Family awareness, access and action: the Partners in Literacy approach

Why do we care about literacy? Access to employment and promotion Ability to fulfil potential at school Access to training and ability to develop skills Confidence Helping to break cycles of social exclusion (offending, poverty, aspiration) Supporting community participation and cohesion Choice, fairness, access – social mobility 95% of all employment in the UK requires employees to be able to read 41% of employers are concerned about their employees’ basic literacy skills 76% of C2DE parents see no link between literacy skills and success in life 50% of all offenders leaving prison are unable to read Men and women with the poorest literacy or numeracy skills were the least likely to have voted in the 1987 and 1997 general election. Community participation is higher among men and women with higher literacy skills

Partners in Literacy (PiL) will contribute to key PSA targets including: Improve productivity, skills and economic performance (PSAs 1, 2 and 7) Maximise employment opportunities for all (PSA 8) Halve child poverty (PSA 9) Raise educational attainment, narrowing the gap in attainment (PSAs 10 & 11) Improve health and wellbeing (PSA 12) Build more cohesive, empowered and active communities (PSA 21) 1 in 6 people in the UK struggle with basic literacy

Evidence from Rochdale MBC Since 2005: The most improved primary schools nationally A 50% increase in uptake of adult basic skills courses Most improved KS2 results nationally from Helped to end child poverty by breaking the cycle of worklessness in households suffering from inter-generational unemployment “I used to nag, nag, nag but now I know how to help my child.”

An evidence based approach to raising literacy rates: Families: parental behaviour is a more powerful force for academic success than other family background variables. [For example, Flouri and Buchanan, 2004 & Bus, Van Ijzendoorn and Pellegrini, 1995] Early years: the earlier parents become involved in their children’s literacy practices, the more profound the results and the longer-lasting the effects. [Weinberger, 1996 & Sylva, Melhuish, Sammons, Siraj-Blatchford and Taggart, 2004] The home: parents have a greater influence on the achievement of young people than school; supporting learning in the home strengthens what can be achieved in school. [Auerbach, 1989 & Desforges and Abouchaar, 2003] Disadvantage: low literacy associated with poverty, low educational levels, overcrowded housing, low income levels. [Literacy Changes Lives, National Literacy Trust 2008]

: testing the PiL approach Community-wide awareness & support Awareness: parents & carers are aware of their role in supporting child’s literacy Access: families access local services that support literacy in the home Action: parents & carers support literacy within the home

Community outcomes: Improved educational attainment Improved employability/employment Positive health outcomes Community engagement/participation Family outcomes: Increased parental confidence Literacy activity in home Expectations of achievement Parental involvement in education Individual outcomes: Increased literacy skills and confidence Raised educational outcomes Employment, further education, training Volunteering, community participation

How might this look for a priority family locally? Children’s Centre Staff and GP Up-skilled and supported to: -Identify literacy need in families -Be able to discuss this with parents and offer practical advice -Know where to signpost for more support -Track impact -See literacy outcomes as core to own targets and work practices Teenage parents -Become aware of role as primary educator -Supported to feel confident to try out practical activities at home -Know where to go for more support, for courses and for events/activities -Start to support literacy in the home -Become role models for children and other parents -Feedback informs future service delivery

Achievements to date Authority-wide data used to identify priority disadvantaged families Partnerships established across community to “reach” families e.g. Social Care, Housing, VCS Opportunities identified to: –Embed support and training for partners –Bring together all services which support literacy to embed mutual signposting and cross-referrals Planning intensive work to test this approach with priority families 4 pilot authorities and 17 partners (receiving no funding) Effective and unique partnership between central government, local government, communities and researchers, led by VCS to deliver evidence-based and targeted provision

Success for families Awareness: more disadvantaged families are aware of their role via professionals –Tracking professional awareness AND practice (reach to families and support of literacy) –Capturing awareness among parents and carers via case studies Access: more disadvantaged families are accessing services –Mapping services which support families with literacy in the home –Base-lining uptake to track impact –Case studies of families supported Action: more disadvantaged families are engaged and involved in supporting literacy in the home –Case studies

Success for communities Promoting and supporting integrated planning and service delivery - literacy across community-wide partners (council directorates, VCS, Local Strategic Partnership partners, Children’s Trust partners) Local leadership - strong and active senior management support Targeted local provision Sustainable and embedded approach – literacy embedded in local planning and practice Efficiency savings and service improvements