Jersey Premium in the early years Cris Lakeman Julie McAllister June 2019
The Wider Reach of Jersey Premium Private Pre- Sector Nursery Jersey Premium Below Income Child in -Income Support Support Need Threshold -LAC - Less than 5 Yrs Less than 5 Years Early Help
Getting to Know our JP Pupils
Child A
PREPARING FOR LITERACY Improving communication, language and literacy in the early years 3 4 5 1 2 6 7 Develop children ’ s early Develop children ’ s Embed opportunities to Prioritise the Support parents to Use high quality Use high quality develop self-regulation development of reading using a balanced capability and understand how to help assessment to ensure targeted support to communication and approach motivation to write their children learn all children make good help struggling children language progress ‘ Self-regulation ’ refers to Language provides the Early reading requires the Writing is physically and Effective parental engagement Ensure clarity of purpose about High quality targeted support children ’ s ability to manage their foundation of thinking and development of a broad range intellectually demanding. is challenging but has the the different assessments used can ensure that children falling potential to improve children ’ s learning and should be of capabilities. own behaviour and aspects of in your setting. behind catch up as quickly as prioritised. Expressive language underpins their learning. communication, language, and possible. Using a number of different writing and should be literacy. Collect a small amount of high High quality adult-child approaches will be more prioritised. A number of approaches to quality information to ensure Small-group support is more interactions are important and effective than focusing on any developing self-regulation exist, Promising strategies include: that likely to be effective when: including the ‘ Plan-Do-Review ’ sometimes described as talking single aspect of early reading. Provide a wide range of • encouraging parents to read • children who are struggling • children with the greatest with children rather than just opportunities to communicate cycle. talking to children. Promising approaches to through writing and develop to children before they can receive the right type of needs are supported by the develop early reading include children ’ s motivation to write. Embed opportunities to develop read, then to begin reading support; and most capable adults; Adults have a vital role to play storytelling, activities to self-regulation within day-to-day with children as soon as they • time is used efficiently by • adults have been trained in modelling effective language develop letter and sound Support children to develop the activities. can; and and communication. knowledge, and singing and foundations of a fast, accurate, avoiding rehearsing skills or to deliver the activity being • running workshops showing rhyming activities to develop and efficient handwriting style. Monitor the development of content that children already used; and children ’ s self-regulation and parents how to read and Use a wide range of phonological awareness. know well. • the approach is evidence- approaches including shared Monitor the product and ensure activities remain suitably talk about books with their process of children ’ s reading, storytelling, and Prior to the introduction of challenging. children effectively. Use assessments to inform, based and has been explicitly extending children ’ s systematic phonics teaching, handwriting and provide not replace, professional evaluated elsewhere. vocabulary. activities to develop children ’ s additional support as Less promising strategies judgement. phonological awareness and necessary. include occasional home visits In addition to using evidence- Monitor children ’ s sensory interest in sounds are likely to or homework tasks. based programmes, some be beneficial. needs to ensure they do not specialist services are likely impede learning. to be best delivered by other professionals, such as speech Avoid using assessments to and language therapists. label children and split them into fixed groups.
JCCT SALT ECOF Jersey Premium Best FNHC Start + REAL
Barriers • Short term project • Earlier intervention • Numbers in the private sector • Capacity of teams that support schools e.g Speech and Lang , EAL
c.lakeman2@gov.je j.mcallister@gov.je
Recommend
More recommend
