Making a Big Difference case study 6: Support of Language for Communication and Thinking project

Topic/theme

Improvement in children's Communication, Language and Literacy (CLL) and Personal, Social and Emotional Development (PSED) in the Early Years Foundation Stage.

Summary of case study

The LA recognised the crucial role which language plays in children's later achievement and the critical importance of developing children's communication and language skills. Leicester City therefore developed a Support of Language for Communication and Thinking project. The LA is part of the MABD programme and this case study focuses on Strand 4: Implementing targeted programmes. The project involved the development of a discrete staff team who worked with identified schools and children over three terms. They used a variety of techniques to develop children's skills and knowledge. They also worked with the staff team in the schools to develop their skills. This will assist in embedding and changing practice within the city with the final aim of enhancing the Foundation Stage profile scores of children aged 4–5 who live within the 20% most disadvantaged areas in Leicester.

Background

The Support of Language for Communication and Thinking project was a response to Leicester City's Early Years Foundation Stage results. Although Ofsted identified good quality of teaching and good progress across the Early Years Foundation Stage, children in Leicester are still well behind the national norm by the beginning of Year 1.

The LA recognised the crucial role which language plays in children's later achievement and the critical importance of developing children's communication and language skills. The greatest area of concern identified was language for communication and thinking.

A successful application was therefore made to the Neighbourhood Renewal Fund to develop a two-year project entitled Early Years Foundation Stage: Support of Language for Communication and Thinking. (April 2006–March 2008)