Support at every stage

Working with children and young people aged 2 -19

Achievement for All coaches work with primary, secondary, special schools, early years, post-16 and alternative provision settings. Our tailored programmes are designed to support leaders at every stage of a young person's journey through education.

The Schools Programme

Our Schools Programme is tailored to meet the specific needs of primary and secondary schools. Experienced Achievement for All coaches work closely with Head Teachers and Senior Leadership Teams to close the attainment gap.

Early Years - Achieving Early and Firm Foundation

Aimed at all settings in the Early Years Foundation Stage, our Achieving Early Programme is designed to give every child the opportunity to learn and develop. By working with teachers, practitioners, parents and carers we help improve outcomes - especially for those children who are underachieving due to their background, challenge, special educational need or disability. Firm Foundation works with schools to support strong practice in EYFS and to ensure that the needs of children are met as they transition into and move through Key stage One.

Post 16 - Achieving Further #PrincipalHeadaches

The Achieving Further Programme is currently being rolled out for the post-16 sector, taking the solid foundation of the schools programme but with the post-16 nuances clearly reflected and embedded within the flexible and tailored Achieving Further framework. This enables colleges to meet their specific needs and focuses on students with a wide variety of complex needs - students whose life chances may otherwise be limited and those who have disengaged with education. Whilst every College has its own characteristics and challenges – we see that Principals today face some common headaches. Amongst others SEND Reform, maths and English results, interdepartmental challenges and disengaged learners all commonly pose an issue. Achieving Further are able to provide solutions to these and a variety of other issues faced.