National Developments in Family Literacy, Language and

Numeracy 2003 - 04

Basic Skills Agency

Our aims are to:

develop approaches that most effectively improve standards of basic skills;

disseminate good practice.

Family Programmes

Family literacy, language and numeracy programmes involve parents in supporting their children’s learning in the gateway skills of language, reading, writing and maths and extending their own skills.

Why?

We know that programmes have proved to be very effective in:

achieving real learning gains for parents and children;

giving parents strategies for supporting their children’s learning.

Research and common sense agree – parents’ support makes a difference early and very early

Key factor in children’s early and continuing success in literacy, numeracy and overall schooling.

Impact of this support can be traced throughout life.

Success of school-based programmes is likely to be greater if family involvement can be increased.

Where are we now?

‘If we put the stepping stones in now and build the wall they [our children] haven’t got to jump so high’

The impact of Sure Start – one year on 2001

Impact of studies in USA/UK

“…… children who hear a lot of languages, and children who are engaged in conversations a lot, are children who end up with the best language skills. Children with good language skills are likely to become good readers.”

Early Start

Provides opportunities for families to develop their communication, language and literacy skills and mathematical understanding.

Creates opportunities for partnerships in communities.

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Early Start

Programmes of 30 – 40 hours based on milestones along the way

  Baby Talk: The First Year

Small Talk: The Second Year

Talk Together: The Third Year

Early Start

To enhance language, literacy and mathematical development from birth to 3;

To help parents and carers explore ways of playing and talking with and listening to their children;

To provide opportunities for parents/carers to develop their own language, literacy and numeracy skills;

To provide relevant activities for babies and young children to extend their vocabulary and communication skills;

To encourage the use of all languages spoken at home.

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Primary

This would mean allocating more resources to strengthen parents’ contributions to children’s literacy and numeracy, with a particular focus on pupils and schools where the need is greatest. The challenge is to learn from the successes with programmes such as family literacy and numeracy, but “go to scale” with such initiatives.

Watching and Learning 2 Evaluation of National Literacy and Numeracy Strategies 2001

Less intensive: Books and Beyond, Reading is Fundamental, Impact, Storysacks, Family literacy and numeracy workshops.

Medium: [e.g. a term’s course, a 12 hour course a 24 hour course] ‘Keeping up with the children’, SHARE.

Intensive: 72 – 96 hour combined courses with crèche for parents and children linked to Primary Strategy for children and adult curriculum for parents with access to accreditation.

Secondary initiatives

Taking account of OFSTED’s comments schools should build on what they are already providing for their children and be aware of needs within the local community, aiming to meet them.

Post 16

‘In order to break this generational cycle of underachievement we must ensure that we are working with parents – as well as with grandparents and other primary carers – to support literacy and numeracy activities with their children. ‘ Skills for Life 2001

Family literacy and numeracy online

3 key URLswww.readtogether.orgwww.counttogether.orgwww.togethertown.org

Site remains under development until March.

First online activities available 20 February.

Skills for Families 2003 – 04

Aims to secure coherent planning, funding and developing of family literacy, language and numeracy at LEA/LLSC level.

The initiative will be piloted in 9 LEA/LSC areas, one in each of the nine government office regions, and will last for one year.

Its findings will be disseminated during the programme and after funding finishes.

Family literacy, language and numeracy 2003 - 04

a move to academic year for all funding streams;

amalgamation of the two FLLN funding streams: former Standards Fund and Basic Skills Agency (BSA) managed additional fund to make one FLLN stream;

one set of costs for FLLN courses and no requirement to match the funding;

reduction of the minimum adult/child participants on an FLLN programme to nine to reflect a realistic class size.

Approved FLLN programmes 2003 - 04Keeping up with the Children

Keeping up with the Children+

Family literacy

Family numeracy

FL & FN workshops

Family literacy, language and numeracy courses

Early Start