The Impact of ‘Achievement for All’ on School Leadership

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Abstract
The Achievement for All (AfA) pilot initiative, delivered in partnership by the Department for Education (DfE), (formerly the Department for Children, Schools and Families [DCSF]), National Strategies and the National College (NCSL), aims to increase the attainment and progress of children in schools with special educational needs and disabilities (SEND); improve the engagement of their parents with the school and improve wider outcomes for this group of children. Introduced in September 2009 as a two year pilot in 454 primary, secondary and special schools and Pupil Referral Units across 10 Local Authorities in England, AfA, with a particular focus on inclusive leadership practice, takes a whole school approach to school improvement. The population included pupils in Years 1, 2, 5, 6, 7, 8, 10 and 11 identified with SEND on School Action, School Action Plus or holding Statements; 85 per cent of the participating schools are primary. Guided by government documentation (DCSF, 2009a) and local authority advisers, schools have implemented the initiative around three distinct but integrated strands: assessment, tracking and interventions; structured conversations with parents and provision for developing wider outcomes. By considering focus group data evidence from headteachers/school project leaders across the participating local authorities, this article will explore the impact of AfA on inclusive leadership practices in schools. Findings suggest that although vision, commitment, collaboration and communication remain self evident for the majority of leaders, within the context of AfA, these characteristics of effective inclusive leadership along with pupil learning have been enhanced.

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