families, building confidence and knowledge to support the early - - PowerPoint PPT Presentation

• Making it REAL is an evidence-based approach that

enables practitioners to reach out to parents and families, building confidence and knowledge to support the early home learning environment.

Raising Early Achievement in Literacy

To enable practitioners to use the REAL approach in early literacy work with families and put into place some practical projects involving home visits and literacy events.

Aim

Cathy Nutbrown and Peter Hannon, University of Sheffield Family literacy intervention – children aged 3-5 then extended to 2yr olds ORIM Framework to support parents and share knowledge Evaluation found lasting effects for some children (at age 7)

REAL Raising Early Achievement in Literacy

• Funded by the Department for Education
• April 2013 – March 2015 – continuation to

2016 Brent joined the programme Jan 2016

• National Children’s Bureau (NCB)
• 2 Home visits and 3 literacy events model
• Builds on earlier REAL projects - University of

Sheffield, NCB and Oldham and Sheffield

Making it REAL National Development Projects

• We know from admission data in schools and PVI’s that many

Brent children are below age related expectations on entry. Communication and Language are a particular concern across all cultures.

• The EYFSP has also shown that language and Literacy have been

areas needing a greater focus in reception classes.

Brent – Why get involved?

Making it REAL in Brent Cohort One January – July 2016 6 Settings 30 Families:-

• 3 PVI’s,
• 1 Children’s centre
• 1 Nursery School
• 1 Primary School

Cohort Two October 2016 – March 2017 19 Settings 59 Families:-

• 8 PVI’s inc 2 returning from cohort one
• 3 Primary Schools
• 1 Nursery school/Children’s Centre
• 7 Childminders

• Cohort One - Funded through the NCB
• Cohort Two - Training the Trainer – 2 day training for authorities

already trained by the NCB.

Training the Trainer

The Four Strands of Literacy

Environmental print Books Early writing Oral language – phonological awareness, story telling and ‘talk about literacy’

How is the programme structured?

Opportunities Recognition Interaction Model

The ORIM Framework

The ORIM Framework

Brent Entry Data

• Environmental Print (Uses print in the environment)
• 1=Doesn’t appear to notice print/logos
• 2=Sometimes stops to look and point to print/logos
• 3=Often points to print/logos and comments or asks what it says
• 4=Identifies two letters, words or logos in print
• 5=Identifies more than two words, letters or logos in print
• Rhyme (joins in with songs and rhymes)
• 1=No interest
• 2=Listens and watches
• 3=Joins in
• 4=Knows all or part
• 5=Knows more than one
• Books (At home we read and share a book together)
• 1=Not at all
• 2=Once a month
• 3=Once a week
• 4=2-3 times a week
• 5=Most days
• Marks (My child draws/paints/makes marks/makes

things)

• 1=Not at all
• 2=Once a month
• 3= Once a week
• 4=2-3 times a week
• 5=Most days
• Language (Two year olds)
• 1= Babbles
• 2=Single words
• 3=Two words
• 4=Three words

Brent Entry & Exit Data Cohort 2 Makes marks

5 10 15 20 25 30 35 40 Marks 1=Not at all 2=Once a month 3= Once a week 4=2-3 times a week 5=Most days

Makes Marks

Brent Entry & Exit Data Cohort 2 Rhyme

5 10 15 20 25 30 35 Rhyme 1=No interest 2=Listens and watches 3=Joins in 4=Knows all or part 5=Knows more than one

Rhyme

Brent Entry & Exit Data Cohort 2 Shares Books

5 10 15 20 25 30 35 Books 1=Not at all 2=Once a month 3=Once a week 4=2-3 times a week 5=Most days

Shares Books

She embraces professional development to help her maintain exceptional standards of care and education. For example, she is conducting a project

• n raising children's

achievement in

• literacy. This has an

extremely positive impact on children's learning.

Ofsted 9 December 2016

Childminder Ofsted Report

Brent Entry & Exit Data Cohort 2 Environmental Print

5 10 15 20 25 Environmental Print 1=No interest 2=Sometimes stops and points 3=Often points and asks what it says 4=Identifies 2 letters/words 5=Identifies more than two

Environmental Print

• Each programme has resulted in a report shared with

participants in the programme, the LA and NCB, summarising the rationale and results of the programme.

• Includes the Quantitative and Qualitative data with some of the

lovely examples of practitioner and parent feedback.

• We are currently planning for Cohort Three!

The final report

• Parents said:

Evaluation following an event

• “It taught me how to develop my child’s reading skills in different ways!”
• “I learnt about reading 3 times a week to my child”
• “Really good workshop, help for me to reading with my kids at home”
• “Extremely useful session – really great ideas to help my baby in her development and having fun using

books and reading – thank you”

General feedback

• “I now have more ideas on helping my son with reading and writing, he is now more motivated to read to

himself too”

• “He point to signs now when he sees them”
• “It’s helped me focus on what he needs to learn.”
• “I have learnt to help my son be involved with storytelling using the small bag”

Examples of feedback:

• Practitioners:-
• “The Home visits were so very useful in their impact as the activity was in the child's and

parents' home with some of their equipment. The relationship that such visits foster is

• amazing. The next high impact was from the community based events that we had,
• eg. Willesden library, Welsh Harp etc.”
• “The project places demands on stretched staff times but it is a pleasure to observe the

changes.in parental awareness and involvement.”

• One child minder was delighted to have carried out her first ever home visit. Home visits were

also new for some of the settings.

• “I have noticed since the project began that mum is more engaged, will now communicate with

us 1:1 (rather than through the father) and has also signed up to attend English classes.”

Examples of feedback:

• Additional training for settings NCB funding.
• One day training on REAL maths

Built on the same concept as the literacy. Based on 3 strands Everyday maths, Environmental maths and stories, songs and rhymes and using the ORIM framework.

REAL Maths

The NCB are still offering training but it has to be bought in until any further funding is agreed COST - A one-day training for up to 20 people is £2,500 – and the two-day option is £3,900. NCB Contact:

• https://www.ncb.org.uk/making-it-real-supporting-early-literacy-training

REAL information:

• http://www.real-online.group.shef.ac.uk/index.html

National Children’s Bureau (NCB)