www.successforall.org.uk Charity No. 1077079.
Frequently Asked Questions (FAQ)
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Frequently Asked Questions
How long does the programme last?
Can a school implement one part of the programme on its own?
How much time is needed each day? How much preparation do I need to do? How are the children grouped? Who teaches the Success for All programme? What happens if a child appears to be falling behind? How is Success for All implemented? What if a child's attendance is poor? What training is given to teachers? What follow-up support is given after training? What materials are provided? ___________________________________________________ How Long does the programme last? Success for All lasts children's whole school career. SFA covers all aspects of the literacy curriculum from Nursery through to Year 6.
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Can a school implement one part of the programme on its own? Yes, although in our experience once a school establishes success with one component part of the programme they are keen to implement another layer.
How much time is needed each day? The Foundation Stage programme runs throughout the school day. Children in years 1-6 have a 90 minute literacy lesson every day. This is because we believe literacy is the key to all learning and 90 minutes allows for extensive practice of fluency and analytical skills as well as providing time for translating children's experience of different reading genres into effective writing.
What preparation do I need to do? Manuals and Treasure Hunts give day-by-day detailed direction. Most resources are included as photocopiable pages. Teacher time is spent thinking about how to teach and not what to teach.
How are the children grouped? All children are assessed at the beginning of the programme and they are placed into reading groups reflecting their ability. Children are grouped across years to make best use of teaching staff.
Who teaches the Success for All programme? Both teachers and confident teaching assistants teach the programme meaning that groups can be kept small.
What happens if a child appears to be falling behind? There will always be a few children who need extra support to maintain the expected progress. These children receive 10 minutes of one-to-one tutoring outside of the Success for All lesson (but practising the same skills) to ensure they do not fall behind.
How is Success for All implemented? In order for the programme to be successful, each school appoints a programme facilitator. The roles of the facilitator, head teacher and supporting teachers are distinct and essential. SFA Facilitator - Is in most cases the English co-ordinator and is responsible for:
Supporting teachers in the implementation of the programmes. (Modelling good practice and ensuring consistency across groups)
Administering assessments, analysing results and regrouping children accordingly.
Spotting children who have poor attendance rates and liaising with the family support team.
Ensuring that any child falling behind the programme receives extra tutoring.
Training tutors.
Maintaining school momentum and motivation for programme.
Head teacher - It is essential that the head teacher give full support to the programme if it is to have full effect. The head teacher will need to attend the initial training and supporting the facilitator in their role.
Teachers - Are responsible for:
Embedding co-operative learning techniques in their classroom practice.
Teaching the programme relentlessly.
Encouraging high attendance.
Keeping assessments up to date and using this information to guide their teaching.
What if a child's attendance is poor? The lessons are intensive and cumulative so poor attendance will disrupt a child's progress. One-to-one tutoring can help to remedy this.
What training is given to teachers? Teachers receive three days training. The first day is to introduce the co-operative learning process and the Getting Along Together programme. Days two and three are training in either the Foundation Stage, Roots or Wings. The third day is usually half a term after the second day's training.
What follow-up support is given after training? At least two days support is given during the first year to ensure that the programme is implemented successfully. Further support days can be arranged in response to schools' particular areas of need. In second and subsequent years the level of support is negotiated with individual schools.
What materials are provided? All the materials to ensure the smooth running of the programme are provided. Teacher manuals, phonics materials and children's stories, planning sheets etc. are all provided.
