Frequently Asked Questions

 

How do we know it works?

Success for All is one of only 19 programmes across the world identified by Graham Allen in a recent and significant HMI Report that is 'proven to work.'
Graham Allen reported: '..the most pervasive programme still little taken up in the UK is 'Success for All'
(Early Intervention (0-18): The Next Steps. An Independent Report to Her Majesty's Government by Graham Allen MP, page 74 para 55 and 56, January 2011.) School performance statistics also prove SfA's positive impact.

How is Success for All different to other literacy intervention programmes?

Success for All (SfA) teaches children to become strategic readers and writers, starting from when they are at pre-school right up to Year 6 at primary school; and continued into years 7 and 8 at secondary school. It also covers all aspects of literacy – reading, phonics, comprehension and fluency, and writing.
Other literacy intervention programmes tend to focus on a narrower age range and cover just some aspects of literacy.

We are a Good school, why do we need whole school change?

Schools choose to sign up to SfA for different reasons. For example, some schools sign up because the principles and pedagogy underling SfA (co-operative learning) are in line with their own, while other schools want whole school change. As well as accelerating attainment and progress in literacy, SfA can be a vehicle for wider change.

Won't staff feel that SfA is taking away professional ownership of their teaching?

SfA will complement and include many aspects of Good teaching. The teacher still has to bring SfA to life and so their creativity is essential, as with all teaching. You will find that SfA empowers teachers, just as it empowers children.

What levels of support will we receive?

In year one, you will receive up to 16 days of support for a full primary programme, including:

  • Three set up days.
  • Three training days.
  • Up to ten more days according to your need (at least three of these days will be working with school leadership teams to support them in quality assurance of the change and implementation processes.)

In year two, you will receive ten days of support, which includes:

  • One INSET day.
  • Three days for quality assurance of the change and implementation processes.
  • Up to six more days according to your need.

The programme support will continue for another two years. We provide this ongoing support because many experts consider that a sustained and active process of implementation is required to achieve real commitment and success (Fixsen et al 2009, p.532 quoting Greenhalgh et al 2004) Fixsen said specifically: "On average it takes two to four years to fully establish evidence based programmes in a community" (Fixsen 2005)
Therefore, we offer a four-year partnership because we want to ensure that schools have the best chance of making a long-term impact on their school community.

How quickly and easily can SfA be implemented?

This depends on your commitment as a Head. If you are committed it will be implemented effectively. We support you in this fully, but the impetus for change has to come from the top down.
It usually takes between four to six weeks to initially set up the SfA programme, but this really depends on the requirements of the school. After the initial set-up, we provide ongoing support for four years.

How does the Reception programme (Kinder Corner) balance child-led activities with a structured approach to learning?

Our programme for Reception classes (Kinder Corner) provides the perfect balance of child-led and structured teaching and learning. Our partner schools that have achieved Outstanding status prove this.

Is SfA suited to a secondary school setting?

Yes. It builds and extends the skills developed by children in primary school and provides a rigorous programme to meet the demands of the secondary curriculum.

Won't grouping by 'stage not age' be hard to sell to parents?

We know that when parents see the positive outcomes of this approach, they are convinced. Parents of children who struggle will, often for the first time, see their child succeed every day with better home-school links. At the same time, parents of children who are gifted will see their child working at the literacy curriculum for above their age. These opportunities don't exist in non-SfA schools.

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