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Tackling disadvantage in the early years

Tackling disadvantage in the early years. December 2017

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Tackling disadvantage in the early years

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  1. Tackling disadvantage in the early years December 2017 The Department for Education published ‘Unlocking Talent, Fulfilling Potential: a plan for improving social mobility through education’ on 14 December 2017, which sets out the Government’s ambitions for the wider education system, making sure that great education translates into great opportunities and jobs for everyone. July 2018 “28% - of children finish their reception year still without the early communication and reading skills they need to thrive. It’s not acceptable and tackling it must be our shared priority. My ambition is to cut that number in half over the next ten years.” – Damian Hinds Secretary of State for Education

  2. The ‘word gap’ between disadvantaged children and their peers has a profound impact in later life On average, disadvantaged children are four months behind at age five. That grows by an additional six months by the age of 11, and a further nine months by the age of 16. Children with poor vocabulary at age five are more than twice as likely to be unemployed when they are aged 34. “28% - of children finish their reception year still without the early communication and reading skills they need to thrive. It’s not acceptable and tackling it must be our shared priority. My ambition is to cut that number in half over the next ten years.” – Secretary of State for Education

  3. Our social mobility programme follows this evidence to improve outcomes at age 5 We need to drive change in THE HOME LOCAL SERVICES EARLY YEARS SETTINGS Convening / campaigning Improving practice in schools Improving practice in pre-reception settings Supporting ‘place based’ sector led improvement Our work involves Building the evidence base Supported by Voluntary and Community Sector grants By 2028, the percentage of children who do not achieve at least expected levels across all goals in the ‘communication & language’ and ‘literacy’ areas of learning at the end of reception year (EYFSP) is reduced by half To improve outcomes for children

  4. Evidence shows that the home learning environment is one of the biggest influences on a child’s vocabulary at age 3, when controlling for a wide range of background, family, educational and other factors. It also shows that the quality of the home learning environment varies depending on socio-economic and other factors. Programme updates (1) Convening / campaigning Building the evidence base HOME LEARNING ENVIRONMENT The Secretary of State has set out his ambition to halve the percentage of children who do not achieve the expected level of development in communication and language, and literacy by 2028. Achieving this ambition will mean supporting parents to help their child’s early language development, and contributions across society; with businesses, the media, the voluntary sector, and our tech industry all playing their part. The Secretary of State has established a new coalition of organisations such as these to take this work forward. We will also identify and spread evidence-based home learning environment programmes that support early language development. We are investing £5 million in home learning environment trials in the North of England. • We held a summit on 14 November, hosted by the Education Secretary, where we convened businesses, broadcasters and a broad range of other organisations to launch a coalition to explore innovative ways to boost early language development and reading in the home. The new behaviour change model launched at the event can be found here. • Call for proposals for the home learning environment trials in the North of England closed at the end of July and successful bids have been announced here

  5. Local authorities sit at the heart of local services for children. A ‘place based’ approach focuses on the variety of local services that work together to improve children’s outcomes in the early years, with a particular focus on early language. Programme updates (2) Building the evidence base Supporting ‘place based’ sector led improvement LOCAL GOVERNMENT PROGRAMME We are working with the Local Government Association to deliver our £8.5m early years local government programme. This includes peer reviews, led by multi-disciplinary teams and will support councils to identify actions and reforms to services to improve local outcomes. • 3 peer review pilots completed in Bexley, Wigan and Peterborough/Cambridgeshire and the next 8 peer reviews scheduled from December. LAs will have the opportunity to apply for the next round. • We launched the early outcomes fund, worth £6.5m, on 15 November. We are looking for partnership bids from LAs looking to improve how their local services are delivered to improve early language outcomes, or to assess and spread a successful approach. More information: https://www.gov.uk/government/publications/early-outcomes-fund-grants-for-local-authorities EARLY YEARS DASHBOARD We are developing an early years dashboard, to show children’s outcomes in the ehttps://www.gov.uk/government/publications/early-outcomes-fund-grants-for-local-authoritiesarly years in each local authority, comparing statistical neighbours. • Beta version of dashboard shared with LAs and feedback received. PARTNERSHIP WITH PUBLIC HEALTH ENGLAND We are working in partnership with Public Health England to equip health visitors to support families to promote early language acquisition in the home, and ensure that any speech delays are picked up early and the right support put in place. • We have appointed the Institute of Health Visiting to deliver training to health visitors in target LAs on speech, language and communication needs. • Delivery scheduled from early 2019. TAKE UP OF DISADVANTAGED 2 YEAR OLD EARLY EDUCATION ENTITLEMENT We have published research into the barriers to take-up in London. https://www.gov.uk/government/publications/take-up-of-free-early-education-entitlements • Extension of Childcare Works contract. Their role has been expanded to cover all early years entitlements. Progress Review Form (PRF) has issued to LAs.

  6. We are ensuring that we are investing in what worksto further enhance the evidence-based professional development opportunities in the early years. Programme updates (3) Building the evidence base Improving practice in pre-reception settings Improving practice in schools PROFESSIONAL DEVELOPMENT FUND £20m fund to deliver a programme of high quality training and professional development support for pre-reception early years practitioners in both schools and PVI settings in disadvantaged areas. • We will begin the process of procuring a national delivery partner shortly and expect to have a contractor in place from Spring 2019. • We are contacting eligible local authority areas and will be providing more information to them in due course. WHAT WORKS FUND We are working with the EEF, EIF, Nuffield Foundation and others to launch a “what works” fund. • The first bid round has closed. We have announced three successful projects on the EEF website. • The second bid round is now open: https://educationendowmentfoundation.org.uk/projects-and-evaluation/how-to-apply

  7. Programme updates (4) Building the evidence base Improving practice in pre-reception settings Improving practice in schools RECEPTION AND EARLY YEARS FOUNDATION STAGE PROFILE REFORMS We will identify and share best practice on what should be taught in reception year and Improve the outcome goals in reception, with a particular focus on reducing burdens and strengthening literacy and numeracy in the early years. • 24 schools are piloting revised early learning goals and assessment and moderation from September 2018.  https://www.foundationyears.org.uk/wp-content/uploads/2018/06/EYFSP-Pilot-Framework-2018.pdf • EEF appointed to deliver the pilot, in partnership with NatCen and Action for Children. WORKFORCE STRATEGY COMMITMENTS • We’ve published new criteria for: Level 2 Early Years Practitioner qualifications; • A specification for a new Level 2 Early Years SEND qualification; and • A job description and qualification specification for a Level 3 Early Years SENCO aimed specifically at those working in the PVI sector. https://www.gov.uk/government/publications/early-years-practitioner-level-2-qualifications-criteria http://www.foundationyears.org.uk/2018/04/ey-senco/ http://www.sendgateway.org.uk/resources.ey-senco-l3-qualification-specification.html www.sendgateway.org.uk/resources.ey-senco-job-description.html SCHOOLS NURSERY CAPITAL FUND Funding to create more high quality school-based nursery provision for disadvantaged children. • £30 million capital fund to create high quality school-based nursery provision for disadvantaged children announced 31 July by the Secretary of State. LAs can bid until 22 November 2018. https://www.gov.uk/guidance/school-nurseries-capital-fund

  8. We are drawing in the support of the voluntary and community sector through a grant round of up to £6.5 million 2018/19 – 2019/20, where we have prioritised supporting disadvantaged children and children with special educational needs to access early education, and to support disadvantaged families improve the home learning environment. Programme updates (5) Voluntary and Community Sector grants

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