1. Overcoming Barriers to Learning in Literacy and Numeracy Juliet Stokes and Jill Oakes ECC/ECaR Advisers July 5 th 2012 Juliet.stokes@norfolk.gov.ukJuliet.stokes@norfolk.gov.uk Jill.oakes@norfolk.gov.ukJill.oakes@norfolk.gov.uk

2. Barriers Symbols Language Models and images / pictures Concrete objects Contexts

3. Symbols 4 9 0 1 2 3 4 5 6 7 8 9 + - x =

4. Language signmatchtable count product take away sumlesshalf minuteoddgram

5. (Models and) images/pictures number lines arrow cards numeral cardsdominoes number track gamesnumicon dice patternshundred squares

6. Concrete objects blockscounters rodscoins fingerscards Objects – animals, fruits, vehicles

7. Making Connections in mathematics symbols language pictures concrete experiences Haylock and Cockburn ( 2008)

8. Expectations Teacher TA Child Parent

9. Expectations Children in Year 1…

10. Expectations

12. Scaffolding Questioning Prompting Rehearsing Modelling

13. Questioning Child writes “went” and seeks confirmation Teacher/TA comments “Yes, that’s right” OR…

14. Prompting Text: The cat sat on the mat. Child: The cat sat on the carpet. Prompt: What sound can you hear/letter can you see at the beginning of “carpet” So check this. What do you think?

15. Rehearsing Co- construct a sentence Repeat it 3 times Re-read after each word to get to the next word Read to check

16. Modelling Directionality Word by word matching Using phonic knowledge Reading on Re-reading to confirm Fluency Expression

17. The Café Programme © Establishing and Running a Reading Café Julie Westrop

18. The Café Programme© Provides an innovative approach for schools and early years settings to enable and empower parents to support children's learning Is made up of Story, Reading and Maths Cafés Is in over 250 Norfolk primary schools and early years settings (additional schools in South Wales) Each Café is unique- a flexible model as long as core principles are adhered to Is gaining DfE and Ofsted recognition

19. Reading Café sessions Last approximately 75 minutes for a whole class or selected group (but can also be for an extended school activity) A book is introduced, shared and enjoyed - facilitator, other school staff, people from the local community – model desired practice Follow on art/craft activity is modelled/ prepared- must be ‘high quality’, linked to the book, low cost and easily replicable at home (stage 1). Whole family art/craft activity- ‘quality’ time-but other appropriate enjoyable activities can be introduced as and when confidence and engagement of families develops (stages 2 and 3) End with a celebration of what has been achieved, chance for discussion/ideas and follow up activities to be shared Language/reading skills/knowledge are itemised and discussed as and when appropriate ( Stages 2 and 3) Refreshments provided Time to browse/use/borrow resources

20. What NCS wishes to achieve through the Café Programme Raise achievement and close attainment gaps Foster love of reading for pleasure/books and create reading cultures Enable all families to support learning and their child's development ( aspects of parenting) Develop partnership between schools/families and develop school practice /capacity in working with families Widen aspirations Increase participation Foster love of lifelong learning Further develop mutually supportive environments in school Improve school outcomes at inspection

21. (Ofsted Subsidiary guidance for inspectors- January 2012 England) Pupils’ phonics decoding strategies and their knowledge of phonically irregular words Literal and inferential comprehension Higher order reading skills such as inference, appreciation of author’s style Knowledge of books and authors including similarities Attitude and enjoyment Pupils’ awareness of their own progress and development as a reader Support from home and school Teaching expectations and the schools’ reading culture

22. ChildrenParentsSchool Improved progress in CLL/reading Positive attitudes to learning Raised self esteem and confidence Enthusiasm for reading and books- more books borrowed/shared Establish book /author preferences Improved attendance and behaviour for certain pupils Gain knowledge and confidence to support child’s language, reading, learning and development Enjoy quality time with child/ develop relationships Develop own learning Get to know staff, other agencies and more about school- belonging Gain peer network and support Volunteer/ access work opportunities Improved outcomes for pupils and reading culture developed More parent friendly and aware Work with parents previously found harder to engage Have wider family volunteering base Gain easily accessible consultative body Have improved relationships with families

23. How the model can be developed Redefine reading as a social activity Must not be seen as deficit model Once established as part of universal provision, can be used as well for selected groups Can be used for transition/induction- early years and secondary Can be used to facilitate ‘reading partner activities’ in appropriate relaxed environment Use concept to support after school reading club Cafés move to include maths

24. Julie Westrop Senior Adviser Parents and Extended Services Education Strategy and Partnership Development Team Norfolk County Council Children's Services PDC, Woodside Road Norwich Norfolk NR7 9QL Julie.westrop@norfolk.gov.uk 01603 303334