Raising Early Achievement in Literacy

2. Raising Early Achievement in Literacy • 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.

3. Aim 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.

4. REAL Raising Early Achievement in Literacy 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)

5. Making it REAL National Development Projects • 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

6. Brent – Why get involved? • 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.

7. 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

8. Training the Trainer • Cohort One - Funded through the NCB • Cohort Two - Training the Trainer – 2 day training for authorities already trained by the NCB.

9. How is the programme structured? The Four Strands of Literacy Environmental print Books Early writing Oral language – phonological awareness, story telling and ‘talk about literacy’

10. The ORIM Framework Opportunities Recognition Interaction Model

11. The ORIM Framework

12. Brent Entry Data • Language(Two year olds) • 1= Babbles • 2=Single words • 3=Two words • 4=Three words • 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

13. Brent Entry & Exit Data Cohort 2Makes marks

14. Brent Entry & Exit Data Cohort 2Rhyme

15. Brent Entry & Exit Data Cohort 2Shares Books

16. She embraces professional development to help her maintain exceptional standards of care and education. For example, she is conducting a project on raising children's achievement in literacy. This has an extremely positive impact on children's learning. Childminder Ofsted Report • Ofsted • 9 December 2016

17. Brent Entry & Exit Data Cohort 2Environmental Print

18. The final report • 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!

19. Examples of feedback: • 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”

20. 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.”

21. REAL Maths • 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.

22. National Children’s Bureau (NCB) 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