Tune in to Talking Closing the Gap Research Project with selected school and PVI providers in Oldham in partnership with The Blue Coat School.

Tune in to Talking Closing the Gap Research Project with selected school and PVI providers in Oldham in partnership with The Blue Coat School.

Challenges and contexts to address.

• Speech, Language and Communication research identifying the need for ‘accelerated’ language learning and ‘school readiness’ approaches for many pre-school children. (“Grasping the Nettle” 2010)

• OFSTED findings re ‘closing the gap’ and initiatives to introduce the Early Years’ Pupil Premium.

• Literacy levels – “Reading the Next Steps” (March 2015) Children need to read at least 5 books a month from the start.

• Local research: the REAL approach and pioneering work in Oldham by the Early Years’ Service linked to The University of Sheffield.

Working in Oldham: Schools and Settings in Fitton Hill and Chadderton.

Oldham Early Educators: Using the REAL Appoach.

Research between Early Years’ Educators in Oldham, the NCB and The University of Sheffield, showed that:o Through targeted interventions parents

came to understand that play with their children really contributed to their learning;

o Through the REAL work, parents became connected to other services such as language services and libraries.

How could the Tune in to Talking Project work complement what was already happening?• Partnership work with Oldham

Music Service . What aspects of Music can support and accelerate speech and language development?• Research work using the ORIM

model – how can targeted families be further supported in home learning?

“Perceived” barriers to address.

• Parents and carers may feel wary of institutions.• Times of day for meetings etc

especially for those with younger children.• Lack of knowledge about their

own importance as an educator for their child.• EAL and language issues.

Why music and the boxes ?

• Appeals to the senses and the whole body. Children move and respond to rhythm which involves their whole being- holistic learning.• Memory! Music, rhythm and rhyme give cues for remembering which

is a key factor in building up vocabulary and linking experiences.• Symbolisation. Learning that something can stand for something else.

(A key skill in Reading.) Tone, intonation and dynamics can all change the meaning of what is being said or sung.• Fun! Being playful and building up confidence. Everyone can

contribute.

Parents as recognisers so that they can support their children’s speech, language

and communication in the home environment.

• A child’s vocabulary by the age of 7 years is typically 7,000 words. (I CAN Conference 2007)• A child living in social

disadvantage has a vocabulary of typically 3,000 words by age 7.• This project worked on placing

singing, play and vocabulary development in the home learning environment.

We got 3 different boxes –we used pasta, peppercorns and tin foil to make sound boxes. He found pasta made a ‘loud’ noise and tin foil a ‘little’ noise …..I’ve noticed a massive difference in how chatty he is and he is singing loudly!

What we did together – processes.

• Successful launch day with 8 individual research partners and also training partners across 2 wards in Oldham.

• Attendance at 3 network meetings and childminders 1 meeting. 3 ‘boxes’ of resources distributed and trialled. Evaluations and sharing of practice.

• ‘Vulnerable cohort’ tracking groups set up to support 32 children and their families with home learning interventions (but available for all).

• Data collected including baselining and exit and parental involvement. Interim report to DFE.

• Library visits and trails started.

• Visits and modelling from the Music Consultant and the Early Years’ Project Lead.

Interim data so far – are we helping to close the achievement gap?

• Children’s progress in EYFS levels (C and L and PSED) will be interrogated for the summary report.• 47 staff involved and ‘trained’.• 32 targeted cohort children

involved.• 219 children overall have had Tune

into Talking sessions.• 86 parents involved.• 17 younger siblings.

Evidence of children’s progress Medlock Vale Children’s Centre.

• Worked with 25 children, 6 siblings and 20 parents.• Evaluated that the music

expertise has added to group times. “ The training gave colleagues the reasons why beat, rhythm, expression and dynamics was so important for the children’s speech, language and communication development.”

Specific Communicative Behaviours Developed through the Music Sessions

• Children recognising and responding to different sounds;• Children beginning to move

rhythmically;• Children joining in with a familiar

rhyme or song;• Can start to follow simple

instructions.

Evidence of children’s progress Holy Rosary RC Junior, Infant and

Nursery School.Worked with 30 children, 1 sibling and 8 parents.

EYFS data.Communication and Language.Listening:In February 2015

4 out of 5 children were ‘at risk’ by not being secure in their developmental age levels.

In June 2015

All 5 children were secure in their developmental age level.

Specific Communicative Behaviours developed with the targeted cohort of children through the Music Sessions and the Homework Packs with the Parents:

• Taking turns to share resources;• Can remember a rhyme ,

song or a story;• Enjoys pretend play with toys

and other children.

Parent Comment about the impact of the Tune in to Talking Sessions which she attended.

“ She opens up more at home and I feel she talks and sings more.

I have been coming to music lessons and enjoy getting involved at school.”

Engagement with the “vulnerable cohort” children’s parents.• There needs to be a variety of ways

of communicating and a broader understanding of what ‘learning in the home environment’ is.• It might be attending a session and

seeing the approaches modelled, having a discussion with a more confident parent or taking home a resource.• It always involves dialogue not

‘telling’.

100% engagement of the parents.

• Leadership and commitment.• Flexibility of times and ways of

doing things. Taking time to communicate.• Respect and a belief that every

parent has a contribution to make.• Professional knowledge – taking

the materials and adapting them for our setting.• Sheer hard work!

Working as partners in the community.

•3 out of the 7 settings have completed library trail visits.• 100% of parents at one

pre- school have joined their library.

Tune in Chatter Trail Event: Parent Comments

“ This day gave me a better understanding of activities. It was nice to see (my daughter) doing the different activities and to know why you do them!”

The Contribution of all the Researchers

Holy Rosary RC Primary

Celebrating young children ‘Tuning- in to talking’ across Oldham!

Our story: At Holy Rosary, we have a weekly music session where children engage in language activities through Music.

Through Tune into Talking, we now deliver small group language activities in the setting with f ollow up activities in provision. The

profi le and importance of language has been enhanced greatly through the creation of homework language packs which are sent home to support parents in supporting their child in developing their language skills. One parent said :“My daughter has opened

up more and she talks and sings more. I have been coming to music and I find that all the children enjoy it and I also like

getting involved with her at school. I find it really good to do “

With thanks to all of the children, parents and

practitioners at Holy Rosary RC Primary Foundation Stage Unit

Kraf ty Kids Pre-School

Fitton Hill

Celebrating young children ‘tuning into talk’ across Oldham!

Our children and parents have been exploring music and sounds and developing the children’s vocabulary. Here are some of the things our parents wrote: “ I saw my daughter enjoying herself and joining in…..” “ This gave me a better understanding of the activities and why you do them.” “ You gave me ideas on activities to try at home.”

With thanks to all of the children, parents and the staff at Krafty Kids Pre- School for a most wonderful Chatter Trail Day!

Powerful as a training model- across birth to five .

Example of links:• Childminder and school collaborated with

a EAL parent to use an interpreter;• 2 schools shared a ‘homework model’• 3 research partners developed further

links with the local library – in one case 100% of parents signed up as members.

• Children’s centre teacher collaborated with the music centre to train officers.

• One pre-school and school strengthened transition links and are now sharing ‘homework ideas’.

The Centrality of Music.

Music is creative and enjoyable. It allows the children (and parents) to improve their communication and listening skills through activities where they can observe, reflect, imitate, participate and experiment! The researchers’ comments indicated that the emphasis on Music in the adult led and in the continuous provision developed the children’s: Memory skills Turn taking through actions and wordsAbility to join in Developing vocabulary and playing with languageStarting to ask questions.

The Centrality of Music.

Practitioner knowledge and sharing knowledge as a

research group.Areas to look at when we analyse the data:1. Working with parents on home

learning- being confident that the more ‘vulnerable’ cohort will contribute.

2. Leading interactive singing and music sessions with the children and with parents.

• Phase 1- all of the providers will have sustainability plans to ensure that the successful aspects of the Tune In work continue next year.• Phase 1 – a new pre-school setting will

open on the Fitton Hill Estate.• Phase 2- 9 new providers (clustered

around 3 schools) to join recommended by the Oldham EY Service.• Oldham Music Service will promote the

Tune in Resources as an intervention and support strategy.

Sustainability – links with Oldham Music Service and Oldham Early Years Service Team.

Thank you!

“ I enjoyed:

MAKING CAKESMEETING FRIENDS

SINGING

ALL ROUND PLAYING!”

Thank you!

“ The best settings were acting to break any possibility of an inter-generational cycle of low achievement……. The most effective providers go out of their way to engage with parents.Building parental engagement leads to improvements in their confidence…which in turn has a major impact on children’s achievements.”OFSTED: Are you ready? 2014.