The Early Intervention Programme

Raising Standards in Literacy and Numeracy

West Lothian Council

Strategy

WHOLE COUNCIL INITIATIVE TARGETING ALL PUPILS AT NURSERY, P1 and P2 to try to ensure early success in literacy and numeracy
Training provided for all schools including all personnel with a locus in early literacy and numeracy development ie class teachers, LS teachers, classroom assistants, nursery nurses, senior management representatives, Home Link teachers, Educational Psychologists. Literacy main focus for August 1996 - January 1998; numeracy for January 1998 - March 1999.
All schools to try to implement main recommendations within existing resources
Recommendations to be incorporated into pre-5 curriculum framework and 5-14 English Language development
All schools given a Baseline Assessment package designed to be used at beginning and end of each P1, 2 and 3 to determine level of skills development at each stage (main predictors of Reading success from recent research used).
18 schools identified from Support for Learning Audit as being in most need of extra resources to help implement Early Intervention strategies ie additional LS, CLASSROOM ASSISTANTS, HOME LINK TIME, MATERIALS.

Scope

All schools: 12 nursery; 65 primary; 3 special have benefited from training and raised awareness of strategies to effect improvement. This represents approximately 6424 pupils.
18 schools have benefited form extra resourcing in Phase 1 1997-98 with a further 2 added in phase 2, 1998-99. This represents approximately 1531 pupils.

Achievement and emerging lessons

The 18 project schools (those receiving extra resourcing) are currently submitting results of screening. These have not yet been collated but initial observations would indicate high levels of improvement. For the first time we asked for indications of 5-14 levels of attainment at P2 and 3 and it would appear that significant numbers of pupils are achieving level A in reading and writing in P2. Reading and spelling ages have yet to be calculated.
Schools are unanimous in their feelings about the success and effectiveness of the Early Intervention programme.
Excellent training sessions from a lecturer at Moray House College

Leading to

Sound knowledge of the necessary skills; taught in enjoyable contexts; integrated with existing good practice in developing a love and enjoyment of books; teachers’ commitment to the teaching and learning of these skills have been the key factors contributing to the success of West Lothian’s programme
Good co-operation and consultation between nursery and primary is vital
Pupils’ expectations of being able to read and write quickly when they come into primary school have largely been met culminating in feelings of success, improved self confidence and self esteem
Typical observations from staff:
improved concentration
children working better on task
improved work ethic being transferred to other areas of the curriculum
improved behaviour
improving attainment in other areas of the curriculum because children can access them better being able to read and write earlier

Local Views

(in response to a questionnaire we sent out in January 1998 - please note briefly the main effects on children that the introduction of Early Intervention strategies have brought).

"Our present Primary 2 have been involved in Early Intervention strategies and activities since the beginning of Primary 1. Significant differences between them and previous P1 and 2 classes have been noted in reading, writing and spelling progress".

"Children are enjoying reading. Parents are working with their children and developing Early Intervention strategies as part of their support. This is very encouraging to both children and staff".

"Raising of self esteem across all classes. Feeling of achievement for all children with a very positive attitude towards classwork. Increased knowledge and developing interest in words. Awareness of word families, which children are linking to their reading. Interest in and enthusiasm for books. Children having the confidence to "have a go" at writing". (School in an area of high deprivation with significant numbers of special needs children).