The Early Intervention Programme

Raising Standards in Literacy and Numeracy

Argyll & Bute Council

Strategy

Project 1

Classic early intervention strategies implemented in larger schools and associated nurseries ie:

additional staffing - 0.5FTE nursery nurse in each P1/P2 class/pre-five unit to provide direct support to targeted children; learning support to provide direct support to targeted children; advice to staff and to co-ordinate the early inter~ention project;
baseline assessment: numeracy and literacy (writing/PSD to be included next session);
teaching and learning methodology based on a model of TEACH: MAKE SENSE: PRACTICE;
grouping by prior attainment;
quality focused time on each subject area ensuring a variety of types of tasks in each teaching block and ensuring a variety of teaching approaches in each curricular area;
teaching of reading -
phonic approach - rhyme; onset, rime and analogy; oral differentiation
look and say approach - Dolch list of common words; recurring words from reading text; recognition of text in environment in/out of school
eaching of mathematics -
maths in context :number of games
mental maths :child centred approach to planning programmes of work

Project 2

additional staffing for learning support to provide direct support to children; advice to staff and to co-ordinate the early intervention project;
Paired Reading/Maths project in middle sized authority schools;
baseline assessment (as above) or specific reading assessment eg ORT Miscue Analysis
paired reading projects in progress involving:
parent workshops
blocks of paired reading sessions P1/P2 (paired maths to come on line next session).

General strategies for both subjects

working in partnership with parents;
parents’ meetings re early intervention;
parents’ workshops re paired reading;
staff development - early intervention: philosophy: principles: strategies

:early intervention :baseline assessment :early intervention :literacy

:early intervention :numeracy :early intervention :parents’ workshops

funding to establishments to purchase materials specifically for early intervention;
The Education Development Service have purchased early intervention reference books eg the Early Intervention Handbook; Phonological Skills and Learning to Read etc which are available on loan to staff;
a system for monitoring and evaluating both projects - internal commission.

Scope: 2

Project 1:	6 primary schools	Project 2:	9 primary schools
	1 nursery		(including 1 Gaelic medium class)
	4 pre-five units
	(including 1 voluntary
	sector unit)
	133 pupils benefiting		147 pupils benefiting

Achievements and emerging lessons

Staff development has proved to be a key factor in providing staff with an awareness of early intervention strategies; an opportunity to review and revise current practice and raise awareness of current research into the teaching of literacy and numeracy skills. Additional staffing both in learning support and nursery nurses has enabled establishments to provide more 1 to 1 direct teaching with children in the target group. Baseline assessment has provided teachers with a more formal method of recognising the individual’s level of attainment at the early stages and has assisted them in planning appropriate programmes of study for those children identified as requiring support. Initial verbal reports from professional staff involved indicate that most children have made significantly greater progress than they would have expected outwith the early intervention project. These reports describe progress in areas such as motivation; interest in reading; reading fluency; word attack skills and enjoyment of books. In general, the feedback from all participating establishments has been extremely positive and has become an element of their overall strategy for raising achievement. The authority has received several requests from schools outwith the project requesting inclusion in future projects and access to early intervention staff development. Further courses regarding early intervention are included in the Education Development and Support Unit Calendar for session 1998-99 and will be accessible to all authority staff and staff from pre-five groups commissioned to provide education for children in their pre-school year.

Local Views

"My daughter has gained confidence and seems to be more interested in books." (A parent).

"I think all of the children in the group have had a better chance because of having the nursery nurse, it’s good that they’re getting extra help even through they don’t have special needs." (Chairperson of voluntary sector group).

"The baseline assessment has really helped staff to identify children who would benefit from support and to plan the next steps for them." (A senior teacher).