How we can generate high quality Early Years learning environments across the city to help narrow the gap for our most

vulnerable children

Presented by: Jan Stevens ELC/SLT

Communication & Language Rich Learning Environments

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Why Are You Here?

To enable you to create & maintain a Language Rich Learning Environment to be able to support ALL children in high quality universal provision

Communication Rich Learning Environment

Specialist

Targeted

Universal

AgendaEvidence BaseSharing the audit tools currently available in Southampton

for Schools & Early Years staff What makes an effective language-rich learning

environment?Physical spacePlanning vocabularyQuality interactions between adults & children

Evidence Base Around 10% of all children have SLCN which may be specific or

complex & long-term (ICAN Talk Series Issue 2 2006)

Up to 50% of children from areas of social-economic deprivation start school with transient language difficulties which may impact on their learning in school if not addressed (Bercow Review 2007)

Low income children lag behind their high income counterparts at school entry by 16 months in vocabulary. The gap in language is much larger than gaps in other cognitive skills (Waldfogel & Washbrook 2010)

After controlling for a range of other factors, children who had normal non-verbal skills but poor vocabulary at age 5, are at age 34 almost twice as likely to have mental health problems or to be unemployed than children who had normally developing language at 5 (Law et al 2010)

Large numbers of children in Southampton have had poor early experiences of communication/positive relationships with caring adults/models of language use

Early language learning is contingent on experiences which adults provide …

Children who have early language experiences in homes/settings where the quantity & quality of language use is poor are highly likely to have

impoverished vocabulary developmentThese children are more likely to struggle with literacy

skills in school

The Situation in Southampton

Does Your Learning Environment …??

1. Encourage independence & self-confidence?2. Support children in planning & making choices?3. Ensure that language learning opportunities are relevant to the children because

they occur in meaningful contexts?4. Provide opportunities to develop Shared Sustained Thinking episodes between

adult/child?5. Offer opportunities for children to interact with others or be alone?6. Encourage a balance between action & calm, noise & quiet?7. Celebrate through documentation & display, the learning that is taking place?

WHEN WAS THE LAST TIME YOU CRITICALLY OBSERVED THE ENVIRONMENT THAT THE CHILDREN SPEND TIME IN?

[OFSTED EARLY YEARS INSPECTION HANDBOOK]

Elizabeth Jarman Communication Friendly Spaces

www.elizabethjarmanltd.co.uk

An APPROACH that can be used to benefit children in all key stages & to support transition into KS1 & KS 2

Considers impact of PHYSICAL & EMOTIONAL environment on communication & language skills

Audit ToolkitCommunication Supporting Classrooms Observation

Checklist (CSC) – available to download from: www.thecommunicationtrust.org.uk

ECaT Environmental Audits: Enabling Environment/ Learning & Development/ Positive Relationships

Locally developed ECERs/ITERs/FCCERs checklists

o EYFS mapping for ECERs/ITERs/FCCERs helps to identify specific targets

Communication Supporting Classrooms

This tool considers 3 parameters:

Physical Environment

Structured/Planned Language Learning Opportunities

Adult Interaction Styles

Physical SpaceTaken from: Communication Friendly Spaces – Elizabeth Jarman

Noise Lighting Colour Clutter Texture

ECaT Audit Tool: Enabling Environments CSC Observation Tool: Language Learning Environment (Parameter 1)

Structured Language Learning Opportunities

Holistic approach: combination of individual/small group work/whole class reinforcement: importance of opportunities for GENERALISATION

Planning vocabulary: books/topics/themes/early words for EAL

Dialogic book sharing: strategy that turns story sharing into a language learning opportunity by planning vocabulary & open-ended questions (Small-scale research project in Sussex)

ECaT Audit Tools: Learning & Development & Positive Relationships CSC Observation Tool: Language Learning Opportunities (Parameter 2)

Impoverished early experiences: language/activities/ interactions: Why talk to babies?

Vocabulary learning should be ACTIVE planned process supported by exposure to modelling by adults & generous use of visual supportOften children may need to hear new words 200 times to

generate a clear accurate template before then saying wordAdults need to differentiate vocabulary chosen to match current

skill levels of all children (EAL children)Planning process should facilitate adults to reflect on own

language & choice of wordsEncourages planning of groups/activities to support

generalisation

Why Plan Vocabulary?

Processing Model

LEXICAL REPRESENTATIONS/ PROCESSING

INPUT OUTPUT

Each group has specific topic

Plan for a specific activity on this topic

Identify WHICH 10 words you want YOUR children to learn

Vocabulary Activity

Sort words into these categories:

CORE

KEY

EXTENSION

Refer to Language for Literacy Word Web(Nutbrown & Hannon 2011)

Working on Vocabulary

Language Learning InteractionsHow do adults in the setting talk with children?Do all adults consistently use ALL Top Tips for Talking

with ALL children?Are adults able to adapt their own interaction style to suit

the communication & language levels of individual children?

How do adults use questions when interacting with children in their setting/classroom?

ECaT Audit Tool: Positive Relationships CSC Observation Tool: Language Learning Interactions (Parameter 3)

Thinking about InteractionsInteractions can be verbal or non-verbalMeaningful interactions should be at least 4

turnsInteractions should be well-supported by

signs/gesturesGood quality interactions depend on wide

range of adult interaction styles/strategies

DVD Clip 1: StickingDVD Clip 2: Blocks

Watch both clipsComplete observation tally chart for each clip

What do you notice?

Observation Activity

10 Top Tips for Adults1. Adult uses child’s name to draw attention2. Adult gets down to child’s physical level3. Adult uses some natural gestures & signing4. Adult uses some real objects, photos,

symbols to teach new words5. Adult uses slow pace during conversations6. Adult pauses expectantly & frequently during

conversations7. Adult confirms understanding of child’s

intentions8. Adult imitates what child says (more or less

= recasting)9. Adult comments on what child is doing10. Adult extends on what child has said adding

extra information

How can you achieve high quality interactions consistently?

ECaT Positive Relationships Audit: looks principally at QUANTITY of meaningful adult/child interactions (also ECERs checklists)

Communication Supporting Classrooms Checklist (3rd parameter): looks at QUALITY of adult interactions (also ECERs checklists)

Remember it’s the ADULTS who can make changes to their interaction styles not the children

ECaT in preschool settings: termly Clubs/twilight training/whole staff Universal level Phase 2/whole staff introduction to signing/catch-up sessions

From September: roll-out of Narrative groups in settings [evidence-based intervention]

Universal level whole staff training for FS teamsUniversal level training for Foster Carers/Child

Minders (termly Clubs for Child Minders too)

How are we supporting High Quality Universal provision Across Southampton?

Narrowing the Gap: Strand specific % AT RISK OF DELAY from total cohort tracked 2014-2015

November 2014 June 15

Listening & Attention

23% 18%

Social Communication Skills

29% 24%

Understanding 23 % 21%

Talking 31% 28%

Good Level of Development

Results:

2013:

National = 51%

Southampton = 50%

2014:

National = 60.3%

Southampton = 61.8%

2015:

National = 66.2%

Southampton = 66%

WEST CLUSTER2013:

55.4%2014: 65.1%2015: 65.5%

NORTH CLUSTER2013:

53.4%2014: 63.7%2015: 69.6%

SOUTH CLUSTER2013: 47.5%2014: 60.4%2015: 62.7%

EAST CLUSTER2013: 47.5%2014: 57.7%2015: 66%

Narrowing the Gap: EYFSP Results 2013-2015