Friars Primary School and Nursery is a two form entry school based in Shoeburyness, near Southend in Essex. At 57.8% the number of children in the school entitled to free school meals is well above the national average. In this cohort, 30% of the group were entitled to free school meals. Friars is a school that is 0.11 points above the National School Deprivation Indicator. (National: 0.24, Friars: 0.35, July 2014) The approach was used to deliver targeted maths teaching to all children, based on their current levels of mathematical understanding.
Leaders identified that children were entering school with low levels of attainment in mathematics and were not making appropriate progress, with attainment in maths being lower than other areas. A need to ensure that children make good or outstanding progress in mathematics was identified.
Rosedene Hemlington is one of a chain of 10 private nurseries in the Rosedene group, based in Middlesborough. Support for SEND has developed over a number of years and was noted in the 2012 Ofsted report. The Key Person System facilitates early identification of children’s needs and support for families.
Kingsdown Nursery School is a small LA maintained Nursery School, in Lincoln, with 72 3-4 yr olds on roll and 31 2yrs olds in school run daycare provision. The take up for the standard nursery offer did not meet the needs of individual families and the need for a more tailored approach was identified.
The National Literacy Trust based development on research around the home learning environment and its impact on children’s cognitive development (EPPE). Additionally, studies emphasised the importance of early intervention: Children who had impaired language skills at the age of 3 were more than four times as likely as those who started at an advanced level, to have delayed language skills at the age of 11.
>Primary schools and the local nursery school and children’s centre in the area identified low attainment in mathematics and a need for a collaborative approach to raising achievement. The initial focus on mathematics began during the academic year 2013-2014 and is ongoing. This followed a similar approach in which all local schools and PVI settings focused on Communication and Language.
Starting Out was developed by the Borough of Poole Child Development and School Readiness Lead in 2011. The need to support the development of a positive home learning environment across the EYFS was identified. The programme aims to empower parents to ensure their children are increasingly ready for school. Implementation across the EYFS ensures that parents have the opportunity to hear messages repeatedly and build trust with teachers and Early Years practitioners.
Lord Street Community Nursery School and Preschool is situated in an area of high social deprivation in Derby. The take up for the 8am – 6 pm, 48 weeks a year nursery offer was not receiving the expected level of take up and the need for a more flexible approach and provision for 2 year olds was identified.
An increasing local and national trend of children starting school not developmentally ready for formal learning had been identified. The project aimed to empower health visitors and children’s centre teams to work with parents and carers to motivate them to take a more active role in their child’s development from birth.
The Forest School sessions take place with up to 9 childminders and the children they work with in the Isle of Wight. After attendance at ‘Wildlife Tots’, the childminder identified a difference made to the confidence, communication skills and physical development of children.
Talk of the Town (TOTT) is an integrated, community led approach to supporting speech, language and communication in children and young people, developed in 2011-2012 in Manchester. The approach involved practitioners across health and education, working with parents and their children.
All settings in the partnership identified large numbers of children with low levels of attainment on entry, particularly around communication and language. There was a clear focus on early identification of children’s needs.
The local authority identified that funded 2 year olds spend only 6.5% of their time in a nursery place and that parents and carers need to understand how their children develop and learn.
This academic year, 24 settings are using the programme and training was recently carried out for 13 child minders in South Tyneside. Pilot research for the Child Development Programme was validated as good practice in 2010.
Seven local authorities implemented the early years pupil premium three months earlier than the rest of the country from January –March 2015. Their purpose was to test application , funding and eligibility checking systems prior to full roll out. They also collected case studies from providers about how they used the EYPP.
Rotherham utilised its LA EYPP funding to develop two projects exploring effective ways of using EYPP funding. One project focused on engaging parents/carers in children’s learning and development, while the other project focused on supporting children’s communication and language development. Both projects included practitioners from school nursery provision and PVI provision, and culminated in the development of case studies and a celebration event which all Rotherham school and setting providers were invited to.
Involving parents using ECAT stepped approach
Exploring environmental print
Night time reading bear
Engaging parents in reading and writing
Involving parents in education and learning
Communication and language development
Speech and language training
Developing communication, language and listening skills
Development of a parent’s library
Helping children with speech and language difficulties
Developing communication and language skills
Communications, language and literacy development
Supporting communication and language development
Promoting language and communication skills
Learning English as a second language