

In this episode, Laura Stagg from AfA explains different types of stress, especially in times of Covid. Lainy and Laura what schools can do to support staff and pupils with points to consider on the return to school. They also talk about positive stress and consider what are the gains that have occurred during this period. Laura also gives some tips on where to find information and further support.

 AfA Bulletin 18: 15th July 2020

We hope that you are well.

THANK YOU to each of our partner early years settings, schools, colleges and young offenders’ services for the amazing term you have provided for the children and young people in your care. 

Leaders, teachers, support, administrators, officers, site teams, parents and carers, and children and young people are all valued members of your communities across England and Wales. You have been simply brilliant since the start the pandemic back in March.

Thank you for your sustained support for all children and young people, which will continue through the summer when planning for next term when educational settings will be transformed by a renewed emphasis on well-being, core strength, digital literacy, and inclusion.

In this issue we provide an update on the blended professional learning and coaching support we have designed for you and your communities to access over the summer, and as you prepare for September. AfA’s priority is to support you, providing direct or online support for all settings, schools, colleges, and young offenders’ services we are in this together!

To begin, a summary of government information:

You may also find the following report from McKinsey useful - https://www.mckinsey.com/featured-insights/leadership/from-a-room-called-fear-to-a-room-called-hope-a-leadership-agenda-for-troubled-times?cid=other-eml-alt-mcq-mck&hlkid=db1498fa4b9b46b883ac3896ff70d222&hctky=1841896&hdpid=f375e538-e24d-4052-850e-8807782eb7e5

David Gandy and Joffre White, our fantastic AfA ambassadors invite you to listen to their comments on AfA, COVID-19 and wellbeing.  David Gandy invites you to engage in funding the Achieving Wellbeing programme in your childhood schools.  David funded his, and it worked, as recognised by Ofsted! Contact enquiries@afaeducation.org

 

If you have specific questions related to AfA programmes, please contact:

We appreciate your partnership; we hope you find our AfA Bulletins helpful and informative as we support you during this period.

Please feel free to contact me direct if you need further support.

sonia.blandford@afaeducation.org 

Best wishes,

Sonia 

 

COACH LED PROGRAMMES

Low cost – High impact, probably reaching the parts other programmes do not reach

AfA has been delivering coach-led low cost, high impact programmes for 10 years.  Externally evaluated with positive outcomes read our far-reaching Impact Report 2017 – 2020

https://afaeducation.org/media/2119/impact-report-2020.pdf

Where next? Step-Up Reviews:  A range of reviews to help schools, colleges, and settings to review what is needed - short, sharp and inciteful, supported by experts.

 

Developing our offer for Youth Offending Services: Marius Frank, John Drew, and Laura Stagg

Over the past twelve months we have gained a significant amount of experience and knowledge working with eight youth offending services across the country to develop an Emotion Coaching approach that is bespoke to the unique challenges that these teams face when engaging with the hardest to reach young people and their families.

This innovative and ground-breaking work has been supported through a generous grant from the Fishmongers' Company Philanthropy Fund.

Emotion Coaching is an attachment-based tool that helps young people to self-regulate and manage their own emotions by developing self-awareness and nurturing relationships. 

All too often a lack of self-control leads to young people, already in trouble, to make things worse for themselves. Be it in the community, within families, in the court system or within secure estate settings, emotional flare-ups and disproportionately aggressive and volatile behaviours result in situations escalating rapidly out of control.

Emotion Coaching can have a profound impact on the life chances of these young people.

Research has shown that Emotion Coaching enables adults as well to understand their own emotional responses and communicate more effectively and consistently with children about their emotions, particularly in emotionally charged situations, leading to a reduction in stress and an increase in wellbeing and readiness to learn.

Emotion coached young people:

  • Are more emotionally stable
  • Are more resilient
  • Achieve more through study
  • Have fewer behavioural problems
  • Have greater resistance to disease and illness.

The impact on adults working with challenging children and young people is also compelling:

  • Improved staff wellbeing as evidenced by a decrease in staff absence
  • Improved family life for their children and their families
  • Improved professional reactions and response to young people’s emotions
  • Improved staff self-regulation which supports positive interactions with young people
  • Increased sense of practice competency and setting ethos

Our coaches, trained by the founders of Emotion Coaching UK using an evidence-based model of theory and practice, will work with you and your colleagues to embed a whole-setting approach, by leading training events, coaching, as well as monitoring and evaluating impact.

We have adapted materials and training resources and will be ready in September to offer a high impact training package to every youth offending team in the country.

See forthcoming Bulletins for more information, including a summary of pilot work activity.

 

WELL-BEING and CORE STRENGTH   

Wellbeing at the heart of learning: ​Achievement for All's September offer to all education settings and their leaders

In the next weeks, education settings will be ending a year without precedence, and few expect any degree of normality after the summer break.

Not only will leaders be faced with the challenge of resuming "full-time education" again, but there is also already uncertainty, anxiety, and stress building, in expectation of a long and uncertain winter.

 Achievement for All has invested heavily to prepare a new updated set of resources for existing partner settings, and for new partners from early years, schools, academy chains and colleges that will help transform professional relationships and support

Leading Wellbeing- Looking after your staff

The staff are an education setting's great asset, and we have significantly rewritten our Achieving Wellbeing module to focus on person-centred leadership - building a culture and climate that puts wellbeing at the heart of learning.

The materials draw on robust evidence-based practice, presented in an accessible and reflective framework:

  • Finding out: courageous leaders are open in their gathering of staff feelings and perceptions of workplace climate and culture
  • How professional wellbeing relates to current policy 
  • Tools and approaches that underpin professional wellbeing
  • Understanding that personal wellbeing is a personal responsibility too

Culture, policy, and practice are addressed, with tools and approaches that make a difference

 

SCREENSHOT OF AN INTERACTIVE THAT ILLUMINATES POSSIBLE CHANGES TO A WELLBEING POLICY

Resilience, self-efficacy, and re-building engagement

 

Our Achieving Wellbeing Programme has new material that will support the re-engagement of hard-to-reach children and young people re-traumatised by the Covid-19 lockdown, helping staff to re-build bridges through trauma-informed practice.

Deep Leadership The latest addition to our wellbeing offer is specifically designed to support leaders through crisis leadership and management.

A key aspect of the way Achievement for All works with our settings is the relationship between our Achievement Coach and the School Leader. We can provide leaders with advice and independent confidential support that is highly valued, and bespoke to your circumstances. 

This module takes lessons from leadership in extreme and hostile conditions and applies them to the stark realities that education leaders are facing today due to the COVID-19 crisis. There are invaluable, profound lessons to be learned that will help you through the storm, drawn not only from leadership in extreme circumstances but also from the latest research from neuroscience, trauma-informed practice, therapeutic schools and emotion coaching.  

Driven by a key principle survival: put your oxygen mask on first before you help others. You will find the relationship that you build with your assigned Achievement Coach an invaluable tool that will impact positively on your wellbeing - discrete professional and informed. 

You will work through the materials in dialogue with your Achievement Coach. It is your decision whether the support is primarily for you or is deployed across your leadership team. The support is offered as a combination of face-to-face, concall or video conference, shaped according to your preferences. 

After an initial exploratory meeting to benchmark, agree terms of engagement, affirm degrees of confidentiality and prioritise activity, a roadmap through the module is co-constructed. 

We will help you put wellbeing at the heart of learning.

FREE Summer Activities Core Strength for Parents

A solution to engage disadvantaged children and young people through summer activity.  Achievement for All has designed and implemented a programme that supports families to provide meaningful and high impact activities for children and young people to rebuild their confidence and ability to learn following Covid-19 lockdown.

Core Strength Landing Page ("What is Core Strength?") https://res.afa3as.org.uk/CoreStrength/AFACoreStrength/index.html  

Core Strength for Parents https://res.afa3as.org.uk/CoreStrength/CS_Parents/index.html  

Core Strength FREE RESOURCES

https://res.afa3as.org.uk/CoreStrength/CS_Resources/index.html

 

DIGITAL LITERACY

Microsoft Immersive Reader: Claire O’Keeffe

Harnessing the power of assistive technologies to support EAL and new migrant children and families

Webinar 3#- Exploring Immersive Reader in the classroom and beyond Monday 27th July 15:00-15:30 BST

Immersive Reader is part of a suite of accessible technology innovations that can be found in Word, OneNote, and Edge. Immersive Reader is much more than a text-to-speech tool: it can be used to analyse sentence form and translate instantly on-the-fly into over 50 different languages. Used appropriately it can transform the learning experiences of EAL and new migrant children and families.

Claire O'Keeffe and Marius Frank from Achievement for All explain how easy it is to set up and apply these new functions to a wide range of educational activities, from presentation evenings to small group and whole-class teaching.

Contact: support@afaeducation.org for more details

Webinar 1#- Harnessing the power of Microsoft Translator within and beyond the classroom is available here:

 

 

ACHIEVEMENT FOR ALL PARTNERS

SURVEYS: COVID_19 impact on parents and carers is the focus of two surveys, we invite you to send out to your community:

Parentkind are asking parents across England, Wales and Northern Ireland to tell us their views on the last few month’s experiences of supporting their child’s schooling and plans for schools reopening, https://www.smartsurvey.co.uk/s/Parentkind/

The Oracy Parliamentary Inquiryhttps://voice21.typeform.com/to/BAglWNfl

CAMPAIGNS: AfA has joined 150+ organisations in the Children At The Heart campaign led by the National Children’s Bureau

https://www.ncb.org.uk/childrenattheheartofrecovery


ONLINE CURRICULUM DELIVERY:  Oak Academy led by Matt Hood (former AfA Strategic Manager) lesson plans for 2020-21. https://www.thenational.academy/2020-21-oak-curriculum

MEDIA:  Shoreditch Radio hosting Sonia Blandford https://m.mixcloud.com/liam-davis3/afa-ceo-sonia-blanford-and-headteacher-ruth-lusmore-joined-me-for-a-chat-on-education-matters/

#AFACHAT

In this video, John Drew and Lainy Russell from AfA chat about how blended learning may be the new norm for a while. How can schools and colleges support teachers who are subject specialists into a new way of teaching. As teachers and children are developing new skills, they discuss how we need to consider how we can use those while developing a consistent blended learning style in the setting whilst promoting the organisation’s norms and values.

 **********

AfA Bulletin 17: 8th July 2020

We hope that you are well.

As plans for September are now underway, in this issue we provide an update on programmes designed to support you and your school community including Step Up Reviews, a range of reviews to help schools, colleges and settings to review what is needed, short, sharp and inciteful, supported by experts.

All children in England will be expected to go back to school in September on a full timetable,  the NAHT guide to the changes,  https://www.naht.org.uk/advice-and-support/coronavirus-news-and-guidance-for-school-leaders/a-short-guide-to-the-governments-plans-for-schools-for-september/

The impact on parents and carers as they prepare for the return will be considerable AfA has produced a handbook for parents and carers, to support preparation for return to school:

COVID-19 impact on parents and carers is also the focus of two surveys, we invite you to send out to your community:

Parentkind are asking parents across England, Wales and Northern Ireland to tell us their views on the last few month’s experiences of supporting their child’s schooling and plans for schools reopening, https://www.smartsurvey.co.uk/s/Parentkind/

The Oracy Parliamentary Inquiryhttps://voice21.typeform.com/to/BAglWNfl

AfA’s main priority continues to maintain the high level of service we pride ourselves on, providing online support for all settings, schools, and colleges during this unprecedented time, when teachers and leaders across all phases are experiencing unique challenges.  If you have specific questions related to AfA programmes, please contact:

We appreciate your partnership; we hope you find our AfA Bulletins helpful and informative as we support you virtually during this period.

Please feel free to contact me direct if you need further support

sonia.blandford@afaeducation.org 

Best wishes,

Sonia 

 #AFACHAT

Bob Baseley and Lainy Russell from AFA discuss wider definitions of cyber bullying and the subtleties of how children are feeling and what parents can do online unintentionally which affect their chikdren’s emotional wellbeing. They chat about the responsibilities as a parent and as a school and the importance of peer to peer support for children and young people. There are tips on how to work with parents, encouraging the parent to work with their child or young person to build up trust. There is also advice on where to find additional support and guidance

COACH LED PROGRAMMES

Step-Up Reviews:  A range of reviews to help schools, colleges, and settings to review what is needed, short, sharp and inciteful, supported by experts.

https://afaeducation.org/step-up-reviews/

Step-Up Reviews

Step-Up Reviews. We have developed a range of 4-6 week review offers to help settings from Early Years through to Post 16 to kick start enhanced practice and rapid improvement on specific areas of need, with the support of our evidence based materials and specialist Achievement Coaches.

afaeducation.org

Early Years SEND

PP Leadership and Governance

Curriculum Review for Wales

Transitions in Early Years

WELL-BEING and CORE STRENGTH   

Core Strength for Parents: Marius Frank

A solution to engage disadvantaged children and young people through summer activity.  Achievement for All has designed and implemented a programme that supports families to provide meaningful and high impact activities for children and young people to rebuild their confidence and ability to learn following Covid-19 lockdown.

Core Strength Landing Page ("What is Core Strength?") https://res.afa3as.org.uk/CoreStrength/AFACoreStrength/index.html  

Core Strength for Parents https://res.afa3as.org.uk/CoreStrength/CS_Parents/index.html  

Core Strength FREE RESOURCES

https://res.afa3as.org.uk/CoreStrength/CS_Resources/index.html

 


Emotion Coaching: Marius Frank
 

A creative guide to positive interactions with a student in need of support:

https://res.afa3as.org.uk/EmotionCoaching/EC_Scenarios/index.html

DIGITAL LITERACY

Harnessing the power of assistive technologies to support EAL and new migrant children and families

Webinar 2#- Live captioning of presentations in different languages

Monday 13th July 15:00-15:30 BST

It is now possible to combine Microsoft PowerPoint with instant translation technologies so that live captions appear in up to 50 different languages.

Claire O'Keeffe and Marius Frank from Achievement for All will explain how easy it is to set up and apply these new functions to a wide range of educational activities, from presentation evenings to small group and whole-class teaching.

Contact: support@afaeducation.org for more details

Harnessing the power of assistive technologies to support EAL and new migrant children and families

Webinar 3#- Exploring Immersive Reader in the classroom and beyond

Monday 27th July 15:00-15:30 BST

Immersive Reader is part of a suite of accessible technology innovations that can be found in Word, OneNote, and Edge. Immersive Reader is much more than a text-to-speech tool: it can be used to analyse sentence form and translate instantly on-the-fly into over 50 different languages. Used appropriately it can transform the learning experiences of EAL and new migrant children and families.

Claire O'Keeffe and Marius Frank from Achievement for All will explain how easy it is to set up and apply these new functions to a wide range of educational activities, from presentation evenings to small group and whole-class teaching.

Contact: support@afaeducation.org for more details

Webinar 1#- Harnessing the power of Microsoft Translator within and beyond the classroom is available here:

ACHIEVEMENT FOR ALL PARTNERS

Department for Education

Temporary changes to SEND law

The Secretary of State has issued a notice to extend the temporary changes to the law on what provision has to be made currently for those with Education, Health and Care (EHC) plans. The temporary changes to the law have been in force since 1 May and are now extended to 31 July. Once the notice expires, the Secretary of State can issue a further notice for a period of up to a month if it would be appropriate and proportionate to do so in the context of coronavirus. We will keep this under close review. We have also taken the opportunity to publish a minor update to Changes to the law on education, health and care needs assessments and plans due to coronavirus.
Special Educational Needs Consortium 

Education Select Committee hearing on the impact of COVID-19. Top billing was shared with Ali Fiddy (representing IPSEA), Amanda Batten (DCP) and Imogen Jolley (Simpson Millar).

https://parliamentlive.tv/Event/Index/7f134072-fb79-443c-a520-6524a888e4c5

Teaching Times

The Learning to Learn to be Back at School Week

 

A set of three sessions to enable school leaders, teachers, children and families prepare to come back to school successfully in September!

1st Session is on Monday, July 13th, 4PM

2nd Session is on Wednesday, July 15th, 4PM

3rd Session is on Friday, July 17th, 4PM

This ground-breaking course will help you to kick-start the learning recovery programme for your children (and parents!) as they return to school. The training outcome is to give you the strategy and ideas to run a bolstering Learning to Learn week, or to pick and mix ideas with your own vision.  

The electrifying week for pupils is based around curiosity-led learning, philosophy for children (P4C) and Marcelo Staricoff's own concept of the Joy Of Not Knowing (JONK), which stresses the importance. value and fun of making mistakes in the learning process. At the end of the course you will be empowered! Your children will be empowered! 

Recordings of the webinars will be available to all delegates after each session!

David Oldham, Headteacher, Norfolk

‘We’ve had the most amazing JONK Learning to Learn Week. The children have come up with some wonderful ideas about how they see their learning, all talk about being in the pit when struggling in lessons, homework books have been replaced with family home learning journals, we have been using De Bono’s hats, are planning maths calculation videos (the children love these!) for the website and in form time this afternoon every group are going to be having a philosophy session. Staff have been telling me how much they have enjoyed it and how it has reminded them why we do this job in the first place’

Get more information Here

 AfA Bulletin 16: 1st July 2020

We hope that you are well. AfA’s main priority continues to maintain the high level of service we pride ourselves on, providing online support for all settings, schools, and colleges during this unprecedented time, when teachers and leaders across all phases are experiencing unique challenges.

As plans for September are now under scrutiny by the press and others, in this issue, we provide an update on programmes designed to support you and your school community as we move from lockdown to the next stage of engagement with leaders and teachers, parents and carers, children and young people.

You will have seen https://www.tes.com/news/coronavirus-revealed-dfes-16-point-september-school-opening-plan

Achievement for All will continue to support all schools, colleges, and settings, we are in this together.

If you have specific questions related to AfA programmes, please contact:

We appreciate your partnership; we hope you find our AfA Bulletins helpful and informative as we support you virtually during this period.

Please feel free to contact me direct if you need further support sonia.blandford@afaeducation.org 

Best wishes,
Sonia

#AFACHAT

Lainy Russell and John Drew from AfA discuss advice for teachers and support staff for when children return to school. They chat about the importance of an emotionally intelligent workplace and give advice to staff on how our brains react and how to deal and plan for emotional reactions in both adults and children. Using the “put your own oxygen mask on first” analogy, they explain why it’s important to understand our own reactions so that we can support children with their reaction to trauma.


COACH LED PROGRAMMES

Covid-19 Leadership Support: Led by Marius Frank

A unique compilation of tried and tested modules designed to support leaders and teachers during this time.

https://afaeducation.org/covid-19-leadership-support/

Step-Up Reviews: Led by Maureen Hunt and AfA coaches

A range of reviews to help schools, colleges, and settings to review what is needed, short, sharp and inciteful, supported by experts.

https://afaeducation.org/step-up-reviews/


WELL-BEING and CORE STRENGTH

The Childhood Trust report: Children in Lockdown

The Childhood Trust published a report drawing together emerging evidence on the consequences of the Coronavirus crisis for children living in poverty. The report emphasises the ways children in poverty have been severely impacted, including:

  • Mental health concerns –higher instances of depression, anxiety and loneliness for young people and risks of children developing post-traumatic stress, whilst facing restricted access to support services
  • Witnessing and experiencing emotional and physical abuse - Most children no longer have the opportunity to take refuge at school or youth groups and are spending less time with teachers and support workers who could pick up on evidence of abuse, and families are experiencing increased stresses
  • Educational loss –widening learning loss and attainment gaps between children in poverty and their more affluent peers due to significantly fewer resources, limited access to technology, restricted supervision, and unstable working environments
  • Hunger and food insecurity – for many young people living in poverty, the free school meal they receive is their only hot meal of the day. The closure of schools has meant many are suffering from hunger, while many families struggle to make up for this loss because of the economic impact of Covid-19
  • Temporary housing risks – it is often impossible to practice social distancing in temporary housing which share facilities, facilities are likely to be cramped and overcrowded so children have little space to crawl or play which is detrimental to their mental and physical health
  • Play and wellbeing – children living in poverty have less access to outdoor space as well as less access to the youth centres and social clubs which are likely to promote long-term recovery of young people’s wellbeing

To read the report, please click here

Core Strength: Marius Frank

A solution to engage disadvantaged children and young people through summer activity. Achievement for All has designed and implemented a programme that supports schools, community providers and families to provide meaningful and high impact activities for children and young people to rebuild their confidence and ability to learn following Covid-19 lockdown.

Core Strength Landing Page ("What is Core Strength?") https://res.afa3as.org.uk/CoreStrength/AFACoreStrength/index.html  

Core Strength for Parents we are working on a downloadable booklet to support this site https://res.afa3as.org.uk/CoreStrength/CS_Parents/index.html  

Core Strength for Schools https://res.afa3as.org.uk/CoreStrength/CS_Schools/index.html  

Core Strength for Primaries http://res.afa3as.org.uk/CoreStrength/CS_Primary/index.html  

Core Strength for Secondaries "Achieving Employability" http://res.afa3as.org.uk/CoreStrength/AFA_Achieving_Employability/index.html 

Link to Primary resource hub https://res.afa3as.org.uk/CoreStrength/CS_Resources/index.html  

Core Strength FREE RESOURCES

https://res.afa3as.org.uk/CoreStrength/CS_Resources/index.html


DIGITAL LITERACY

Harnessing the power of assistive technologies to support EAL and new migrant children and families
Webinar 2#- Live captioning of presentations in different languages
Monday 13th July 15:00-15:30 BST

It is now possible to combine Microsoft PowerPoint with instant translation technologies so that live captions appear in up to 50 different languages.

Claire O'Keeffe and Marius Frank from Achievement for All will explain how easy it is to set up and apply these new functions to a wide range of educational activities, from presentation evenings to small group and whole-class teaching.

Contact: support@afaeducation.org for more details


Harnessing the power of assistive technologies to support EAL and new migrant children and families
Webinar 3#- Exploring Immersive Reader in the classroom and beyond
Monday 27th July 15:00-15:30 BST

Immersive Reader is part of a suite of accessible technology innovations that can be found in Word, OneNote, and Edge. Immersive Reader is much more than a text-to-speech tool: it can be used to analyse sentence form and translate instantly on-the-fly into over 50 different languages. Used appropriately it can transform the learning experiences of EAL and new migrant children and families.

Claire O'Keeffe and Marius Frank from Achievement for All will explain how easy it is to set up and apply these new functions to a wide range of educational activities, from presentation evenings to small group and whole-class teaching.

Contact: support@afaeducation.org for more details

Webinar 1#- Harnessing the power of Microsoft Translator within and beyond the classroom is available here:

 

ACHIEVEMENT FOR ALL PARTNERS

Department for Education [Special Educational Needs and Disability Division]

1. Temporary changes to SEND law

Today, the Secretary of State has issued a notice to extend the temporary changes to the law on what provision has to be made currently for those with Education, Health and Care (EHC) plans. The temporary changes to the law have been in force since 1 May and are now extended to 31 July. Once the notice expires, the Secretary of State can issue a further notice for a period of up to a month if it would be appropriate and proportionate to do so in the context of coronavirus. We will keep this under close review. We have also taken the opportunity to publish a minor update to Changes to the law on education, health and care needs assessments and plans due to coronavirus.

2. Consultation on changes to the School Admission Code

The Department for Education has just launched a consultation on a revised version of the School Admissions Code (Code) and would welcome your feedback. The consultation can be found at https://www.gov.uk/government/consultations/changes-to-the-school-admissions-code--4. The consultation will run until 16 October.

The proposed changes to the School Admissions Code are intended to support vulnerable children. The changes would therefore potentially have significant implications for children with SEND. In addition, SEND stakeholders may have a particular interest in a specific recommendation about how the Code should provide for decisions about the admission of children and young people with Challenging Behaviour. We are keen to hear from a wide range of SEND stakeholders to help ensure that all relevant SEND considerations are factored into Ministers’ decisions as to the best way forward.

We understand that not only is the education sector facing challenges in supporting the country’s children to ensure they can access education, but the current COVID-19 outbreak has affected everyone's lives in different ways. In particular, we are concerned that some of our most vulnerable children may experience gaps in their education because they are unable to secure a school place quickly during this unsettled period. We think that now, more than ever, we need to continue with our plans to make changes to the School Admissions Code to support the most vulnerable and disadvantaged.

We have an extended consultation period of 16 weeks, running into the Autumn term to allow for disruption caused by both the school holidays and the phased re-opening and return to school. We are planning to host virtual consultation sessions with our stakeholders. Do let us know if you would like to be involved so we can plan accordingly.

We are not proposing a wholescale review of the admissions system.  Feedback from the sector is clear that the main round largely works well, but there are problems with the in-year admissions processes and Fair Access Protocols.  Our proposed changes seek to clarify these responsibilities and introduce a more robust process for their management and have been developed collaboratively with a number of stakeholders.

As you may be aware, the department previously committed to making a change to allow children adopted from state care outside of England the same priority for admissions as domestic looked after and previously looked after children. We are consulting on this change and are also using this opportunity to provide further clarity around the admission of service children and children of crown servants, alongside some additional minor drafting changes that will improve existing provisions.

More information on each of the changes can be found within the consultation document (found at the bottom of the consultation webpage under ‘attachments’), as well as a revised draft of the Code as proposed.

We have also published an updated statement on the admission of summer born children. This is published here: https://www.gov.uk/government/publications/summer-born-children-school-admission.

Please do forward the details of our consultation to colleagues both within your organisations and to any other parties that may have an interest in this consultation.

We have set up the AdmissionsCode.Consultation@education.gov.uk mailbox for any future comments or questions in relation to the consultation.

Teaching Times

Featured Articles (Open Access)

Read This Article Now

Growing Successful Virtual Learners Requires New Teaching Styles

Some schools have adapted to distance learning whilst others have struggled. The secret is not to try and replicate traditional classroom teaching online. John McCarthy, author, and former curriculum director of an online school in America, outlines a better way

Read This Article Now

A Generic Model For School Improvement

Professor David Hopkins , one of the world’s leading education researchers, outlines the steps to a continuously self-improving school, based on student and staff learning.

Read This Article Now

Managing The Behaviour Of Traumatised Children

In the third guidance in her series of dealing with children with trauma related issues, Dr Margot Sunderland offers practical guidance for non-specialist teachers and school staff on how to respond to children in distress

Further Reading

 

Prof. Brian Lamb was Chair of the Inquiry into Parental Confidence in the Special Educational Needs, which recommended the original creation of Achievement for All. He was Chair of the Special Education Consortium for ten years and a founding board member of Every Disabled Child Matters. He is also a visiting Professor in Special Educational Needs and Disability at Derby University, and a Visiting Fellow at London South Bank University looking at social innovation in public services.
Achievement for All Founding Chair moves onto Founding Patron role:

Brian was awarded an Honorary Doctorate by Middlesex University for his work on SEND. He has published widely on SEND issues. After a long career as a senior leader in the voluntary sector he now works with local authorities, parents' groups, education leaders and the voluntary sector to bring about positive change for children with Special Educational Needs and vulnerable learners. He has been Chair of Achievement for All since 2011.

Brian first recommended the Achievement for All programme in 2008.  It was a privilege to be part of the team that delivered the successful Department for Education pilot (2009 – 2011) https://www.gov.uk/government/publications/achievement-for-all-national-evaluation .  When we proposed the creation of the Achievement for All charity with Brian as Chair, there began a remarkable journey engaging with over 6,000 settings, schools, colleges, and partners.  Brian has described the journey as a ‘rollercoaster’, with many highs including Brian as speaker at major events in the Queen Elizabeth Hall, London, Birmingham NEC, and Newbury Racecourse.  It is as Chair we have valued Brian’s contribution the most, analytical, knowledgeable, and kind.  Thank you Brian, we ae grateful for all that you have done for Achievement for All, your leadership and guidance will remain with us in your new role as Founding Patron.

 **********

AfA Bulletin 15: 24th June 2020

We hope that you are well.  This has been quite a week for everyone involved in education.  Achievement for All continues to support Communication on our website, social media and by direct contact has continued, with positive feedback from our partners. 

Headline messages 17th – 24th June:

  • Prime Minister: pupils return full-time in September.
  • Secretary of State: “we’ve been creating bubbles of children in the classroom, creating a protective environment for those children. Currently that is 15. What we would be looking at doing is expanding those bubbles to include the whole class. ...relaxation of social distancing is incredibly important, not just for schools but for the whole economy. [Social distancing relaxed to 1m]
  • £650 million will be shared across state primary and secondary schools over the 2020/21 academic year: equivalent to about £80-90 per student.

Achievement for All response:

  • Schools and settings Coach-led support programmes
  • Achieving Wellbeing / Core Strength development to support for Leaders/ Teachers, Parents/Carers, Children and Young People
  • Continued recruitment of schools and settings since April 2020
  • Policy contributions: A number of direct engagements with DfE (senior officials), Education Select Committee (AfA response to COVID-19 posted on website), Vicky Ford - Parliamentary Under Secretary Children and Families (AfA featured in CDC update), Oracy APPG (AfA Core Strength/ Social Mobility presented), and Inside Government SEND Conference (AfA presented).  Street Games (DfE Summer meals provider) include AfA support in their offer to schools, children, and families.

AfA’s main priority is to maintain the high level of service we pride ourselves on. In the forthcoming weeks Achievement for All will continue to provide online support for all settings, schools, and colleges during this unprecedented time, when teachers and leaders across all phases are experiencing unique challenges. 

 If you have specific questions related to AfA programmes, please contact:

We appreciate your partnership; we hope you find our AfA Bulletins helpful and informative as we support you virtually during this period.

Please feel free to contact me direct if you need further support

sonia.blandford@afaeducation.org 

Best wishes,

Sonia 

 

#AFACHAT

Laura Stagg and Lainy Russell from AfA discuss how school leaders can communicate with parents and carers through a range of challenges during the current situation. Laura explains how to audit communication (verbal and non verbal) within settings and why communication is especially important at the moment. Lainy and Laura discuss how to communicate moving into the “new normal” looking especially at the unique transition period as children and young people come back to school.

 

COACH LED PROGRAMMES

Covid-19 Leadership Support: Marius Frank

Staff training and professional development at a time of crisis can be an immense challenge for hard-pressed school and college leaders, and early years setting managers. Let Achievement for All take the strain - we are in this together. In response to the day-to-day challenges that you and your teams are facing, Achievement for All would like to offer a series of targeted affordable CPD packages that will help you address the key issues emerging from "restarting" your learning communities, as well as the effective engagement of vulnerable and disadvantaged children and young people, some of whom may be re-traumatised by the lockdown. An Achievement Coach will be assigned to work with and beside you for the equivalent of three or six half-day visits to introduce, embed and sustain school improvement. All staff will be given access to The Achievement for All Bubble for twelve months, an online portal with a full range of CPD material to support blended learning (all staff, small groups, coaching sessions, and individual study). These resources are all available 24/7 on-line and so staff who have to continue to self-isolate can have full access and learning support.

We are here to listen, to respond quickly and to help you.

https://afaeducation.org/covid-19-leadership-support/

Virtual School Support – LiFT: Laura Stagg

Virtual School engagement is progressing with Royal Borough of Windsor, Maidenhead, and Sutton. 

Programme Impact: Karen Iles

Achievement for All programmes continue to make considerable impact, improving practice, improving outcomes for children and young people 2 – 24yrs old, reaching c.2000 settings, c.60K in 2019 – 2020 https://afaeducation.org/our-impact/case-studies-from-the-past-five-years-of-effective-school-improvement-support/how-achievement-for-all-improves-learning-for-all-children-and-young-people/

Recruitment: Tina Leonardi

School and setting recruitment continue, with 5 or more schools registering to join the Achievement for All community each week.  For further information contact tina.leonardi@afaeducation.org

 

WELL-BEING and CORE STRENGTH   

Core Strength: Marius Frank

A solution to engage disadvantaged children and young people through summer activity.  Achievement for All has designed and implemented a programme that supports schools, community providers and families to provide meaningful and high impact activities for children and young people to rebuild their confidence and ability to learn following Covid-19 lockdown.

Core Strength Landing Page ("What is Core Strength?") https://res.afa3as.org.uk/CoreStrength/AFACoreStrength/index.html  

Core Strength for Parents we are working on a downloadable booklet to support this site https://res.afa3as.org.uk/CoreStrength/CS_Parents/index.html  

Core Strength for Schools https://res.afa3as.org.uk/CoreStrength/CS_Schools/index.html  

Core Strength for Primaries http://res.afa3as.org.uk/CoreStrength/CS_Primary/index.html  

Core Strength for Secondaries "Achieving Employability" http://res.afa3as.org.uk/CoreStrength/AFA_Achieving_Employability/index.html 

Link to Primary resource hub https://res.afa3as.org.uk/CoreStrength/CS_Resources/index.html  

Core Strength FREE RESOURCES

https://res.afa3as.org.uk/CoreStrength/CS_Resources/index.html

 

DIGITAL LITERACY

Issue:

National Federation of Education Research 16th June 2020: https://www.nfer.ac.uk/schools-responses-to-covid-19-pupil-engagement-in-remote-learning/

  • On 20th March 2020, the British Government ordered schools to close to the majority of pupils. This was a pivotal moment as the majority of pupils transitioned to learning remotely from home and schools had to adapt rapidly to this new way of teaching. With the majority of pupils not expected to return to the classroom until the autumn, remote learning remains at the heart of how schools will need to continue to support pupils’ learning in the coming months.
  • Given the potential impact of this extended period of remote learning, NFER undertook an independent assessment to see how engaged pupils are, and the factors that might be driving this, as well as how schools are providing remote learning support for pupils. The report is based on findings from a national survey of 1,233 senior leaders and 1,821 teachers in publicly funded, mainstream primary and secondary schools in England. Responses between 7th and 17th May have been weighted by phase and free school meal (FSM) eligibility to provide a nationally representative picture.

Key Findings

  • Teachers are in regular contact with, on average, 60 per cent of their pupils.  However, on average, less than half of pupils (42 per cent) returned their last piece of set work.Most teachers (90 per cent) believe that their pupils are doing less or much less work than they would usually expect at this time of year.
  • Pupil engagement is lower in schools with the highest levels of deprivation:Schools with the highest levels of deprivation (those in the highest free school meal quintile) report 13 percentage point lower levels of pupil engagement than schools in the middle quintile. Teachers in the most deprived schools report 30 per cent of pupils returning their last piece of work, compared to 49 per cent of pupils in the least deprived schools.
  • Teachers are concerned about the engagement of all their disadvantaged pupils but are most concerned about low engagement from pupils with limited access to IT and/or those who lack space to study at home. They report that the following proportions of disadvantaged pupils are less engaged in remote learning than their classmates:
    • Pupils with limited access to IT and/or study space (81 per cent) / Vulnerable pupils (62 per cent) / Pupils with special educational needs and disabilities (58 per cent)/Pupils eligible for Pupil Premium funding (52 per cent) / Young carers (48 per cent).
  • Teachers report that, on average, just over half (55 per cent) of their pupils’ parents are engaged with their children’s home learning.  Parental engagement is significantly lower among the parents of secondary than primary pupils (48, compared to 56 per cent). This is likely to be influenced by the age of the pupils. Parents of secondary school pupils are more inclined to think that their children are able to manage their own learning.
  • Limited pupil access to IT is a significant challenge.We asked senior leaders and teachers what proportion of their pupils have little or no IT access at home. They report that this is a challenge for around one quarter of their pupils (senior leaders report 23 per cent and teachers, 27 percent). The challenge is widespread, with the vast majority of leaders and teachers saying that at least some of their pupils have little or no access to IT at home.
  • Despite high levels of leadership guidance and teachers’ readiness to provide remote learning support, there is currently a substantial deficit in curriculum coverage across schools.  Almost all senior leaders say they are providing guidance for their staff on remote learning (over 85 per cent on most items in our survey) and the majority of teachers (between 66 and 75 per cent) rate their ability to offer remote learning support to pupils as ‘good or very good’ for most of the aspects included in the survey. Yet 80 per cent of teachers report that all or certain areas of the curriculum are currently getting less attention than usual, across many subject areas, including all core curriculum subjects.
  • Schools delivering learning content to pupils through online conversations (as part of a range of measures), have higher general pupil engagement levels (five percentage points) and an increased probability of having highly engaged disadvantaged pupils (eight percentage points). Schools using a virtual learning environment (VLE) to inform pupils about learning activities also have an eight-percentage point higher general pupil engagement level than schools not using VLEs and a 13 percentage point increase in the probability of having highly engaged disadvantaged pupils.

BBC article: https://www.bbc.co.uk/teach/teacher-support/online-learing-here-to-stay/zfccsk7

Solutions:

Achievement for All has a comprehensive menu of evidence-based support, working in partnership with early years, school, and FE settings:

COVID 19 Leadership: https://afaeducation.org/covid-19-leadership-support/     

 

Achievement for All Bubble Activity – a reminder of the extensive range of support available

Achieving Early https://res.afa3as.org.uk/Bubblepromo/EAModules2018/index.html

Achieving Schools https://res.afa3as.org.uk/Bubblepromo/AchievingSchools2018/index.html

Emotion Coaching https://res.afa3as.org.uk/Bubblepromo/EmotionCoachingSiteMap/index.html

LiFT (Learning in Family Teams) https://res.afa3as.org.uk/Bubblepromo/LIFTSiteMap/index.html       

 

ACHIEVEMENT FOR ALL PARTNERS

Whole School SEND: Marius Frank

WSS Regional Workshops – AfA will be leading some of these across the country.

NSPCC:  Coronavirus: safeguarding children in sport 

The NSPCC Child Protection in Sport Unit (CPSU) has published a news story around safeguarding children and young people in sport as lockdown eases across the UK.  Child protection in sport training

Best Practice Network: Maureen Hunt

As part of our partnership work with Best Practice Network we are promoting HLTA training and assessment, to begin in September 2020. Please see the attached flyer for details and don’t forget to use the code - AfA when registering.

 

TES Summer Reading Challenge: https://email.tes.com/5NNY-1P4Q-98HL63M12/cr.aspx

 

Department for Education updates:

Local Authorities https://www.gov.uk/government/collections/local-authority-childrens-services-coronavirus-covid-19

Early years  https://www.gov.uk/government/collections/early-years-and-childcare-coronavirus-covid-19

Schools https://www.gov.uk/government/collections/guidance-for-schools-coronavirus-covid-19

Colleges and universities  https://www.gov.uk/government/collections/further-and-higher-education-coronavirus-covid-19

Special Educational Needs https://www.gov.uk/government/publications/coronavirus-covid-19-send-risk-assessment-guidance

Parents and carers https://www.gov.uk/guidance/school-reports-on-pupil-performance-guide-for-headteachers

 

Achievement for All welcomes new Trustees:

Chair - Professor Brian Lamb OBE

 

Brian leaves as Founding Chair, having served the maximum permissible period in the role.  Achievement for All would not have happened without Brian and the Lamb Inquiry. Brian will continue his engagement with our charity as Founding Patron.

We will say goodbye to Brian in next week’s Bulletin.

Chair Designate Dr Kulvarn Atwal

Kulvarn specialises in teacher professional learning. His doctoral thesis highlighted the factors that impact upon teacher engagement in professional learning activities, with a particular focus on workplace learning theories and action research. He published his first book, 'The Thinking School. Developing a Dynamic Learning Community' in 2019. 

Kulvarn has demonstrated a lifelong commitment to inclusive practices and has worked in partnership with AfA for over 7 years. He shares their passion, dedication, and commitment to improving the life chances of those children and young people that are at greatest risk. At this particularly challenging point in time it is even more important that we work in partnership to ensure that the social and emotional wellbeing of our children and young people is at the forefront​t of all that we do.

Kulvarn is delighted to be joining the Board of Trustees and honoured to have the opportunity to build on the work of Brian Lamb OBE as Chair.

 

Elpida Ahtarido

It is a real privilege to have joined AfA’s board of trustees. AfA’s mission to support children and young people that need it the most is one I feel very passionate about and a topic I have tried to support throughout my 20 years of experience in education as a lecturer and a researcher and evaluator. AfA’s impactful work is admirable and I am grateful for the opportunity to contribute to it going forward. 

 

John Cope

Originally from the Midlands, John previously worked with business leaders across the UK as head of education at the CBI, as well as chairing their LGBT+ Network. Prior to this, he advised three former education ministers and was a founding director of the independent Education Policy Institute. Outside of work, John is Non-Executive Director of the Activate Learning Group, has been a governor of a special needs secondary school for five years, sits on Pearson's Editorial Board, and is the Deputy National Chair of LGBT+ Conservatives. 

It’s a huge privilege to be able to contribute to growing Achievement for All. After a decade working in education policy, including for several Education Ministers, I’ve seen first-hand the transformative effect charities can have on schools, especially for the most disadvantaged and those with special needs. The work of AfA couldn’t be more vital as we recover from Covid-19 and ensure every child and young adult are not scarred by the social and economic impact it has wrought.

 

John Harding CBE

After graduating from Southampton and Bristol universities, and qualifying as a probation officer, spent 37years in the service in Notts, Devon, West Midlands, Hampshire (Chief officer) and London (Chief officer). Pioneered Community service by offenders as a national pilot for the Home office and in the eighties piloted for the Home office victim-offender restitution. Parole board member 2001 to 2007. Former Chair and trustee of Addaction, a major drug and alcohol treatment agency for users, Trustee of the Penoptical trust, providing offenders with optical skills, trustee of Footprints, mentoring service for ex-offenders in Dorset and Hants. Worked for EU as a team leader in Russia (2007-2009) Turkey (2010/11) and Serbia (2012). Visiting Professor of Criminal Justice studies at Hertfordshire University (2001-2009), Visiting Professor United Nations Far Eastern Institute (1991-1999), Fuchu, Japan. Freeman of the Educators and Freeman of the Spectacle makers. Appointed CBE for services to Probation in 2001,

 

Stephen Kingdom

Stephen is the campaign manager for the Disabled Children’s Partnership, a coalition of more than 80 charities campaigning for better health and social care services for disabled children and their families.

Stephen worked in the Civil Service from 1991 to 2016 in a range of roles in the Department for Education and the Department of Health.  These included, between early 2011 and late 2014, Deputy Director responsible for special educational needs and disability policy. Stephen took up that post during the consultation period on the Green Paper ‘Support and Aspiration’ and was the lead official on the development of Part 3 of the Children and Families Act; the Code of Practice; and the overall reform programme.  He left the post in late autumn 2014, after implementation of the Act.

After leaving the Civil Service, Stephen took a career break, during which he undertook a year-long cycle challenge, riding over 7,100 miles and raising money for Contact, the charity for families with disabled children.  Since January this year, he has been Campaign Manager for the Disabled Children’s Partnership, a coalition of more than 60 charities campaigning for better health and social care services for disabled children and their families.

Between 2011 and 2014, I was the lead official at the Department for Education on special educational needs and disability policy.  That role included working closely with Achievement for All, who the Department was funding to develop and disseminate approaches to improving educational attainment of children with special educational needs. The government drew heavily on the work and experience of Achievement for All in drawing up the guidance in the SEND Code of Practice.  When the opportunity came, therefore, to be involved again with Achievement for All – this time as a Trustee – it was too good to miss, and I am looking forward to learning more about how the charity has developed over the intervening period and playing my role in its future success.

 

Tanya Popeau

Tanya Popeau has worked with the world’s leading corporates, non-profits, development agencies and academic institutions. Her projects have covered a range of global issues including urban poverty, disaster risk management, civic engagement, governance, energy efficiency, gender-based violence, sustainable development, and education.  She has worked across Africa, Asia, the US, and the UK.

Tanya is a consultant and advisor to the United Nations.   She has worked for the UN’s largest agency and was at the forefront of their shift to a strategic focus on innovation. She implemented this new approach across 15 countries in the Asia-Pacific, overseeing the development of the first ever innovation fund in the region. She was also the lead consultant on the fund, which generated projects from around Asia tackling challenges from natural disasters to women’s economic empowerment.

At Royal Holloway University of London, Tanya led the start-up and strategic development of a new innovative programme. She designed and implemented a range of projects working with over 10 academic departments, managing all operations. In her role, she successfully involved new strategic partners from the private sector and creative industries including the BBC, Amnesty International, Mercedes Benz, BP, Oxfam, Arsenal Football Club and Procter & Gamble. 

Tanya has also carried out research on methodologies and techniques for innovating in international development (for Nesta, the UK’s innovation agency), and has lectured and managed at all levels of education in the UK and internationally. Former students range from postgraduates in Malaysia, to young offenders in inner city London, to a team of professors and physicians in Chicago.

Tanya studied up to postgraduate level at Cambridge University and King’s College London.  Her studies have focused on using innovation to solve complex global challenges.  She also studied 3D modelling and new emerging technologies at Ravensbourne University, and is particularly excited by Augmented and Virtual reality.

She is passionate about raising aspirations and educational attainment to ensure that all students have equal opportunities.  During the time of this global pandemic, it's more important than ever that no child is left behind. She is therefore delighted to be joining the board of trustees to support the excellent work of Achievement for All which continues to make positive impact in these areas. 

 

Contact enquiries@afaeducation.org

AfA Bulletin 14: 17th June 2020

Dear colleagues,

We hope that you are well as you embrace the myriad of changes to your practice, the ongoing return to school, and keeping going through the multiple personal changes we are each experiencing over recent days and weeks.  We value the level of engagement of our partners, with 5 or more new settings registering to join AfA programmes each week since April.

During 2019 - March 2020, Achievement for All delivered c.2,000 programmes and projects to a range of settings including early years, schools, and colleges.  The impact of AfA programmes on children and young people, leaders and teachers, parents and carers continues to be profound https://afaeducation.org/our-impact/case-studies-from-the-past-five-years-of-effective-school-improvement-support/how-achievement-for-all-improves-learning-for-all-children-and-young-people/

Reflecting feedback from readers, and changes in schools and settings AfA Bulletin content is presented in four sections:

COACH LED PROGRAMMES                           WELL-BEING and CORE STRENGTH                           

DIGITAL LITERACY                                           ACHIEVEMENT FOR ALL PARTNERS

AfA’s main priority is to maintain the high level of service we pride ourselves on. In the forthcoming weeks Achievement for All will continue to provide online support for all settings, schools, and colleges, when teachers and leaders across all phases are experiencing unique challenges.   There are several FREE RESOURCES in this weeks Bulletin, which are aimed at providing support to all partner schools and settings.

 If you have specific questions related to AfA programmes, please contact:

We appreciate your partnership; we hope you find our AfA Bulletin Is helpful and informative as we support you virtually during this period.

Please feel free to contact me direct if you need further support

sonia.blandford@afaeducation.org 

 

COACH LED PROGRAMMES

Early Years: Maureen Hunt   

Transitions- Time for a rethink FREE RESOURCES

Children returning to school later this year will face a lot of challenges, but none more so than those who will start in a new setting, class or key stage with none of the planning and events that usually go into supporting this.

This free resource, focusing on supporting emotional wellbeing can help you think about what children need so they feel happy and secure and ready to access all the learning opportunities on offer in your setting.

https://res.afa3as.org.uk/EarlyYears/EarlyYears_EmotionalWellbeing_Covid-19v2.1/index.html

#AFAchat

In this weeks #AFAchat In this video, Suzann talks about how understanding the grief cycle has helped change approaches using Emotion Coaching with Post 16 resit students. We would love to hear your views on how we can all support children and young people once they return to settings in the current climate.

WELL-BEING and CORE STRENGTH

Core Strength: Marius Frank

Core Strength FREE RESOURCES

A solution to engage disadvantaged children and young people through summer activity.  Achievement for All has designed and implemented a programme that supports schools, community providers and families to provide meaningful and high impact activities for children and young people to rebuild their confidence and ability to learn following Covid-19 lockdown.

 DIGITAL LITERACY

Covid-19 Leadership Support: Marius Frank

Since March 2020, we have expanded our programmes focusing on digital literacy, building on the experience working in all phases of education, virtual schools and young offenders  https://afaeducation.org/covid-19-leadership-support/

Achieving Wellbeing

https://res.afa3as.org.uk/Bubblepromo/AchievingWellbeingSiteMap/index.html

Microsoft Translator Webinar: Claire O’Keefe

Microsoft Translator FREE RESOURCES

https://www.youtube.com/watch?v=RoKJBuTx7Mo&feature=youtu.be

 

Achievement for All Bubble Activity – a reminder of the extensive range of support available from AfA

Achieving Early https://res.afa3as.org.uk/Bubblepromo/EAModules2018/index.html

Achieving Schools https://res.afa3as.org.uk/Bubblepromo/AchievingSchools2018/index.html

Emotion Coaching https://res.afa3as.org.uk/Bubblepromo/EmotionCoachingSiteMap/index.html

LiFT (Learning in Family Teams) https://res.afa3as.org.uk/Bubblepromo/LIFTSiteMap/index.html

 

ACHIEVEMENT FOR ALL PARTNERS

Education Select-Committee: Dr Catherine Knowles

Thank you for submitting written evidence to the Education Committee's inquiry, The impact of COVID-19 on education and children’s services. 

The Committee has accepted your submission made on 14/05/2020 11:05:11 and we have published it on the committee’s website

https://committees.parliament.uk/committee/203/education-committee/ 

 

NSPCC: Nicola Laverton

NSPCC Learning has updated the coronavirus briefing on safeguarding guidance and information for schools across the UK. The updated briefing includes: guidance on supporting children and young people with SEND; case studies on remote education practice for schools during coronavirus; the mental health action plan for Northern Ireland and the framework and guidance for schools opening in Scotland.

Read the news story and download the briefing: Coronavirus (COVID-19) briefing: safeguarding guidance and information for schools

 

BBC On-Line Learning

https://www.bbc.co.uk/teach/teacher-support/online-learing-here-to-stay/zfccsk7

This Bulletin has been made possible through the generosity of funding partners including Microsoft, Esmee Fairbairn Foundation, Fishmonger’s Company Charitable Trust, and Warburton’s (Bakery).  Also, the support of David Gandy and Joffre White our fantastic AfA ambassadors.  Listen to their insights into AfA, COVID-19 and wellbeing.  David invites you to engage in funding the Achieving Wellbeing programme in your childhood schools.  David funded his, and it worked, as recognised by Ofsted!

https://afaeducation.org/news/david-gandy-and-joffre-white-response-to-children-s-needs-during-covid-19/

 

AfA Bulletin 13: 10th June 2020

Dear colleagues,

We hope that you are well as we reach week 13 of the impact of the pandemic on our personal and professional lives.  Throughout this challenging time Achievement for All has continued to support schools, early years settings and colleges, we are in this together. 

This has been made possible through the generosity of funding partners including Microsoft, Esmee Fairbairn Foundation, Fishmonger’s Livery Company and Warburton’s (Bakery).  We are also extremely grateful to two of our Ambassadors, Joffre White and David Gandy in joining our COVID-19 Virtual Fundraising Event.

Achievement for All has also experienced amazing collaborative engagement  from our partner settings reflecting our shared commitment to inclusion, supporting all children and young people regardless of their background, challenge or need.

We welcome our new partners that have joined the Achievement for All community in May and June, and hope to meet you in person as soon as it is safe to do so. In the meantime, we look forward to engaging with you online.

During 2019 to March 2020, Achievement for All delivered c.2,000 programmes and projects to a range of settings including early years, schools and colleges.  The impact of AfA programmes on children and young people, leaders and teachers, parents and carers continues to be profound https://afaeducation.org/our-impact/case-studies-from-the-past-five-years-of-effective-school-improvement-support/how-achievement-for-all-improves-learning-for-all-children-and-young-people/

Since March 2020, we have expanded our programmes focusing on digital literacy, building on the experience working in all phases of education, virtual schools and young offenders  https://afaeducation.org/covid-19-leadership-support/

Throughout June and July, you are invited to join free webinars aim to provide informative with helpful advice on digital learning, transitions and supporting children identified with special educational needs.  #AfA Chat on Transitions will provide an insight into our work in this area.

AfA’s main priority is to maintain the high level of service we pride ourselves on. In the forthcoming weeks Achievement for All will continue to provide online support for all settings, schools and colleges during this unprecedented time, when teachers and leaders across all phases are experiencing unique challenges. 

If you have specific questions related to AfA programmes, please contact:

In this weeks #AfA CHAT Lainy Russell and John Drew from AfA delve into how school and college leaders can manage expectations for anxious staff and students to help them feel safe in the “new normal”. They discuss how empathy is more important than sympathy while ensuring that leaders practice self care. Click on the image to watch.

We appreciate your partnership; we hope you find our AfA Bulletins helpful and informative as we support you virtually during this period.

Please feel free to contact me direct if you need further support

sonia.blandford@afaeducation.org 

Best wishes,

Sonia 

 

Achievement for All Ambassadors David Gandy and Joffre White support AfA Covid-19 response

David Gandy and Joffre White are our fantastic AfA ambassadors.  Listen to their insights into AfA, COVID-19 and wellbeing.  David invites you to engage in funding the Achieving Wellbeing programme in your childhood schools.  David funded his, and it worked, as recognised by Ofsted! Contact enquiries@afaeducation.org. Please click on the image to watch the video.

 

Achievement for All Bubble Activity – a reminder of the extensive range of support available from AfA

Achieving Early https://res.afa3as.org.uk/Bubblepromo/EAModules2018/index.html

Achieving Schools https://res.afa3as.org.uk/Bubblepromo/AchievingSchools2018/index.html

Emotion Coaching https://res.afa3as.org.uk/Bubblepromo/EmotionCoachingSiteMap/index.html

LiFT (Learning in Family Teams) https://res.afa3as.org.uk/Bubblepromo/LIFTSiteMap/index.html

Achieving Wellbeing https://res.afa3as.org.uk/Bubblepromo/AchievingWellbeingSiteMap/index.html

 

Achievement for All in Wales

with thanks to John Mineur Ebbwfawr Learning Community and Joanne Woodley (AfA Coach)

https://www.youtube.com/watch?v=GHmfFCt00lA

 

Achievement for All in partnership with Whole School SEND – 4pm, 15th June

The Covid-19 lockdown has had a disproportionate impact on the most vulnerable and disadvantaged children and young people in our school communities, including of course those with SEND. This webinar will illustrate three practical tools that can be used to re-energise a learning conversation with parents and carers and help children and young people to identify and develop the social and learning skills vital to successful learning. The webinar will cover the STAR Framework for capturing small-step improvement, the Skills Builder Expanded Framework that gives employers, practitioners, parents/carers and learners a progressive small step learning matrix to support the explicit learning of eight essential skills, and the Core Strength Framework that helps with identifying, acknowledging and building skills for learning, employment and life.

https://us02web.zoom.us/webinar/register/WN_i8F0geibTWu7lu4HQCndvw

 

Achievement for All in partnership with Best Practice Network

The National Award for SEN Coordination (NASENCO)

The National Award for SEN Coordination (NASENCO) is a statutory requirement for all SENCOs appointed new to the role, and an excellent opportunity for professional development for current and aspiring SENCOs. Our NASENCO programme incorporates the award of a Postgraduate Certificate in SEN Coordination, validated by Bath Spa University (BSU) as part of their Professional Master’s Programme, worth the first 60 credits towards a Master’s (MA) degree.

Higher Level Teaching Assistant (HLTA)

Gaining HLTA status is a recognised progression route for school support staff. HLTAs work closely with teachers to raise standards and help each learner reach their potential.

All applicants must have:

  • Some experience of leading whole-class learning with no teacher present
  • Level 2 in Maths and English

ILM Level 4 Diploma for School Business Managers

The Level 4 DSBM is part of a suite of school business management qualifications. The programme is designed for existing and aspiring school business managers who wish to enhance both their leadership, management and administrative skills together and their knowledge and understanding of key areas of school business management through a professional qualification.

Staff can apply for these programmes via the Application Portal. When applying use the partner code AFA in order to be linked to Achievement for All.

Please see the attached fliers for more information. If you would like to know more about any of these opportunities or have any questions please feel free to contact cpd@bestpracticenet.co.uk

 

Achievement for All in partnership with the Anti-Bullying Alliance

Anti-Bullying Alliance film useful for schools that are re-starting with Reception, Years 1 & 6:

https://www.youtube.com/watch?v=AU-q6P30qVo&feature=youtu.be

 

Achievement for All in partnership Debating Matters

As we hope you know, Debating Matters recently took our acclaimed format online during the lockdown.
For those of you who have taken part, we want to say thanks (and really hope you found it enriching). As to those of you who offered to judge, we were humbled by the offers even if we haven’t managed to involve you all yet.

However, at Debating Matters we are already looking ahead. We firmly believe that now more than ever it is important for young people to get to grips with the key moral, political, artistic and scientific debates of our time.

We want to organise many more championships, but for that we need your help:

  1. Watch this short film about Debating Matters Online
  2. Share it widely (via twitter or facebook)
  3. Support us at theboi.co.uk/donate

If you can’t support us financially but want to offer your services, are a teacher who thinks your school might host a championship, or want to introduce us to someone who wants to supports us, please get in touch!

 

Achievement for All recommended resources:

Digital Literacy:

The Open University (and other universities, Lloyds Bank and Gov are funding free online courses, which may help parents with low skills.

https://theskillstoolkit.campaign.gov.uk/

Bereavement Training:

The offer of free online bereavement training for staff by Winston's Wish: https://www.winstonswish.org/bereavement-training-courses-schools/ ?

 

Department for Education / Ofsted / SEND updates:

10th June 2020: An update from the Secretary of State for Education on wider opening of education and early years settings

In a statement made yesterday in the House of Commons the Secretary of State for Education said that the Department for Education continues to follow the best scientific advice and that this cautious, phased return of education and childcare settings is the most sensible course of action to take. While we are not able to welcome all primary children back for a full month before the summer, we are working with the sector on the next steps to allow schools that have the capacity to bring back more children in smaller class sizes to do so before the summer holidays. We will provide further details in the coming days.

The statement in full can be found here:

https://hansard.parliament.uk/commons/2020-06-09/debates/1FB411B2-E5C6-4E6B-A9F2-1DDBF5F5E8B1/EducationSettingsWiderOpening

10th June 2020: Attendance in education and early years settings during the coronavirus (COVID-19) outbreak

Thank you for completing the daily attendance return. It is essential that you continue to complete this form every day as your data helps us build a national picture of educational provision so that we can focus support more effectively and monitor the impact of the virus.

The online form can be found here:

https://www.gov.uk/government/publications/coronavirus-covid-19-attendance-recording-for-educational-settings

 

Latest Ofsted: coronavirus (COVID-19) rolling update: https://www.gov.uk/guidance/ofsted-coronavirus-covid-19-rolling-update

**********

AfA Bulletin 12: 3rd June 2020

Dear colleagues,

We hope that this week has begun well, particularly for colleagues who have had children returning to school, in addition to those who have been attending throughout the COVID period.

Achievement for All continues to support schools, early years settings and colleges at this complex, difficult time, we are in this together. 

You are invited to join free webinars aim to provide informative with helpful advice.

AfA’s main priority is to maintain the high level of service we pride ourselves on. In the forthcoming weeks Achievement for All will continue to provide online support for all settings, schools and colleges during this unprecedented time, when teachers and leaders across all phases are experiencing unique challenges. 

If you have specific questions related to AfA programmes, please contact:

Lainy and Suzann from #AfAchat about how important it is to stay connected during the current time and possible ways teams can stay connected using technology and the old fashioned phone! The also chat about how the changes in how we are connecting and the frequency can be strengthening teams at this time. Please click on the picture to watch the video.

We appreciate your partnership; we hope you find our AfA Bulletins helpful and informative as we support you virtually during this period.

Please feel free to contact me direct if you need further support

sonia.blandford@afaeducation.org 

Best wishes,

Sonia 

Achievement for All – Covid-19 Technology – 11th June

COVID-19: USING TECHNOLOGY TO BRIDGE THE GAP

WEBINAR 1 - Harnessing the power of Microsoft Translator within and beyond the classroom

Date:  Thursday 11th June 2020   Time:  3pm - 3.30pm

Please click on the below image for a meeting invite.

The Covid-19 lockdown has had a disproportionate impact on the learning of vulnerable and disadvantaged children and young people.

However, there are now a wide range of free-to-use social and assistive technologies that can keep effective communication channels open, and, if deployed wisely, can help accelerate learning and engagement.

Join Claire O'Keeffe and Marius Frank from Achievement for All for a short introductory webinar illustrating the power and potential of Microsoft Translator to support the learning of new migrant and EAL children and young people and their families.

You do not need to be an IT Expert to deploy and use this app, so classroom teachers, SENCos/INCos and Teaching Assistants are most welcome, as well as school leaders and governors/trustees.

 

Achievement for All in partnership with Whole School SEND – 4pm, 15th June

The Covid-19 lockdown has had a disproportionate impact on the most vulnerable and disadvantaged children and young people in our school communities, including of course those with SEND. This webinar will illustrate three practical tools that can be used to re-energise a learning conversation with parents and carers and help children and young people to identify and develop the social and learning skills vital to successful learning. The webinar will cover the STAR Framework for capturing small-step improvement, the Skills Builder Expanded Framework that gives employers, practitioners, parents/carers and learners a progressive small step learning matrix to support the explicit learning of eight essential skills, and the Core Strength Framework that helps with identifying, acknowledging and building skills for learning, employment and life.

https://us02web.zoom.us/webinar/register/WN_i8F0geibTWu7lu4HQCndvw

 

Achievement for All in partnership Nip in the Bud, short film on returning to school

The charity Nip in the Bud (https://nipinthebud.org/) has produced a short film and fact sheet to help parents and teachers deal with any potential feelings of apprehension and anxiety that children may experience on returning to school.

In this 8 minute film Dr Jess Richardson, Principal Clinical Psychologist, (National & Specialist CAMHS and Maudsley) provides important and straightforward advice.

https://nipinthebud.org/information-films/tips-for-returning-to-school/

Please view the accompanying comprehensive Fact Sheet.

https://nipinthebud.org/wp-content/uploads/2020/05/Supporting-Children-Returning-to-School-After-the-Lockdown.pdf

 

Achievement for All recommended resources

Digital Literacy:

The Open University (and other universities, Lloyds Bank and Gov are funding free online courses, which may help parents with low skills.

https://theskillstoolkit.campaign.gov.uk/

Leadership lessons:

https://www.mckinsey.com/industries/public-sector/our-insights/lessons-from-the-military-for-covid-time-leadership?cid=other-eml-alt-mip-mck&hlkid=69f2e3ade19d4afab14b13ee0ef9434f&hctky=1841896&hdpid=56f04227-cbeb-4544-85c5-13a7212fc70b#

 

Department for Education SEND updates:

19th May the Government announced that the Family Fund will receive funding of £37.3m in 2020-21. This includes £10m which has been allocated to help families in response to the Covid-19 pandemic. More details can be found here:

https://www.gov.uk/government/news/37-million-to-support-children-with-complex-needs

The Family Fund provides grants to families on low incomes who have disabilities or severe medical conditions. You can find out more about the Family Fund here: https://www.familyfund.org.uk/

29th May 2020 The DfE formally announced the notice to modify the duty relating to education, health and care (EHC) plans during the coronavirus outbreak:

https://www.gov.uk/government/publications/modification-notice-ehc-plans-legislation-changes

Amended guidance:

https://www.gov.uk/government/publications/changes-to-the-law-on-education-health-and-care-needs-assessments-and-plans-due-to-coronavirus

29th May, the DfE announced new statutory guidance covering the temporary changes made to the school exclusion process due to coronavirus (COVID-19):

https://www.gov.uk/government/publications/school-exclusion/changes-to-the-school-exclusion-process-during-the-coronavirus-outbreak

31st May 2020 Parliamentary Under Secretary for Children and Families, Vicky Ford sent an open letter to ‘all children and young people with special educational needs and disabilities (SEND), their parents/carers and families, and others who support them’:

https://www.specialneedsjungle.com/wp-content/uploads/2020/05/minister-fords-open-letter-to-send-sector-schools-opening.pdf

**********

AfA Bulletin 11: 27th May 2020

Dear colleagues,

We hope that you are well and have been able to take a short break this week.

During the lockdown period has been here Achievement for All to support schools, early years settings and colleges at this complex, difficult time, we are in this together. 

The reintegration of children and young people back into education will be a monumental challenge, working with our partners we are here to support.  In response to the current situation, our experienced and qualified team have developed short COVID-19 Leadership, 3 or 6 visit programmes.  Based on our partnerships with schools, early years settings and colleges, we share our training and guidance through on-line coaching and The Bubble.

AfA’s main priority is to maintain the high level of service we pride ourselves on. In the forthcoming weeks Achievement for All will continue to provide online support for all settings, schools and colleges during this unprecedented time, when teachers and leaders across all phases are experiencing unique challenges. 

A jam packed #AFAChat with Lainy and Kathryn of AfA, discussing the challenges of leading remotely highlighting the importance e of allowing yourself to be vulnerable and not knowing all of the answers and of staying connected with peers and other leaders; using technology that supports your leadership style; and the latest developments in the Women’s Leadership Network and its up and coming webinars. 

If you have specific questions related to AfA programmes, please contact:

We appreciate your partnership; we hope you find our AfA Bulletins helpful and informative as we support you virtually through this difficult time.

Please feel free to contact me direct if you need further support

sonia.blandford@afaeducation.org 

Best wishes,

Sonia 

Achievement for All – Covid-19 Technology

COVID-19: USING TECHNOLOGY TO BRIDGE THE GAP

WEBINAR 1 - Harnessing the power of Microsoft Translator within and beyond the classroom

Date:  Thursday 11th June 2020   Time:  3pm - 3.30pm

Contact marius.frank@afaeducation.org for a meeting invite.

The Covid-19 lockdown has had a disproportionate impact on the learning of vulnerable and disadvantaged children and young people.

However, there are now a wide range of free-to-use social and assistive technologies that can keep effective communication channels open, and, if deployed wisely, can help accelerate learning and engagement.

Join Claire O'Keeffe and Marius Frank from Achievement for All for a short introductory webinar illustrating the power and potential of Microsoft Translator to support the learning of new migrant and EAL children and young people and their families.

You do not need to be an IT Expert to deploy and use this app, so classroom teachers, SENCos/INCos and Teaching Assistants are most welcome, as well as school leaders and governors/trustees.

Achievement for All – Covid-19 Leadership Support Packages

Covid-19 Leadership Support

Staff training and professional development at a time of crisis can be an immense challenge for hard-pressed school and college leaders, and early years setting managers. Let Achievement for All take the strain - we are in this together.

In response to the day-to-day challenges that you and your teams are facing, Achievement for All would like to offer a series of targeted affordable CPD packages that will help you address the key issues emerging from "restarting" your learning communities, as well as the effective engagement of vulnerable and disadvantaged children and young people, some of whom may be re-traumatised by the lockdown.

An Achievement Coach will be assigned to work with and beside you for the equivalent of three or six half-day visits to introduce, embed and sustain school improvement. All staff will be given access to The Achievement for All Bubble for twelve months, an online portal with a full range of CPD material to support blended learning (all staff, small groups, coaching sessions, and individual study). These resources are all available 24/7 on-line and so staff who have to continue to self-isolate can have full access and learning support.

We are here to listen, to respond quickly and to help you. Please click on the image for full information.

 **********

AfA Bulletin 10: 20th May 2020

 

Dear colleagues,

At a time of significant pressure and uncertainty, Achievement for All is here to support schools, early years settings at this complex, difficult time.  In short, we are in this together.

The reintegration of children and young people back into education will be a monumental challenge, working with our partners we are here to support

Our main priority is to maintain the high level of service we pride ourselves on. In the forthcoming weeks Achievement for All will continue to provide online support for all settings, schools and colleges during this unprecedented time, when teachers and leaders across all phases are experiencing unique challenges. 

If you have specific questions related to AfA programmes, please contact:

Thanks to our post-16 team for their amazing impact on Maths and English, captured by the Education and Training Foundation.

https://www.et-foundation.co.uk/news/action-researchs-impact-on-post-16-maths-and-english-highlighted-by-otla-projects/

We appreciate your partnership; we hope you find our AfA Bulletins helpful and informative as we support you virtually through this difficult time.

Please feel free to contact me direct if you need further support.

Best wishes,

Sonia 

 

Achievement for All – Covid-19 Leadership Support Packages

Many of our staff at Achievement for All remain intimately connected with schools, as teachers or as governors and trustees. We know and appreciate the stresses and challenges School Leaders will be facing, not just in the coming weeks, but for the foreseeable future. We are in this together!

 In response to the day-to-day challenges that you and your teams are facing, Achievement for All would like to offer a series of targeted affordable CPD packages that will help you address the key issues emerging from "restarting" school communities and the effective engagement of vulnerable and disadvantaged pupils, some of whom may be re-traumatised by the lockdown.

 You can shape the package to your identified needs: re-engaging with the hardest to reach families; provision to close the gap, placing wellbeing at the heart of learning (for your staff as well as your learners), maximising the impact of teaching assistants; we have the resources and the personnel.

 An Achievement Coach will be assigned to work with and beside you for the equivalent of three or six half-day visits (lasting six- or twelve- months respectively) to introduce, embed and sustain school improvement. All staff will be given access to The Achievement for All Bubble, an online portal with a full range of CPD material. These are all available on-line and so staff who have  to continue to self-isolate can have full access and learning support.

 We are here to listen, to respond quickly and to help you.

 Further details will be published on 1st June.

 

Achievement for All – Achieving Wellbeing

Achieving Wellbeing is a programme that will meet your needs, evidence based, research rich and very practical in the context of whole community development:

https://res.afa3as.org.uk/Bubblepromo/AchievingWellbeingSiteMap/index.html

 

Highlands School: As a result of CPD the schools decided to add an additional value, "empathy" to the schools' existing and established values. Staff developed values within every team to develop a sense of belonging and shared understanding. Emotion Coaching pupil ambassadors have been established. Staff are receiving regular coaching supervision which has positively impacted safeguarding and ensured a very vulnerable child remains in school with appropriate provision. Pupils and staff have created Venn diagrams for being safe, seen, secure and soothed within classrooms, around the school and within the community. This helped to identify effective practice and gaps. Provision has been developed as a result.

Kensington Academy: All staff have been trained in emotion coaching. As a result, there is a consistent response to emotions and behaviours. The CPD and coaching has now informed a new behaviour policy, now entitled "relationships and regulation policy". They are developing waves of provision for staff wellbeing. 

"Children in my class are becoming more aware of the different types of feelings we feel and understanding that all feelings are valid (there are no 'bad' feelings). They have come up with things that help them regulate their feelings when they overwhelm them." (class teacher)

Our thanks to all the team at Highlands and Kensington and their coach Laura Stagg.

#AfAChat

 

Lainy chats again to Suzann Wells about what it was like to suddenly move to remote teaching in Post 16.  They discuss the challenges that were faced and how they were overcome and how to possibly integrate new technologies in teaching next year. 

 

Achievement for All Partner – Teaching Times Free Resources

Free Weekly Resources and Professional Learning

Dear Colleague,
Welcome to TeachingTimes Report, the free newsletter for education professionals!
Every article listed below is related to the current worldwide pandemic and is free for you to read.

Featured Article - Coronavirus: Flipping The Classroom For Home Learning Can Be An Opportunity For Inclusion… Or Greater Exclusion (Open Access)
The current crisis is changing the landscape of education. In the second of our series looking at the impact of Coronavirus on schools and teaching, Professor Amanda Kirby discusses how it could be a blessing in disguise for neurodiverse learners

Read more here

Further Reading (Open Access)

Coronavirus: Digital Divide Far Worse Than Previously Thought

Coronavirus Triggers Surge of Interest in Online Learning

Europe Finds Ending School Lockdown Challenging And Divisive

Children Of The Pandemic

Procurement Policy Note – COVID-19

Coronavirus: STEM Students Join Forces With Companies To Make Hospital Equipment

Coronavirus: Impact On Young People With Mental Health Needs

Tents Could Be Used to Support Return To School After Lockdown

Huge Reading Gains With Structured Parental Involvement Could Counter Covid-19 Effect

 

Achievement for All Partner – 5% Club comment on school leavers

 

 

Education Endowment Foundation resources

https://educationendowmentfoundation.org.uk/covid-19-resources/?mc_cid=932932a66b&mc_eid=157553cc87

 

Achievement for All Hero – Maisy (Lauren’s daughter - HR)

]

 

**********

 AfA Bulletin 9: 13th May 2020

Dear colleagues,

Achievement for All is here to support schools, early years settings at this complex, difficult time.  In short, we are in this together.  Our main priority is to maintain the high level of service we pride ourselves on. In the forthcoming weeks Achievement for All will continue to provide online support for all settings, schools and colleges during this unprecedented time, when teachers and leaders across all phases are experiencing unique challenges. 

Our message to the Education Select Committee is clear:

The reintegration of children and young people back into education will be a monumental challenge.

Achievement for All Campaign: Putting Wellbeing at the Heart of Learning

Achievement for All’s high impact offer to support learning communities (from 2 - 24 years old children and young people, their teachers, and their families) with a range of classic and COVID-19 bespoke improvement programmes during these intensely challenging times.

Never before has the social and emotional health of an education setting been more important nor valued. The stresses and challenges that Covid-19 has placed on teachers, learners and all their family members have been profound and unprecedented:

  • School Leaders have had to redeploy human and technical resources to support remote learning, whilst at the same time considering the continued schooling of essential worker children and the health and wellbeing of staff with underlying health conditions, they need our support
  • Teachers have had to switch in a heartbeat to delivering high quality remote learning by whatever means possible, stretching their knowledge and capacity, with the risks of fracturing fragile relationships with the most vulnerable and disadvantaged in their school communities, they need our support
  • The nature of the lockdown experience has had a disproportionate impact on low income disadvantaged children and young people and their families- be it overcrowded family homes, lack of access to assistive and social technologies, childcare, income uncertainty and the intense social pressures that arise from unstable family relationships, they need our support
  • Finally, despite the best efforts of schools, some of the most vulnerable and disadvantaged children and young people in our schools have been re-traumatised by the loss of regular schooling (acknowledged as one of the major protective factors in guaranteeing positive life outcomes) and contact with their teachers and learning assistants, significant and sustained emotional and social pressures due to family circumstances, and through exposure to harm in the ungoverned spaces of the street, the park, social interactions on the internet, they need our support.
  • And come the return,  school leaders, teachers, learning assistants, children, young people and their families, can be supported in these intensely challenging times through our Achieving wellbeing
  • Our main priority is to maintain the high level of service we pride ourselves on. In the forthcoming weeks Achievement for All will continue to provide online support for all settings, schools and colleges during this unprecedented time, when teachers and leaders across all phases are experiencing unique challenges.  Our weekly Bulletins provide links to AfA and external advice from trusted sources, involving the Bubble, our local, national and international partners and case studies from AfA settings, schools and colleges. 

If you have specific questions related to AfA programmes, please contact:

We appreciate your partnership; we hope you find our AfA Bulletins helpful and informative as we support you virtually through this difficult time.

Please feel free to contact me direct if you need further support

sonia.blandford@afaeducation.org 

Best wishes,

Sonia 

Achievement for All – Achieving Wellbeing

Achieving Wellbeing is a programme that will meet your needs, evidence based, research rich and very practical in the context of whole community development:

https://res.afa3as.org.uk/Bubblepromo/AchievingWellbeingSiteMap/index.html

Highlands: As a result of CPD the schools decided to add an additional value, "empathy" to the schools' existing and established values. Staff developed values within every team to develop a sense of belonging and shared understanding. Emotion Coaching pupil ambassadors have been established. Staff are receiving regular coaching supervision which has positively impacted safeguarding and ensured a very vulnerable child remains in school with appropriate provision. Pupils and staff have created Venn diagrams for being safe, seen, secure and soothed within classrooms, around the school and within the community. This helped to identify effective practice and gaps. Provision has been developed as a result.

Kensington: All staff have been trained in emotion coaching. As a result, there is a consistent response to emotions and behaviours. The CPD and coaching has now informed a new behaviour policy, now entitled "relationships and regulation policy". They are developing waves of provision for staff wellbeing. 

"Children in my class are becoming more aware of the different types of feelings we feel and understanding that all feelings are valid (there are no 'bad' feelings). They have come up with things that help them regulate their feelings when they overwhelm them." (class teacher)

Achievement for All – Transitions

#AfA Chat focus on transitions, Maureen Hunt interviewed by Lainy Russell, providing great advice. Please click the picture.

 

Achievement for All Partners

COVID-19: Return to school – International guidance led by Kevin Skeoch Executive Headteacher, Dwight School, Seoul

12th May 2020, 1,000 practitioners from across the world came together to discuss COVID-19 return to school:

https://www.youtube.com/watch?v=f9YnrzaJV_E&t=40s

THE SUMMER CAMPS TRUST: FREE ACTIVITY IDEAS CHILDREN WILL LOVE.

Summer camps have built up over the years a unique repertoire of children’s games, puzzles, songs, handicrafts, environmental activities, stories, woodcraft, and lots more. None of these activities involve screens or technology. They have given generations of children great active holiday weeks plus a lot of fun and laughs.

This repertoire is a well-kept secret, almost unknown outside the world of summer camps. Teachers or parents who were summer camp leaders while they were students use lots of the ideas regularly in their classrooms or families, but otherwise nobody much knows about it.

To help parents locked down with their children in the present emergency, The Summer Camps Trust is making available on its website from this repertoire FIFTY ACTIVITIES FOR PARENTS WITH CHILDREN AT HOME, to be used quite free.

To see these activities go to:  http://www.summercampstrust.org/lockdown-activities

 

Boogie Mites:

Boogie Mites are offering free Parent Transition Sessions to Support School Ready Maths and Literacy Through Music:  fun, music and movement-based transitions sessions can be accessed for free by parents via a Facebook group. Sessions are broadcast from May 18th, 2020. Read Boogie Mites blog post to find out the details of the learning aims and content of these transitions sessions:

https://boogiemites.co.uk/blog/latest-news/year-r-getting-ready-for-school-in-september/

 

Microsoft Technology / Immersive Reader Programme 

A quick tip video showing Dictation (speech-to-text) across Office 365 and Windows 10

A quick tip video 📽 showing the built-in Dictation features in the free Office365 web apps, Office 365 Desktop apps, and Windows 10.  Speech-to-text is a helpful accessibility feature to use at home during remote learning.

YouTube Video 📺 https://youtu.be/R83z8FbLyHk

Full playlist : https://www.youtube.com/playlist?list=PLdHjJccRYryMSTgm4AJhxJU_R7osuWc77

Tweet: https://twitter.com/mtholfsen/status/1246143256691277824?s=20

 

 A new quick tip video - open any Adobe PDF in Word, and then use the Immersive Reader or Translate

A new quick tip video 📽 showing how to open any Adobe PDF in Microsoft Word, and then use the Immersive Reader or Translate the entire document (over 65+ languages) Great for accessibility and inclusion during remote learning.

YouTube Video 📺 https://youtu.be/dCAPOExjfb8

Subscribe to all my videos: https://www.youtube.com/c/miketholfsen

Tweet: https://twitter.com/mtholfsen/status/1247178087722172416?s=20

 

Department for Education

Free to use resources - Department for Education Home Learning Environment Policy Team

https://we.tl/t-kGwflLReup

 

Home Learning Environment Coalition

Email: HLE.COALITION@education.gov.uk

                                                      gov.uk | Twitter | Facebook

Go to https://hungrylittleminds.campaign.gov.uk/ for simple hints and activities to do with your children

 

 **********

 AfA Bulletin 8: 6th May 2020

Dear colleagues,

We hope that you are well.

As the return to schools, colleges and early years is now high on everyone’s agenda, this week’s bulletin focuses on wellbeing, transitions and leadership advice.  Our resources are selected based on supporting disadvantaged and vulnerable children and young people.

Our main priority is to maintain the high level of service we pride ourselves on. In the forthcoming weeks Achievement for All will continue to provide online support for all settings, schools and colleges during this unprecedented time, when teachers and leaders across all phases are experiencing unique challenges.  This will be through our weekly Bulletins that provide links to AfA and external advice from trusted sources, involving the Bubble, our local, national and international partners and case studies from AfA settings, schools and colleges. 

If you have specific questions related to AfA programmes, please contact:

We appreciate your partnership; we hope you find our AfA Bulletins helpful and informative as we support you virtually through this difficult time.

Please feel free to contact me direct if you need further support

sonia.blandford@afaeducation.org 

Best wishes,

Sonia 

 

Achievement for All – Achieving Wellbeing – vulnerable and disadvantaged children not attending school

Our commitment to developing teacher and student wellbeing has been a feature of AfA since 2009, through parent and carer engagement and wider opportunities. Closing the gap cannot begin until children and young people have a sense of belonging and wellbeing

You may have seen Tom Robert’s superb ‘Great Realisation Pandemic Bedtime Story – a poem where a father explains to his child how 2020 changed the world:

https://edition.cnn.com/videos/world/2020/05/04/great-realisation-pandemic-bedtime-story-tom-roberts-moos-pkg-ebof-vpx.cnn

The need for this change is clear, all children need support at this time, the vulnerable and disadvantage in particular:

 https://www.bbc.co.uk/news/in-pictures-52370968  and https://www.suttontrust.com/our-research/covid-19-and-social-mobility-impact-brief/

Achieving Wellbeing is a programme that will meet your needs, evidence based, research rich and very practical in the context of whole community development:

https://res.afa3as.org.uk/Bubblepromo/AchievingWellbeingSiteMap/index.html

Achievement for All Transitions #AfAChat

 

We invite you to take a few minutes to listen to Kathryn James and Lainy Russell (Post-16 Programme Lead) discussing the mental health of staff and about how now is a time to pause and reflect during the new normality realising that we are living individual experiences and how to consider making our use of technology more humane.

Reflecting on the changes that all teachers, children and young people have experienced Barry Carpenter and Chris Carpenter provide the following advice:

https://www.evidenceforlearning.net/recoverycurriculum/

Achievement for All / Microsoft Online Support

In the meantime, education across all phases continues to work online.  AfA in partnership with our schools has been at the heart of developing and testing the Microsoft Immersive Reader programme:

A quick tip video on how to use Immersive Reader in Teams Assignments, Messages Posts and Chat

A quick tip video 📽 show how to use Immersive Reader in Microsoft Teams Assignments, Message Posts and Chat. Ensure built-in inclusion and accessibility when moving to distance learning 💯

YouTube link 📺 https://www.youtube.com/watch?v=d2SDCdJw6Gg

DfE Guidance:

Guidance on remote education practices for schools during coronavirus (COVID-19)

We have published guidance on remote education practice for schools during the coronavirus (COVID-19) outbreak. This guidance is based on the current experiences and practices of teachers and school leaders with case studies and information about:

·         supporting pupils’ wellbeing

·         adapting teaching practice for remote education

·         adapting the curriculum for remote education

·         keeping pupils motivated and engaged

The guidance can be found here:

·         https://www.gov.uk/guidance/remote-education-practice-for-schools-during-coronavirus-covid-19

The case studies can be found here:

·         https://www.gov.uk/government/collections/case-studies-remote-education-practice-for-schools-during-coronavirus-covid-19

Guidance on getting technology support for children and schools during the coronavirus (COVID-19) outbreak can be found here:

·         https://www.gov.uk/guidance/get-help-with-technology-for-remote-education-during-coronavirus-covid-19

Achievement for All COVID-19 Blog

‘Strange, challenging, unprecedented’ are words that have been used to describe the period since COVID-19 has impacted on all of our lives. Difficult enough to understand if you live in a secure family home with no prior needs or experience of disadvantage.

T is 18, shares a bedroom with her Mum, a single parent who survives by working and benefits. Her older sister has had mental health and drug problems, living at home is a trial. T was to have taken A levels. Her mocks, disrupted by family trauma resulted in a C, E and U, against predicted grades of A*, C and C. There is no additional income through occasional shifts in the pub opposite T’s home, there is little or no motivation to continue with her ambition to go to university to study medicine. T is vulnerable and disadvantaged but does not fall within Educational, Health, Care Plan (EHCP) or Free School Meals support or subsidies.

K is 15, with high end physical, cognitive disabilities, and significant emotional needs. During term time K is resident at a specialist school for children identified with autism, two weeks ago whilst travelling to the school her parents were called, the school was to close due to insufficient staff. K is disabled and vulnerable, she falls within EHCP, her support system is located 90 miles from home.

L is 10, a Child Looked After, fostered by a single parent, living in an overcrowded home. The ‘family’ are reliant on benefits and regular support from social services. L’s key worker has been self-isolating for 10 days with no contact with L.

T, K and L share a bond, which makes them vulnerable and disadvantaged – they do not have normal points of reference shared by the majority of the population. Their world is a different world, needing structure and support.

For the majority of children and young people their home provides the benchmark for their lives. COVID 19 has changed the meaning of ‘home’, increasing in significance the provision of shelter, food, safety, personal growth, health, a sense of love and belonging that all combine in developing a core strength within us all. Imagine being T, K or L watching the news, reading social media, seeking support, any structure to their lives has disappeared overnight, all points of reference that help them to understand and communicate have been removed.

This is where schools, third sector organisations (not for profit) and voluntary have stepped in to ensure that all vulnerable and disadvantaged children are given the care needed through our commitment to a shared humanity. Teachers providing daily one to one support, checking that meal vouchers have arrived, there is somewhere to sleep, clothes to wear; in short, there are no physical needs and risks that will cause personal injury or danger generated by themselves or others.

Social media and technology provide an opportunity for groups of children and young people to meet, to have a sense of belonging. T, K and L need support in accessing phones, tablets, and laptops.  They need help in using them safely, to participate, to have a sense of connection that is positive in their lives.

Learning has been a central message from government, the internet is full of guidance on how parents and carers can access school and social timetables, T, K and L have a long way to go before this is their priority. Their carers and support networks are faced with the challenge (that word again) of providing new reference points before any form of learning can take place. Physical and emotional security, love and belonging are the priority for T, K and L.

As CEO of a third sector organisation, our priority is to provide a new form of support and infrastructure that helps to guide professionals at a time when their individual strengths, creativity and ability to step into the world of children and young people like T, K and L are most needed.

10 points for educational settings, leaders and teachers to consider:

  1. How frequently are you in contact with parents, carers and their children?
  2. How much guidance on structure, food, safety, health and wellbeing have you provided?
  3. How many staff are engaged in supporting EHCP children and young people?
  4. How many staff are engaged in supporting disadvantaged children and young people?
  5. How many children and young people are reported under safeguarding regulations?
  6. How many staff are engaged in supporting children and young people reported under safeguarding regulations?
  7. How many children and young people have not been in contact with a teacher since the start of school closure?
  8. How are these children and young people being tracked? Followed up?
  9. How are staff responsible for safeguarding, EHCP and FSM being supported?
  10. How do you know that 100% of your school’s community are safe at this time?
  11. How proactive have you been in ensuring many of the above issues are targeted and in place before a crisis like Covid-19 hits your school community?

Achievement for All Heroes

'A shout out to Michelle Williams, who during the last working week before being furloughed, has delivered 4 lengthy virtual visits for her settings whilst navigating suspected Covid-19, looking after two 3 year old twins and another older sibling doing school work alongside supporting her front line paramedic husband, who is currently working 60 hour weeks on the front line - AMAZING!'

 

HR colleagues, Nicola Laverton and Michelle Pearce are committing their weekends as NHS response volunteers. 

 

**********

AfA Bulletin 7: 29th April 2020

Dear colleagues,

We hope that you are well.

This week has witnessed a proliferation of resources and advice from public and independent sources related to online learning.  The following resources are selected based on supporting disadvantaged and vulnerable children and young people.

In the forthcoming weeks Achievement for All will continue to provide online support for all settings, schools and colleges during this unprecedented time, when teachers and leaders across all phases are experiencing unique challenges.  This will be through our weekly Bulletins that provide links to AfA and external advice from trusted sources, involving the Bubble, our local, national and international partners and case studies from AfA settings, schools and colleges. 

This weeks #AFACHAT Lainy talks with Maureen Hunt about children transitioning after lockdown - what we need to consider. Even the best transition plans for children in both early years and schools will need re-evaluating this year, you can watch the video here:

If you have specific questions related to AfA programmes, please contact:

Our main priority is to maintain the high level of service we pride ourselves on. Needless to say, we are experiencing some challenges like everyone else, but we are ready to help.  We will continue to track all activity, with the view to providing further support in the post COVID – 19 stage, when we will have a full delivery team and coaches able to support you and your team in closing gaps for students who have fallen behind their peers. As mentioned, during this period, all partner settings, schools and colleges will continue to have access to The Bubble.

We appreciate your understanding and continued partnership; we hope you find our AfA Bulletins helpful and informative as we support you virtually through this difficult time.

Please feel free to contact me direct if you need further support

sonia.blandford@afaeducation.org 

Best wishes,

Sonia 

Achievement for All Bubble Activity – a reminder of the extensive range of support available from AfA

Achieving Early https://res.afa3as.org.uk/Bubblepromo/EAModules2018/index.html

Achieving Schools https://res.afa3as.org.uk/Bubblepromo/AchievingSchools2018/index.html

Emotion Coaching https://res.afa3as.org.uk/Bubblepromo/EmotionCoachingSiteMap/index.html

LiFT (Learning in Family Teams) https://res.afa3as.org.uk/Bubblepromo/LIFTSiteMap/index.html

Achieving Wellbeing https://res.afa3as.org.uk/Bubblepromo/AchievingWellbeingSiteMap/index.html

Achievement for All in Wales – with thanks to John Mineur Ebbwfawr Learning Community and Joanne Woodley (AfA Coach)

https://www.youtube.com/watch?v=GHmfFCt00lA

Introducing technology – Oracy online (sourced by Cris Le-Voguer)

https://oracycambridge.org/2020/04/17/oracy-online/

Government Advice (sourced by Toby Stephens)

·         The DfE has issued “Coronavirus (COVID-19): SEND risk assessment guidance, guidance for special schools, specialist colleges, local authorities and any other settings managing children and young people with complex special educational needs and disability (SEND)”. See https://www.gov.uk/government/publications/coronavirus-covid-19-send-risk-assessment-guidance

Council for Disabled Children

https://councilfordisabledchildren.org.uk/help-resources/resources/frequently-asked-questions-issue-2

Education Endowment Foundation – resources and advice

https://educationendowmentfoundation.org.uk/covid-19-resources/?mc_cid=8fd924bd64&mc_eid=5bd692d2b2

BBC Bitesize

https://inews.co.uk/news/education/bbc-bitesize-daily-schedule-lessons-school-topics-teachers-primary-secondary-2543710   https://www.tes.com/news/bbc-bitesize-lessons-everything-you-need-know

AfA Heroes

Many thanks to Chris Rodgers for leading the Emotion Coaching Refresher teams session this week for coaches. It was very informative, and coaches were very appreciative.

We celebrate the commitment of Sue Garland- Grimes, Michelle Pearce and Nicola Laverton volunteering as an NHS responder volunteer.

Stephanie Hammond providing voluntary support for vulnerable people in her local community.

 

**********

 

AfA Bulletin 6: 22nd April 2020

Dear colleagues,

We hope that you are well.

In the forthcoming weeks Achievement for All will continue to provide online support for all settings, schools and colleges during this unprecedented time, when teachers and leaders across all phases are experiencing unique challenges.  This will be through our weekly Bulletins that provide links to AfA and external advice from trusted sources, involving the Bubble, our local, national and international partners and case studies from AfA settings, schools and colleges

Following my previous message, along with many companies and charities AfA has taken the difficult decision to furlough our delivery team from 1st May, all virtual visits and meetings will  be carried over to when educational provision returns to normal practice, possibly September 2020

For any queries or requests please contact

Our main priority is to maintain the high level of service we pride ourselves on and will be ready to provide further support in the post COVID – 19 stage, when we will have a full delivery team and coaches able to support you and your team in closing gaps for students who have fallen behind their peers. As mentioned, during this period, all partner settings, schools and colleges will continue to have access to The Bubble.

In this context we are launching #AFACHAT https://youtu.be/Ev2956QVfoQ  a weekly chat aimed at supporting you and your colleagues, hosted by Lainy Russell.

We appreciate your understanding and continued partnership; we hope you find our AfA Bulletins helpful and informative as we support you virtually through this difficult time.

Please feel free to contact me direct if you need further support

sonia.blandford@afaeducation.org 

Best wishes,

Sonia 

Leading during coronavirus lockdown

A brilliant (short) article that provides a common-sense approach https://mhfaengland.org/mhfa-centre/ceo-blog/ten-things-coronavirus-lockdown-simon-blake/

Resources

Our team in the West of England have sourced the following:

Early Support Programmes for SEND Parents Carers:

 oenca@innerdimensions.co.uk

Primary:

Bug Club - www.activelearnprimary.co.uk

Free: Little bridge (for schools with students who are refugees) 

Secondary:

College (and above)

Free resources:

Resources and information sourced by AfA colleagues

From Louise McGinty

Swindon Local offer loads of links. Including how to explain to young people about COVID 19. Also had some useful explanation links for parents of SEN pupils at home as well as for teachers in the attached.

 

From Claire O Keeffe

Bereavement box (attached)

 

From Huw Evans

King’s college are doing a piece of research tracking the spread of coronavirus to improve our knowledge. In this app, you log in and say how you are feeling each day.

‘New symptom tracking app aims to slow spread of coronavirus’  https://www.kcl.ac.uk/news/new-symptom-tracking-app-aims-to-slow-spread-of-coronavirus

From Kris Wodehouse

Useful links to support using ZOOM

https://sites.google.com/mysaddleback.org/edtech/distance-learning-support/zoom-settings

Megan Mullaly (@mullalyteach) tweeted at 9:44 pm on Fri, Mar 27, 2020:

Teacher friends: our world has been flipped upside down & we’re a tad busy 🙃🤪 If you’re using Zoom to connect with Ss, go through your settings! It takes some time. Here’s my cheat sheet to get you started (but be sure to check out Zoom’s resources too). We got this! 🙌🤓🎥 https://t.co/VM9m4nRvgq
(https://twitter.com/mullalyteach/status/1243655064679374848?s=09)

Additional resources

Coronovirus info sheet in Makaton (attached)

Looking after each other & ourselves (attached)

A good school example of an information booklet for parents on Covid 19 (attached)

Debating Matters invitation to national competition:

https://debatingmatters.com/debating-matters-online/

DfE Financial support

information on funding and financial support available for education, childcare and children’s social care organisations during the coronavirus (COVID-19) outbreak. 

Achievement for All Heroes

We celebrate the commitment of Sue Garland- Grimes volunteering as an NHS responder volunteer

 

**********

 

AfA Bulletin 5: 15th April 2020

Dear colleagues,

We hope that you are well.

In the forthcoming weeks Achievement for All will continue to provide online support for all settings, schools and colleges during this unprecedented time, when teachers and leaders across all phases are experiencing unique challenges.  This will be through our weekly Bulletins that provide links to AfA and external advice from trusted sources, involving the Bubble, our local, national and international partners and case studies from AfA settings, schools and colleges

Within this challenging context AfA has taken the difficult decision to furlough our coaches from 1st May, from which time all virtual visits and meetings will either be carried over to when educational provision returns to normal practice, possibly September 2020 or, by request delivered by our Regional Leads, their deputies and programme leaders.

If needed please contact – laura.bromberg@afaeducation.org [West and South West Region] Christine.Le-Voguer@afaeducation.org [North Region] ; Kris.wodehouse@afaeducation.org [East and South East Region]

Our main priority is to maintain the high level of service we pride ourselves on. Needless to say, we are experiencing some challenges like everyone else, but we are ready to help.  We will continue to track all activity, with the view to providing further support in the post COVID – 19 stage, when we will have coaches able to support you and your team in closing gaps for students who have fallen behind their peers.

We appreciate your understanding and continued partnership; we hope you find our AfA Bulletins helpful and informative as we support you virtually through this difficult time.

Please feel free to contact me direct if you need further support.

sonia.blandford@afaeducation.org or sonia@afatrust.org

Best wishes,

Sonia 

Resources

Achievement for All Bubble Activity – a reminder of the extensive range of support available from AfA

Achieving Early https://res.afa3as.org.uk/Bubblepromo/EAModules2018/index.html

Achieving Schools https://res.afa3as.org.uk/Bubblepromo/AchievingSchools2018/index.html

Achieving Wellbeing https://res.afa3as.org.uk/Bubblepromo/AchievingWellbeingSiteMap/index.html

Emotion Coaching https://res.afa3as.org.uk/Bubblepromo/EmotionCoachingSiteMap/index.html

LiFT (Learning in Family Teams) https://res.afa3as.org.uk/Bubblepromo/LIFTSiteMap/index.html

Teacher CPD and Resources

Ideas for things to do from trusted resources

Goggle Classroom sign up and get weekly sessions

 

https://teachercenter.withgoogle.com/first-day-trainings/welcome-to-classroom

Team Training

https://microsoftteams.eventbuilder.com/TeamsEducation

Classdojo

https://www.classdojo.com/en-gb/?redirect=true Free communication tool if schools don’t have platforms, just requires email addresses, closed platform for two-way communication for parents and school/ teachers and class – easy to use for younger children

Safe remote learning poster -simple

swgfl.org.uk/saferemotelearning

Work from home guide

https://happiful.com/working-from-home-7-steps-for-a-better-work-day/

How to support pupil, staff and parental wellbeing when your school is closed TES

https://independenthead.blogspot.com/2020/04/how-to-support-pupil-staff-and-parental.html

 

 

 

 

                                                             Wellbeing & Social - Free

Anna Freud – wellbeing centre videos/resources for wellbeing

                                                            https://www.annafreud.org/

Self -care for young people

https://www.annafreud.org/on-my-mind/self-care/

NGA – governors support 

 https://www.nga.org.uk/Home.aspx

Introduction to Mindfulness with Tammie Prince

(Ex Headteacher colleague I worked with who practiced it with 3-11yr olds in the classroom, whole school, she’s walked the talk!)

 You Tube https://www.youtube.com/watch?v=k4Dh_VkEdLY

Virtual Tours of National and International venues e.g. Vatican City

  Check out individual websites

 

A number of coaches are involved in virtual choirs.

e.g. Rock Choir (Youtube) at 3pm each day is good.

To cheer up anyone who you cannot see, this company deliver delicious brownies across Europe

https://www.badbrownie.co.uk/   there must be a local version too

Free home and school ebooks all ages

https://home.oxfordowl.co.uk/

Royal Academy of Dance releasing dance lessons to follow – for any budding dancers

RADA@home https://www.royalacademyofdance.org/rad-at-home/

Like Jigsaws – you can join this challenge that turns works of art into jigsaws

https://www.barnsley.gov.uk/news/don-t-fall-to-pieces-join-the-barnsley-museums-global-jigsaw-challenge/

Try GEOCACHING - Join the world’s greatest treasure hunt download the app and find the treasure near you, add your name to the log and move on to the next one.

https://www.geocaching.com/play

READING


https://www.beanstalkcharity.org.uk/Listing/Category/grow-a-love-of-reading
- Tips for Parents

https://200millionminutes.org/ - Achievement for All Reading Challenge – sign up today (FREE RESOURCES)

STEM – working from home

https://practicalaction.org/schools/floating-garden-challenge/.

https://practicalaction.org/schools/squashed-tomato-challenge/

https://practicalaction.org/schools/regreen-the-desert/

https://practicalaction.org/schools/ditch-the-dirt/

https://practicalaction.org/schools/stop-the-spread/

https://practicalaction.org/schools/wind-power-challenge/

https://practicalaction.org/schools/beat-the-flood/

https://practicalaction.org/schools/plastics-challenge/

HISTORY – The Tudors

https://www.teachingtimes.com/classroom-resources/the-tudors/

Activity packs for parents and carers

https://mailchi.mp/3fc48431d709/online-safety-at-home-from-thinkuknow-07-04-2020?e=7c408dc954

Contact for families with disabled children

https://contact.org.uk/advice-and-support/coronavirus-information-for-families-with-disabled-children

https://disabledchildrenspartnership.org.uk/coronavirus/

NSPCC Safeguarding

http://email.nspcc.org.uk/q/17J1Lqoa4mFvcfYQguV98O/wv

Free School Meals Guidance

https://www.gov.uk/government/publications/covid-19-free-school-meals-guidance

White Rose Academy Family Support Bulletin

 White Rose Academy Family Support Bulletin.pdf

Self-care tips for Teachers

https://mailchi.mp/innovatemyschool/home-learning-fantastic-free-resources-2773273?e=91f1854c00

*****

AfA Bulletin 4: 8th April 2020

Dear colleagues,

We hope that you are well.

Mindful of the intensity of the last four weeks and the possibility that many of you will continue to be in school or online during the holiday period, we would like to thank you for your support you continue to provide for all children and young people.  In this Bulletin, we are focusing on technology, the curriculum, (planning, delivery, and feedback). Informed by an established AfA partnership with Dwight School Seoul, South Korea, we hope that this will help you, please stay in contact.

We are also celebrating AfA Heroes, which mirror the fantastic sharing and support demonstrated by many of our settings, schools and colleges across the UK and our partners in Norway, South Korea, Spain, Romania, Italy, Greece, Turkey, Lithuania, and Latvia.

In external resources we reference government publications – our next Bulletin, 15th April will focus on the breadth of resources that we view as helping support all settings, schools, and colleges.

Our main priority is to maintain the high level of service we pride ourselves on. Needless to say, we will experience some challenges like everyone else, but we are ready to help.  We will continue to track all activity, with the view to providing further support in the post COVID – 19 stage, when we will have coaches able to support you and your team in closing gaps for students who have fallen behind their peers.

Please feel free to contact me direct if you need further support

Best wishes,

Sonia 

On-Line Curriculum Delivery and Well Being Support

Sustainability is the key:

During this unprecedented time, sustainability is central to engagement with learning, consider:

  • How online learning impacts on the lives of staff and students
  • Use platforms that are already used – do not roll out new IT programmes
  • Google hangout and Microsoft teams work well
  • Parent and carer wellbeing, what part do they play in their child’s learning?
  • Do all students have a place to work, what is the learning environment at home?
  • What other support is needed? (Safeguarding, Pupil Premium, English as an Additional Language, Education, Health and Care Plans)
  • Good pedagogy and teacher fatigue, producing endless power points is not good pedagogy and causes teacher and learner fatigue
  • How much time is healthy for students of all ages to be looking at a screen?
  • Parents, carers, teachers, and students need fresh air
  • There is no shortage of devices that can access learning
  • High levels of enthusiasm for technology and learning needs to be maintained
  • Parameters need to be in place, boundaries need to be set (GDPR, safeguarding rules).

Advice from Dwight School Seoul:

Contextual information:

Dwight is a private international school (500 students, 3yrs – 19yrs), established by the Kevin Skeoch (Executive Head) in 2012 in Seoul, South Korea having worked with the Dwight organisation for over 20 years. The curriculum is delivered by an established faculty of qualified teachers and leaders recruited from across the world, the majority live within 300M of the school building.

Dwight school has extensive learning support provision – EAL, SEN and D.

Dwight has utilised technology in the classroom and at home since 2012, all students are familiar with the range of IT packages used they use IT in the classroom everyday (1:1 delivery on MacBook for KS2 and above, Sea Saw used in Early Years and  KS1). 

The school has been closed to students since February- now 7 weeks – during which time, the school has been open to students through online provision, apart from the Spring break (one week)

Curriculum delivery (International Baccalaureate):

Synchronous learning:

At the start Dwight began online delivery live (synchronous), staying with the timetable, providing live feedback. Units of work were more theoretical, e.g. mini units. Tutorials were held for weaker students (see Quest). All lessons were delivered using Google docs.

Teachers provide feedback to students (written or oral) on a daily basis.

Asynchronous learning:

This began with older students, now extended further, lessons have been pre-recorded. Tutorials (group and 1:1) are scheduled with drop-in sessions when needed, these have helped support both the stronger and weaker students, and combat teacher fatigue.

In Early Years and KS1 specialist teachers send out the weeks plan to support parents

A rhythm of synchronous teaching (7 minutes max) in recorded sessions and tutorials has been established, there is a seamless blend of delivery and support, 2 taught lessons followed by 2 tutorials.

Learning support – Quest - Episodic learning with targeted support for those who need it

Additional, specialist support has been provided for Quest students, with support teachers joining lessons in order to provide bespoke follow up teaching where needed, all students feel safe.

There is one Quest teacher available for each Early Years and KS1 class, this helps with student, parent teacher relationships.

The timetable has remained the same with Quest periods, Quest teachers are available whenever they are needed to have a conversation with students.

Variety of task (written, multi-media, physical):

Teachers have become more creative, recording videos (these do not have to be of the highest quality), teachers have shared the task of editing materials.

Conversations with teachers are scheduled for all students

Creative videos (YouTube) have been made

Feedback is important, formative, and summative. Course work has been sent to school. Exams have been set, taken, marked, moderated and grades submitted – language exams have been recorded. A grid management system is already in place, with online grades fed back (written and numerical)

Physical education, dance, music has all been encouraged (e.g. STOMP for music using kitchen utensils)

Record lessons, be very clear about structures, be consistent how you communicate, be very explicit in expectations

Report cards have been sent to parents and carers, parent and student conferences have taken place.

Teachers have been strategic about tasks, consolidating learning

Project Based Learning within and between subjects

Students and teachers have created projects, e.g. Netflix film and book clubs, posting up the film/ book at the start of the week, inviting discussion

Teachers have worked together (online) to develop project-based learning – specialist and core subjects working as a team to provide challenges and support for all students.

Early Years an KS 1 literacy and numeracy has been similar to Sesame Street, learning kits have been made by teachers for parents.

One-to-one relationships as well as one-to-many, many-to-one, and many-to-many

In early years and KS1 teachers have sent out regular messages, ran full class and individual tutorials, students (aged 3 – 7 yrs.) are used to visiting the ‘Home Room’ online and have stayed connected with their learning throughout

For all students’ tutorials can be simple, it is better to hear from your own teacher

Early Years and KS1 have had a Google Hang Out meet twice a week for circle time, video messages have been sent asking students about their weekends – Baby Shark washing hands song is a favourite!

Whole school and year group assemblies have been held weekly

Scholarship meetings with 6th formers have taken place.

Dwight student’s attendance has been consistent – 100% / 97%, absence has been due to the availability of equipment (4 students in the same family – additional support has been provided)

Well Being and more - Welcome to the way 21st century companies work... great preparation for children and young people for the job market

There is no shortage of devices – consolidate what you can deliver in terms of content, this is not the time to be introducing new devices, ‘less is more’

Students have felt safe, able to excel.

COVID -19 Social calendar has been maintained (films, books, quizzes, challenges etc.

Share announcement and eating time are in place (on-line) each week, bringing the community together to boost morale, creating a tight community.

Feedback from parents and carers has been important, through a parent survey.

Student Council have led student socials and provided feedback

Students present the morning announcement via YouTube

Teacher wellbeing is also monitored – teachers are ‘in this together’.

Our sincere thanks go to:

Kevin Skeoch – Head of School

Julie Sykes – Upper School Principal

Jason Hayter – Lower School Principal

Frank Vink – Dean of Technology

Achievement for All Heroes

Many, many individuals, and organisations are providing support for family, neighbours, the NHS, and those in need of companionship and support. The following is our way of sharing the wonderful range of activities some of our colleagues are involved in. Please send in details of anyone you would like to include in our weekly Achievement for All Heroes section, thank you.

In the East:

  • Rob White (Coach) is volunteering with primary schools where he is a governor supporting key workers' children
  • Laura Stagg (Coach) NHS Volunteer Check in and Chat Volunteer and supporting her two children with learning at home
  • Emma Longley (Deputy Regional Lead) supporting three children with learning at home, supporting with food shopping for parents who are self-isolating and continuing with DRL role
  • Kris Wodehouse (Regional Lead) NHS volunteer

In the West:

  • Louise McGinty (Coach) following a virtual Zumba class, Louise has set up the opportunity for participants to share a ‘virtual drink’ to maintain social contact. The Zumba class still takes place virtually, and members now invite their extended families to take place in their homes, gardens, and streets! Likewise, she has organised virtual drinks and a ‘pub style quiz’ to maintain social contact with the local tennis club.
  • Sally Arthur (Coach) is arranging virtual ‘drop-ins’ for Team Bath Netball – where she is their safeguarding officer.
  • Jeff Davies (Coach) is ringing elderly neighbours every couple of days, whilst ensuring that he remains safe and well.
  • Laura Bromberg (Regional Lead) is a Parish Councillor, and as part of the Tewkesbury Borough Council Community hub has arranged a communications network for her region of the Parish. This has involved contacting every household by email or flyer and setting up an email group and WhatsApp group for daily shopping and prescription collections.

In the North:

  • Berni Hall (Deputy Regional Lead) NHS volunteering
  • Sinead Cannon (Deputy Regional Lead) NHS volunteering – She also responded to a request to help with books for a young person. She ordered 2 novels online and had them delivered. He was absolutely thrilled with the books, and even more so that it was from a stranger.

These activities form part of the weekly coach skypes and have given many colleagues ideas to start similar things for their own friends and family.

External

Government resources: https://www.gov.uk/government/publications/coronavirus-covid-19-online-education-resources/coronavirus-covid-19-list-of-online-education-resources-for-home-education

AfA Bulletin 3: 1st April 2020

Dear colleagues,

We hope that you are well.

Mindful of the intensity of the last four weeks and the possibility that many of you will continue to be in school or online during the holiday period, we would like to thank you for your support you continue to provide for all children and young people.  In this Bulletin, we are focusing on Wellbeing, also providing advice on planning and support from external partners, we hope that this will help you, please stay in contact.

I would also like to join Sue Arnold in celebrating AfA Coach John Drew’s birthday on Classic FM today (1 hr and 48 mins) https://www.classicfm.com/radio/aod/?episodeId=2zGuTseAfG4RPE8zq51vVhu99t

Happy Birthday to all colleagues who are celebrating ‘at home’ – there is a big party ahead of us once we reach post COVID-19!

Our main priority is to maintain the high level of service we pride ourselves on. Needless to say, we will experience some challenges like everyone else, but we are ready to help.  We will continue to track all activity, with the view to providing further support in the post COVID – 19 stage, when we will have coaches able to support you and your team in closing gaps for students who have fallen behind their peers.

Please feel free to contact me direct if you need further support.

Best wishes,

Sonia 

Well Being

Sharing information from TES

https://independenthead.blogspot.com/2020/04/how-to-support-pupil-staff-and-parental.html

Achievement for All online – The Bubble

Achieving Wellbeing https://res.afa3as.org.uk/Bubblepromo/AchievingWellbeingSiteMap/index.html

Achievement for All Emotion Coaching:

Achievement for All's Programme offer is extensive, it may be timely for you to review. You can explore and interrogate programme content using our Bubble Maps, which describe the professional development modules in greater detail:

Emotion Coaching https://res.afa3as.org.uk/Bubblepromo/EmotionCoachingSiteMap/index.html

External Activity

National

Achievement for All fund raising focused on wellbeing:

https://www.crowdfunder.co.uk/improving-childrens-mental-health-and-wellbeing?tk=ee92e278f070ce00ad91efeb2a9646fe4309d3d2 

Council for Disabled Children

The Council for Disabled Children (CDC), at the Minister’s request, has launched two new email inboxes aimed to answer questions, collate resources and share information on Coronavirus and the impact on children and young people with Special Educational Needs and Disabilities (SEND). They are designed to be used by professionals, practitioners, parent carers and families of children and young people with SEND.

The new ‘CDC questions’ inbox, CDCquestions@ncb.org.uk, provides the opportunity to ask questions about how coronavirus will impact on children and young people with SEND as well as other questions relating to the impact on families; the education, health, social care sectors; and the voluntary and community sector. We will collate Frequently Asked Questions (FAQs) and share them with the Department for Education and Ministers as appropriate, in order to publish an FAQs newsflash each Friday. To receive the FAQs newsflash please sign up to our mailing list, selecting the ‘CDC Digest’ option: https://councilfordisabledchildren.org.uk/about/subscribe-newsletter  

The ‘CDC resources’ inbox, CDCresources@ncb.org.uk, is designed to enable parent carers, sector professionals and practitioners to share resources, to support families of children and young people with SEND and practitioners across the disabled children’s sector. We will add these resources to our COVID-19 Support and Guidance webpage, which you can find here: https://councilfordisabledchildren.org.uk/news-opinion/news/covid-19-support-and-guidance. The webpage is kept under continuous review.

You can ask your questions by emailing: CDCquestions@ncb.org.uk

International

Proactive Measures In Education During The Coronavirus Pandemic

With the increasing amount of schools focusing on online delivery methods as well as parents playing more active roles in their students' education, we see this as an opportunity to learn... Read more

UPCOMING EVENT!
Join Our Global Announcement Call Highlighting COVID19 Education Solutions

Over the last few days, we have received 102 innovative solutions to meet the challenges raised by COVID19 pandemic head-on! On 2nd April, we will be hosting a global call for our innovators, ambassadors, youth ambassadors and other community stakeholders to discuss our current realities and brainstorm on collective solutions.

When?: Tuesday, 2nd April 2020, 1000-1200 UTC

Where?: Zoom Room

AfA Bulletin 2: 25th March 2020

Dear colleagues,

We hope that you are well.

We realise that we are all facing a challenging time. We at Achievement for All want to thank our teachers who are working in schools and settings to look after vulnerable children and those of key workers. As well as providing an array of learning opportunities, through use of technology, for those children and young people at home. AfA weekly Bulletins aim to support you and your staff in providing ongoing quality education for ALL children and young people during this unprecedented period.

Staying in contact:

We know that many staff are rostered to go into schools and that when in school they will be supporting the children in their care. Therefore, we appreciate it may not be appropriate for our Achievement Coaches to have telephone calls/skypes etc with School Champions when they are on site. Our Achievement Coaches will be in contact with School Champions in the coming days to find out when School Champions are on rota in school, when they may be available to be contacted and how and when they would prefer this to happen. Our priority is to support all our schools and settings during this challenging time.

We appreciate that your priorities must be to keep staff and children safe and healthy and to look after your own health and family. Be assured we only ask for a preferred contact point, in order to stay in touch, no alternative “private” information will be stored centrally, and only the people you have given permission to will be able to access it during this period.

For example, should your coach be taken ill a Deputy Regional Lead or Regional Lead may contact you on their behalf, until they are fit enough to resume communications.

Each week, based on the information from settings and schools, we are sharing some suggestions to support you, your colleagues and parents and carers. This week, we offer support in how to run meetings electronically using Microsoft Teams, a quick reminder of where you can access free supporting materials from our learning platform ‘The Bubble’, and some excellent resource links.

Our main priority is to maintain the high level of service we pride ourselves on. Needless to say, we will experience some challenges like everyone else, but we are ready to help.  We will continue to track all activity, with the view to providing further support in the post COVID–19 stage, when we will have coaches able to support you and your team in closing gaps for students who have fallen behind their peers.

Please feel free to contact me direct if you need further support

Best wishes,

Sonia 

Running meetings:

In order to use Microsoft Teams, the first stage is to upload Office 365 (to access Microsoft Suite). If you have not already done so, follow these links:

  • How to access free Microsoft 0365

https://www.microsoft.com/en-gb/education/products/office

  • How to schedule A Microsoft Teams Meeting

https://www.youtube.com/watch?v=HjdN1u1Rg34

CPD: Using the AfA Bubble

TOP CPD TIP: How about using The Bubble to support subject or faculty small group video conferencing using Skype, Zoom, Google Hangout or Teams?

The Bubble can be found here: https://bubble.afaeducation.org/login  Your School Champion will have the organisation code necessary to open an account if you have not already done so. 

The Achievement for All Bubble

The Bubble enables your education setting to develop leadership and professional practice, through conventional INSET sessions, but also to support small group study, coaching sessions and individual reflection: over 4,000 Achievement for All early years settings, schools and colleges across the UK have been part of the community of practice that has helped to develop this resource. We also share learning, approaches and resources from valued partner organisations in The Bubble Open Zone.

Full instructions regarding opening an account and using The Bubble can be found here: https://afaeducation.org/content/bubble/the-bubble-guide-and-site-map/ If you are having difficulties contact: bubblehelp@afaeducation.org

How can we improve our support for learning through digital technologies?

Many education settings, school leadership teams and teaching professionals would have strained every sinew to put in place a remote learning package for their children and families... with very little opportunity to stop and consider further ideas and possibilities. This is totally understandable! 

But as days turn into weeks, there will also be time and space to reflect deeply on your digital platforms, your expectations and the real impact of technology on learning.

Over the coming weeks Achievement for All will be supporting a deep reflection into the power and potential of digitally supported learning, now and beyond the Covid-19 emergency. For example, how can some of the latest low-cost/no-cost apps that are now available transform the way learning is supported, seamlessly, in and out of the classroom? Look out for future communications from Achievement for All.

Our Digital Literacy module can be accessed by all schools and for staff CPD and there is new content giving guidance on remote learning. Log into The Bubble- keep your browser tab open, then paste this into another tab and you will go straight to the Module Unit: https://bubble.afaeducation.org/module/771/unit/2749

Resources:

Parents and Carers:

https://afaeducation.org/news/covid-19-support-for-parent-carers-and-children-young-people/

EEF has published a number of relevant guidance reports – in particular, Working with Parents to Support Children’s Learning

Maths:

https://afaeducation.org/news/help-with-maths-during-school-closures/

Reading:

https://200millionminutes.org/

AfA Bulletin 1: 18th March 2020  

I wanted to write to all our partner settings, schools and colleges to update you on Achievement for All 3As response to the Coronavirus pandemic. As a leader of a charity, parent and citizen, I fully understand the uncertainty and worry this situation creates. I wanted to reassure you we will remain committed to supporting all partners as follows: 

Coach visits:

  • In the remaining weeks up to Easter we will continue to support settings, schools and colleges online or by phone where this support is possible and helpful.  Our leadership and back office teams are able and ready to work from home and will do so from Wednesday 18th Our Telecom and IT systems are all cloud based; we can continue supporting you regardless of where we are located. As a Microsoft partner with 8 years’ experience of remote working we are well equipped to enable our leadership and support staff to provide support. We worked remotely when moving offices and have tested it out on ourselves so can share our learnings.
  • Given the impact on staff capacity in settings, schools and colleges, coach visits can be rearranged with schools and settings at a later date in the summer term, deferring meetings scheduled for May, if possible, to June 2020, if not September 2020. Alternatively, a coach visit can be delivered by Microsoft Teams.  In the intervening weeks all ongoing enquiries and support will be responded to by Regional Leads, Deputy Regional Leads and our central team. 

For children and young people:

  • We are able to help you with your curriculum and support plans if required. We will be providing additional support for vulnerable and disadvantaged children and their parents, on our news page – afaeducation.org, which will be updated weekly with information and support provided every Wednesday in the coming weeks and months.
  • We will be extending our Million Minutes reading campaign beyond March so that children are encouraged to read at home over the coming weeks, running through to the end of the summer term, Friday 10th July https://200millionminutes.org/

For setting, school and college colleagues working at home:

Our main priority is to maintain the high level of service we pride ourselves on. Needless to say, we will experience some challenges like everyone else, but we are ready to help.  We will continue to track all activity, with the view to providing further support in the post COVID–19 stage, when we will have coaches able to support you and your team in closing gaps for students who have fallen behind their peers.

 Please feel free to contact me direct if you need further support

Best wishes,

Sonia.