A Unique Child: Inclusion - As a result

In the continued drive to improve the achievement of vulnerable groups in the EYFS, the Early Years Consultancy Team in Kirklees initiated a project based around improving outcomes for young children using the Outcomes Based Accountability (OBA) Model. This approach provided a useful framework in helping the schools to plan effective interventions and to establish whether they are making a difference to their children and families.

The OBA model provided a pathway for multi-agency partnerships and individual organisations to improve outcomes for all children, particularly the most vulnerable, by identifying barriers to children's learning and then determining which strategies might best be employed to improve scores in the Early Years Foundation Stage Profile (EYFSP).

Central to the OBA approach, developed by Mark Friedman, is a process described as 'Turning the Curve' (see graph). An outcome in need of improvement is described and then consideration is given to what is likely to happen over time if nothing changes. When plotted as a graph, this projected trend data provides a baseline against which subsequent progress can be measured.

Turning the Curve consists of a baseline of historic data, followed by projected trend data using forecasts. Friedman argues that forecasts showing an outcomes curve turning in the desired direction provide a fairer and more realistic measure of success than short-term targets for 'point to point' improvement that can lead to premature claims that a strategy has failed.

Schools throughout Kirklees were working hard to improve results in the EYFS in relation to increasing the Profile scores at the end of reception year. Through discussion, it was identified that external factors were causing significant barriers to achievement and it was felt that a more radical approach to School and Early Years Setting Improvement was required.

PROJECT IMPLEMENTATION

Schools were invited to take part in the project based on the data from their EYFSP results. Initial meetings were held with the head teacher and Foundation Stage leader to identify partners (stakeholders) who might come together to achieve better outcomes for children. These included representatives from community organisations and local people, as well as public, voluntary and private agencies.

Two schools were initially identified and the stakeholders were invited to a 'Turning the Curve' meeting at which the school presented the story behind the baseline (EYFSP results for the past three years) and then worked through a pro forma which determined:

• the population, that is, the group of vulnerable children to be targeted

• the outcome, which was to be the improved performance in EYFSP results, and

• the indicator, which was the yearly EYFSP data.

The Baseline Indicator was to be the year-on-year EYFSP results continuing to fall below the National/Local Authority average. After determining these factors, the Barriers to Achievement were discussed among the stakeholder group and the story behind the baseline examined to determine the factors/circumstances driving the trend.

It was then necessary to decide which partners could work together to make the necessary changes. The best ideas from the stakeholder group discussion were then narrowed down to four: Idea 1, Idea 2, A Low Cost/No Cost Idea, which could carry on being implemented even if no funding existed, and an Off the Wall Idea that we would do if money were no object.

This was followed by the drawing-up of an action plan, budget, contract between the LA and the school and a timescale, while in addition ensuring that monitoring and evaluation arrangements were in place.

CASE STUDY

The following chronicles the journey made by one of the two participating schools as it worked through the 'Ideas' on their action plan.

IDEA 1

To continue to develop child and parent workshops in liaison with pre-school settings.

A number of child/parent workshops resulted in early years 'Play and Learning' events taking place within the private, voluntary and independent (PVI) early years settings and school. Parents became more aware of the importance of experiential play in children's learning, the importance of routine and of attending school on a regular basis.

IDEA 2

To create home activity packs containing Early Learning DVDs for parents.

Links were made with the Sure Start Children's Centre which resulted in the distribution of 'The Child's Journey' - a bilingual 'Learning through Play' DVD to all families attending PVI and school settings. Families not registered with the Children's Centre were encouraged to do so by all the early years PVI settings taking part in the project, resulting in vulnerable families attending 'Stay and Play' sessions, etc.

NO COST/LOW COST IDEA

To set up a system of networking meetings with all early years providers and parents.

Partnership working made the transition of the children from PVI early years settings into school much easier to carry out due to the relationships built up during the project.

Schools are now aware of other LA early years 'Narrowing the Gap' interventions, for example, Every Child A Talker (ECAT) and the CLLD project, which have had a significant impact upon the children's 'phonic awareness' on entry to the school setting.

The confidence of the practitioners in the PVI sector has increased, resulting in one of the settings agreeing to take part in a Sheffield University research project - 'Framework for Early Literacy -Development Work with Parents Project'.

OFF THE WALL IDEA

To encourage all of the local community to become aware/access early years provision through the organisation of a 'Celebration Event'.

A big celebration was organised by the team of stakeholders entitled 'Learning to Play - Playing to Learn'. More than 400 families attended the event in the local Community Centre. The aim was to encourage all of the community to become aware of/access early years provision.

There were many activities on offer run by local PVI settings, the school, parents, the LA early language consultant and the local Sure Start Children's Centre.

The evaluation feedback included the following comments:

• Parents learned that they could use everyday items in their play with children

• The importance of listening and talking to children

• The importance of wearing a 'seat belt'.

The Foundation Stage co-ordinator was also able to signpost parents to pre-school providers present at the event, resulting in greater take-up of the Free Flexible Entitlement to 15 hours early years education and care.

As for quantitative results, the school saw its overall EYFSP scores at 78+ rise by 11 percentage points, from 58 per cent (2010) to 69 per cent (2011).

PROJECT OUTCOMES

The qualitative and quantitative results from both schools were positive and showed a narrowing of the gap and a rise in the EYFSP scores at the end of the reception year.

The four ideas from both schools' action plans were carried out successfully due to the engagement of a high proportion of stakeholders from the local community.

The project's success was down to:

• the leadership skills of the Foundation Stage co-ordinator

• the co-operation of the staff team and parents

• the local Sure Start Children's Centre, and

• the engagement with managers/practitioners from the private, voluntary and independent early years education and care settings within the locality of the school.

A research team from the Department for Education 'Quality and Standards Division - Successful Strategies for Improving the Quality of Early Years Provision in Disadvantaged Areas' - visited Kirklees and was presented with a small case study of one of the projects. In their letter of response, the team noted, 'It was a thoroughly interesting and informative visit which has given us a really rich understanding of your local experience and strategies in improving quality across the disadvantaged areas of Kirklees. The team were particularly interested in the way this project had included stakeholders from the local community.'

During the evaluation process the Foundation Stage co-ordinators from each school said that taking part in the project 'has been a very valuable learning curve with a positive impact in getting the message of the importance of early learning and development to families and the wider community.'

As a result of the project's success, it is being rolled out to other schools in similar areas of deprivation - work which is made possible through the early intervention funding.

Diane Wilkinson is an early years consultant at Kirklees Learning Service

MORE INFORMATION

If you are interested in hearing more about the project, please contact Beverley Richards, early years quality improvement manager, at: beverley.richards@kirlees.gov.uk or tel: 07528 252482

REFERENCES

Trying Hard is Not Good Enough: how to produce measurable improvements for customers and communities M Friedman, Trafford Publishing, Oxford (2005).