Achievement for All national evaluation: final report

The aims of this national evaluation project are to examine the impact of Achievement for All (AfA) on a variety of outcomes for pupils with Special Educational Needs and Disabilities (SEND) and to find out what processes and practices in schools are most effective in improving these outcomes. The research design comprises (a) a quantitative strand involving longitudinal assessment of outcomes for over 10,000 pupils with SEND (including a comparison group of pupils attending schools that are not involved in AfA) through teacher surveys, parent surveys and academic attainment data, and (b) a qualitative strand involving interviews with key strategic figures, longitudinal case studies of 20 AfA schools, ‘mini-case studies’ of 100 pupils/families, and ad-hoc data collection at a range of events relating to AfA. The findings presented in this report are derived from baseline surveys and an initial case study school visits. They therefore only represent an early ‘snapshot’ and should be interpreted in this context. The baseline survey of pupil outcomes yielded data on around 10,000 pupils in the teacher survey and over 2,000 pupils in the parent survey – making this the largest study of its kind to be conducted in England. Initial analysis suggests that this monitoring sample is representative of national trends among pupils with SEND. Moderate levels of agreement were found between teacher and parent surveys – which emphasises the need for further sharing of information between home and school.

The Achievement for All (AfA) pilot involved ten local authorities (LAs) selected by the Department for Children Families and Schools (now the DfE). Each LA selected schools to participate and in total there were 454 schools. The main aim of the national evaluation project was to examine the impact of AfA on a variety of outcomes for children and young people with special educational needs and disabilities (SEND). It also aimed to find out what processes and practices in schools were most effective in improving these outcomes. Research design incorporated quantitative and qualitative components. The quantitative component of the evaluation consisted of teacher surveys, parent surveys, attendance and attainment data and school level surveys/data. The qualitative component included interviews with local and regional AfA lead professionals, longitudinal case studies of 20 AfA school, and ad hoc data.

2009

2005

2016

This has been a long journey and it is important to acknowledge that I did not walk this path alone. Numerous people helped me carry the baton throughout the journey providing support and understood when there were times that I needed time and space alone. Nonetheless, they were always available when I needed them most. I would like to thank them all and those that I forgot, please know that it was not intentional. My most humble, sincere gratitude goes to my supervisor, Professor Johann Dreyer, for his patience, guidance and for encouraging me to pursue this journey. The journey would not have been realised without his expert advice and guidance infused with his great and endless humour. I am thankful and grateful to my dearest Tebogo, Ofentse, Mr Lehlogonolo Moagi and Mrs Mathe Molusi for their undivided moral support and encouragement when I felt disillusioned. I acknowledge the love and continued support from my husband Joe and my extended family. I thank you all. The Gauteng Department of Education, Tshwane West District (D15) and the Coordinator of Special Projects for allowing me to evaluate their programme and collect data from Site Managers, tutors/teachers and learners. My editors, Prof E Lemmer and Ms Tracy Baxter played a very significant role in ensuring that this evaluation research is well shaped. I am thankful to Unisa for providing financial assistance and support to pursue my study. Above all, I would like to thank, THE ALMIGHTY GOD for giving me the love, strength, and perseverance to walk this challenging path.

2010

School Leadership & Management, 2002

2015

The Centre for Education Policy and Practice promotes the interconnection between research, policy and practice. The Centre investigates the impact of policy and practice in terms of research evidence of what works to meet learners' needs and improve learning outcomes, but also examines ways in which research can be informed by a thorough understanding of the perspectives of policy makers and practitioners. The work of the Centre, addressing all levels of education and training, is organised around three themes: effective teaching; effective institutional leadership; and effective system leadership.