Childhood Unit NCB • Professor Cathy Nutbrown, The University of Sheffield • Wendy McCormack, Salford, Executive Headteacher • Margaret Gun, School Readiness Advisor Agenda • Project Overview and Background • The original Sheffield REAL Project – Prof. Cathy Nutbrown • Project detail • The Salford perspective – Wendy McCormack & Margaret Gun • Opportunity for discussion in groups • Questions • Next steps
disadvantaged 5 year olds are not meeting expected literacy standards. • Less-advantaged children fall behind peers in the early years and that gap widens throughout school. • There is significant variance across England. Many children at age 5 in the North are far behind those in the South. The strength of the Home Learning Environment is a significant factor in children’s attainment. Disadvantaged children are less likely to experience a home environment that supports early language and literacy development HOWEVER: The quality of the HLE has been shown to be equally as important as socioeconomic factors.
partnered with the Department for Education to test projects that support parents to help improve their child’s early language and literacy skills at home. • £5 Million will be spent in disadvantaged areas in the North of England testing projects that have shown considerable evidence of promise. • This funding is a key part of the DfE’s plan to close the ‘word gap’, set out in ‘Unlocking Talent, Fulfilling Potential’ (social mobility paper), and part of the DfE’s commitment in the ‘Northern Powerhouse’ strategy. In 2018 NCB undertook a rigorous application process, and were successful in winning funding to evaluate ‘The REAL Programme’: Raising Early Achievement in Literacy.
families’ teaching of emergent literacy: How families can be supported to enhance their young children’s early literacy development Professor Cathy Nutbrown: ‘literacy learning need not be a matter of following a formal and narrow literacy curriculum from an early age. A broader view of literacy learning in everyday contexts can be taken and parents are key as teachers of aspects of early literacy using experiences in their own home’ A key challenge for early literacy education is to find ways to facilitate access to school literacy for children from disadvantaged families whilst also valuing their preschool family literacy experiences and their families’ informal teaching of emergent literacy.
childhood educators and 176 families in an RCT (randomised controlled trial) which showed benefits for children most likely to be disadvantaged by under achievement in later schooling. • There were literacy gains for children in the programme. Children further disadvantaged in terms of their mothers’ lower levels of education had greater, and longer lasting, gains. • The rigour of the study design and execution means that, although further research is desirable, findings reported here can be acted upon with confidence by early childhood educators to enhance practice and by educational policymakers to create the conditions for them to do so.
out stories together with props, simple puppets or story sacks – in more than one language to suit the child. Singing, recording and playing back songs and rhymes together, making a collection of puppets and rhyme cards to repeat and learn at home and making coloured play dough, following a recipe together, making letters and words of significance to the child
learned many things I didn’t know I could do with my daughter at home I like very much the good ideas for exercises to do at home. I would like to carry on because it helps a lot and gives us good, and new ideas for children to show more interest in activities and flourish I can’t believe how well she is doing. I’m going to do loads more with her at home. What do parents like?
The different ways of reading a book make it more fun and interesting. He loves making marks in the sand on the beach She plays letter/word detective with a magnifying glass seeking print in around the house Books Writing Environmental print Oral language What do parents think?
first thing he does when he gets home [get out his book]… I just thought he was not that interested in books Suddenly he’s drawing and loves it! She recognises signs and colours... she says "Daddy" and "yellow yellow" All the family are now singing when we go out in the car Comments from parents recognising their children’s development
assessment Improved working relationships with families, particularly those ‘hard to reach’ Home visits introduced and welcomed Events – a way to involve families in children’s learning Influencing the Home Learning Environment Key success factors ORIM Framework Accessible, low-cost ideas for literacy activities Home visits So what?
be conducted involving 120 schools with nursery classes, and 960 children. • 60 of the schools will be control schools, 60 intervention. 480 intervention children and families will receive REAL (8 children per school). • The evaluation will be structured as a randomised controlled trial which will compare the progress of children who receive The REAL Programme with a ‘business as usual’ control group. • The intervention will begin in January 2020. • The primary outcome will be literacy, as measured through independently administered tests at the beginning and end of the trial. The secondary outcome will explore changes in the home learning environment as a result of the intervention. • The evaluation report will be published in Autumn 2021.
and moves with the child into Reception Year REAL Programme (Intervention) Schools Teachers undertake professional development, plan together and work with children and families through a series of home visits and centre- based events. Each family receives a monthly contact during term time from the teacher as a minimum. Teachers work with children and families in the home regularly, leaving materials and continuation tasks and suggest ideas for completion of literacy activities. Teachers have half a day a week release from the classroom to work with a cohort of 8 children (aged 3-5) and families over a period of 4 terms, both individually and in groups.
The REAL Programme are unable to also take part in any other EEF Home Learning Environment funded trials, a full list of which can be found on the EEF website. Control Group Schools This group will not receive training or participate in The REAL Programme. These schools will receive funding that should be put towards alternative support. This group is essential for us to understand if and how REAL works, and will be required to participate in child assessments.
3 Councils in the North of England to identify schools suitable and willing to take part: Kirklees; Knowsley; and Salford Timeline • Jan – July 2019 Project set up and school recruitment • July 2019 Deadline for school sign up and MOU’s in place • Sept – Dec 2019 Selection of intervention/control pupils & baseline testing • January 2020 Four days of teacher training to intervention schools • Jan 20 – Feb 21 Intervention: Min. of 8 home visits per child & 4 events • March 2021 Final child assessments – intervention & control schools
Language Therapists who will come to your school. Parent consent will have been gained in advance. • PELI (15 minutes) is a psychometrically tested assessment embedded within a set of 10 child-friendly storybooks. The story books address five early literacy dimensions: phonological awareness, alphabet knowledge, vocabulary, oral language, and comprehension. • The Sheffield Early Literacy Development Profile (10 minutes) assesses children’s early writing skills. • The Home Learning Environment Index – given to parents to take home, complete and return. Pupil Assessment
£5,600 for 8 children to support staff cover to deliver the programme. This will be paid in instalments. • Control schools receive £1000 to take part. • Expected that both payments to be initiated once baseline testing has taken place Funding
GLD 54.2% 56.8% 61.4% 65.2% 67.5% 67.3% National GLD 51.7% 60.4% 66.3% 69.3% 71% 71% • Good Level of Development (expected or better in all Prime areas plus Literacy and Numeracy) is the measure of School Readiness • GLD increased in Salford year on year for the previous 4 years but dipped this year • Salford GLD is below National GLD
of boys and girls • The main area of learning that is preventing boys from attaining a GLD is Literacy, with writing particularly low. GLD in Salford 2013 2014 2015 2016 2017 2018 boys 45.4% 47.9% 53.2% 55.6% 60.4% 59.1% girls 60.9% 66.8% 70.3% 76.2% 75% 74.9%
Moving and Handling Health and Self0care Self- confidence and self- awareness Managing feelings and behaviour Making Relationships 82.4 82.6 81.8 87.7 89.1 86.9 85.4 87.1 Literacy Maths UW EAD Reading Writing Number Shape, space and measures People and Communities The World Technology Exploring Media and Materials Being Imaginative 73.8 70.3 77 78.4 82.7 83.5 92.2 85.9 85.5 • The lowest proportion of children achieved at least the expected level in reading, writing and number aspects of the profile. • The highest achievement in Salford was in Health and Self-care, Technology and Making Relationships. •This pattern has been the same for the past few years and we need it to improve!
who almost achieved GLD, 40% did not achieve the reading goal and 64% did not achieve the writing goal. Therefore these are pivotal goals in improving the overall GLD for Salford. • Of these 231 children, 58% were boys and 73% of these boys did not achieve one or both of these literacy goals
training programme including targeted setting support • The Children’s Centre offer includes REAL for under 3s and focuses heavily on promoting parents’ understanding of Child Development and the importance of play. The Five to Thrive Key Messages are used in all sessions and IY parenting programme is offered universally. • The WellComm project aims to improve early identification and intervention for children with language delay. The Big Book of Ideas can be used with parents to promote and support the Home Learning Environment
enduring educators. Parents and families are the most important people in children’s lives. They have the greatest influence over them, particularly in their early years. What parents do at home with their very young children has a major impact on social, emotional and intellectual development.” Sylva et al.2004
Project – Impact Report Research Focus: The impact of parental partnership on developing C&L and not developing class practice for the whole cohort. Project Overview: Agreed research theme e.g. Understanding The World. Each school would have the same class resources but would plan class activities to fit in with their preferred method, delivery and approach to learning. Key Outcomes: 1. Schools GLD to be above National Average. 2. Targeted groups to make accelerated progress and achieve GLD in C&L. 3. Greater parental involvement for target group (80% increase from rarely or sometimes to often).
assessed by their teacher against each strand in C&L Development Matters pre and post project (using numbered based version) to measure impact. 2. Each individual school may also carry out further assessment as part of their general practice e.g. Wellcomm; ELKLAN etc.. . 3. Home visit to each of target groups. 4. Pre and post parental questionnaire completed with target group. 5. Parents review own child against numbered Development Matters for C&L.
across both schools. 2. Data capture to be completed by the class teacher. 3. Pre-parental questionnaire to be completed in the home by 2 class teachers. 4. Resources replicated in all 3 settings. 5. Experiential learning planned, implemented and led by individual schools including pre-visit risk assessment. 6. Pre-learning language and questions established. 7. Post parental questionnaire completed in school by the 2 class teachers that completed the pre-questionnaire. 8. Post project data moderated.
bales, hutches, water bottles, fur, bigger, smaller, soft, food, bed, Donkey ride saddle, bridal, fluffy, lead rope, walk, bray, bigger, smaller, hooves, tail, ears, Tractor ride tractor, tyre, trailer, bumpy, wheels, big, small, hill, chug, Feeding horns, ear tags, hay, straw, buckets, calf, chicken, sawdust, tunnel, tubes, water bottle Milking parlour cows, udders, milk, machine, tubes, tails, black, white, moo, farmer Other general words ALL animal names, coup, chicken, grain, handwash, reindeers, smelly, horse, pony, silage, trough, pen, enclosure, fence, Please use this vocabulary and prompt questions to ensure we all ask the same questions and teach the same vocab in each area of the farm.
The Beach; The SPACE Centre. 2. Home visit for each target group complete. Parental Engagement questionnaires completed and parents review own child against numbered Development Matters for C&L. Visit planned and key vocabulary and communication activities established Baseline established
child at bedtime? Do you sing songs and nursery rhymes with your child? Do you introduce new vocabulary to your child? Do you make eye contact with your child when talking to them? Do you speak to your child at their eye level? Do you take on a character and engage in role play with your child? How often do you engage in special talking time with your child, without any distractions or interruptions? How often do you correct your child or model how to use vocabulary and language appropriately? Do you give your child time to respond your questions? Is there anything you would particularly like help with in regards to supporting your child’s developing communication and language skills? For each of the following questions, please circle one statement which most reflects your observations: REAL Project – Pre/Post Parent Questionnaire
The Beach; The SPACE Centre. 2. Home visit for each target group complete. Parental Engagement questionnaires completed and parents review own child against numbered Development Matters for C&L. 3. School based experience e.g. technology treasure hunt - teacher modelling child re- telling child led (x 2) Visit planned and key vocabulary and communication activities established Baseline established Collection of evidence using Development Matters
and parents Development Matters 1. Baking activity (teacher modeling) • Brief parents of target group. • Purchase ingredients and model baking with target children and parents Understanding: 15 Speaking: 23; 26; 30 & 32 The World: 18 2. Baking activity (child at home) • Target children repeat baking activity at home. • Record by picture; sequence and talk about it to another adult who was not on the baking trip. Speaking: 24;27 & 35 3. Baking activity (child re-tell in school) • Target children re-tell in school to peers. Speaking: 24;27 & 35 Self-confidence and awareness: 16 Understanding: 19 The World: 18
The SPACE Centre. • Speech and Language therapist modelling activity linked to theme and C&L. • Celebration Event • Post project data collection and review Parental attendance Parental attendance Parental attendance Data summary sheet Post parental questionnaires
up some hay. BL2: • Who looks after the animals? • Show me another black and white animal. BL3: • How did the lamb feel when it had drank its milk? • What happened when the lambs came out of the pen? BL4: • Why is there a heat lamp in the lamb’s pen? • How does the mummy donkey feed the foal?
me the milking machine. BL2: • What is the farmer doing? • How many cows can be milked? BL3: • How did the farmer milk the cow? • What will happen to the milk once the cows have been milked? BL4: • Why are the cows milked? • If the milking machine breaks, how could the cows be milked?
group: • Child: The most disadvantaged children benefit the most, with literacy levels significantly improved, and long term improved outcomes for the child • Family: The Home learning environment improves (impacting on siblings too), and parents gain confidence and become better engaged with the school • Teacher: 4 days of Early Literacy CPD with Professor Cathy Nutbrown • School: Improved EYFSP levels of children with a Good Level of Development- literacy, communication and language. • Field of early literacy: better understanding of interventions that work.
Ensure you have read the NatCen document: ‘Evaluation of The REAL Programme: Information for Nurseries and Schools’ • Read and sign The REAL Programme Memorandum of Understanding Head Teachers sign first and last page of MOU and send over Next steps
we would like you to take part in this project. If you require further information please contact: Ellie Suggate-Francis, Principal Officer in the Early Childhood Unit, NCB: firstname.lastname@example.org For more detailed information about REAL please refer to the following link: http://www.real-online.group.shef.ac.uk/aboutreal-text.html Next steps