Achievement for All is delighted to have been selected by the Education Endowment Foundation for a randomised control trial of their early Years’ programme Achieving Early and would like to work in partnership with you to recruit eligible schools in your area to this trial.
Introduction to AfA
Achievement for All (AfA) is a national education charity, established in 2011 that has been working for the last eight years with early years settings, schools, and further education colleges to raise aspirations and improve outcomes, and therefore the life chances of ALL children, particularly those facing barriers to their learning. We have already worked with 3,667 settings and schools in England and Wales making a positive impact on outcomes for over 1.86 million children.
Our Achievement for All programmes, which span the 2 - 19 age ranges, are all delivered through evidenced based bespoke partnerships between ourselves and schools/settings, designed to narrow the attainment gap and improve outcomes for children vulnerable to underachievement. Further details on our impact can be accessed on our website: afaeducation.org/our-impact
AfA’s Early Years project – Achieving Early
The Achieving Early programme was piloted in four local authorities from 2013 to 2015 and the outcomes were evaluated and verified by PriceWaterhouseCoopers with the following evidence of impact:
- Reduction in the attainment gap - The overall progress of the children participating in the pilot project was significantly better than for children nationally with SEND and/or eligible for Free School Meals (FSM). The proportion of children reaching an age-appropriate level in key areas, including communication and language and personal social and emotional development, rose from 23 per cent to 73 per cent.
- Effective engagement of parents with their child’s development - Parents’ and carers’ confidence in supporting their children’s learning was raised by a strategic conversation called ‘Taking Time for Talk’, enabling them to discuss successes, concerns and aspirations with practitioners. At the start of the pilot, 47 per cent of parents expressed a lack of confidence or knowledge; later on, 94 per cent reported the discussions had been ‘helpful or very helpful’. As a result, many were inspired to do more at home with their children.
- Improvement in the quality of early years settings - The programme contributed to the raising of Ofsted outcomes for settings involved in the pilot. Of the 33 settings inspected during the two years, the number of Outstanding settings rose from two to eight. Two of these settings were previously graded as Satisfactory or Requires Improvement. The number of Good settings increased from 17 to 29, while the number previously rated Inadequate plummeted from five to zero. This resulted in the recognised higher quality provision leading to the recorded increase in children’s outcomes.
The programme won the Nursery World Inclusive Practice award in 2015 and was highly commended in 2016
Our coaching model allows settings to develop an in-depth relationship by providing support for school leaders and setting managers and providing specialist resources and ongoing CPD for staff teams in the school or setting, both face to face and online.
Our innovative approach ‘Taking Time for Talk’ enables staff to develop an improved relationship with parents/carers that focuses on the learning of the child, giving them the confidence to become learning partners that will continue into school and beyond.