School Selection
The action research focuses on 2 clusters where
economic disadvantage markedly impacts children and
families. i.e. Falkirk and Grangemouth clusters evidenced
by Falkirk Council’s Research Information Community
Profiles and SIMD.
Pupils
Pupils identified by SIMD and standardised reading
scores:
Core: 26 pupils with reading ages 6-8 years
(2-3 years below chronological age)
Wider: 17 pupils with lower reading ages who will also
access the CLD component
Control: 26 pupils with similar reading ages and SIMD to
our core group.
“In what ways do targeted reading
interventions by school and
Community Learning and
Development improve literacy
levels of P7 pupils who are
currently reading behind their
chronological age?”
To provide an opportunity for children to work at
their own level on the text types
To introduce study skills through Reciprocal
Reading techniques and discussion of text types
To develop independent reading and writing
strategies
To encourage editing as a natural part of the
writing process
To develop a range of strategies for learning words
To promote self-esteem through enjoyment and
improvement
“In what ways does joint
intervention from Additional
Support for Learning and
Community
Learning and Development
improve access to the
secondary curriculum for
children behind their
chronological age?”
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Training
Training for School Champions and SfLAs was delivered (09/14)
School Champions shared key components of the programme
with their CLD colleagues (10/14)
Staff Impact
The impact of the training was measured by evaluations
extracted from CPD Manager.
CLD and school staff worked together to introduce the
intervention to pupils and parents (phase completed by 10/14)
Permission forms were signed by parents
Variety of activities were organised for pupils and parents to
show the process and resources.
Pupils chose names for their group.
Network Staff ratings from CPD manager
Prior Level knowledge:
Average rating: 2.8 / 5
Following Level knowledge;
Average rating: 4.4 / 5
Date
23rd Oct
Network Meetings Focus
Contact with parents
1.30Launches
4.00pm Champions share reading prog.
Programme questions
12th Nov Targeted tuition updates
1.30Share organisational ideas
2.30pm Organise Peer Support
27th Nov Progress Updates
1.30pmDiscussion around “Expectations
4.00pm in the process of Change”
Peer Support/Shadowing
13th Jan
Reflective Journals
9.00am–
Lesson Study- personal targets
12.00am Share good practice
26th Feb
Share good practice
1.30pmSIPP- 6 reflective questions
4.00pm Evaluations so far
Quantitative comparisons of data will not be available until May.
Feedback from pupils, parents and staff to date is positive.
“I am getting
better at
reading!!”
Pupil
“One family at a time”.
John Carnachan
Emerging Themes
Parents/Carers need:
Increased knowledge & awareness of specific learning differences e.g. dyslexia, working memory
Increased knowledge & understanding of challenging behaviour at school and at home
Parents/Carers want to be more actively involved with:
Transition to High School
Supporting their child’s learning & development
*Peer shadowing
supports colleagues to
share skills and develop
reflective practice
*Regular Network
meetings have taken
place.
“Parents are using group activities from
the after school club at home with the
whole family.This has resulted in
improvements in speaking and listening
skills and family engagement.”
CLD Worker
Initial Findings
Barriers to Parent/Carer Participation

Multiple Agency Involvement
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Patterns of Employment
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Personal Circumstance
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Knowledge of potential of CLD
Enablers to Parent/Carer Participation
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Higher levels of engagement where CLD
have been actively involved, jointly or
solely, with initial contact

Previous involvement with CLD had a
significant impact on speed of
development of group-work
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Create the space, place and time to
develop relationships with parents
Shared Learning
Communication needs to be appropriate
to the individual family.

Leaving Voicemail– Costly to listen to
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Caller Display-‘Private number’ is less
likely to be answered.
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Letters– Keep it simple, clear & jargon free
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Appointments-Most effective when made
at parent’s convenience.
Positive relationships need to be
nurtured
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With patience and understanding
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Start where people are at
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Consider the ‘bigger picture’
“My son’s motivation and
interest in books has increased.
He reads often at the weekend
and spends his pocket-money on
books now!!”
Parent
Attendees
Champions
SFLAs
CLDworkers
Staggered introduction across the 7 schools.
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By November 2014 all schools had started the programme.
Occurring themes have been identified by Champions and CLDworkers
Positives
Challenges
*Pupil engagement
*Time for planning/delivery/reflection
*Increased pupil confidence
*P7 Timetable
*Improved communication
*Staff changes
between schools and CLD
*Parents working patterns presents
*Clear literacy profiles
a barrier for some families to engage
*Shared strategies with parents in CLD activities
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SfLAs
Champions
CLDworkers
Pathfinders
Champions
SfLAs
Champions
SFLAs
CLDworkers
“The project has been very
positive so far. I have noticed a
huge difference in pupil
confidence since my pupils
started attending the programme.
They talk enthusiastically about
their sessions.”
P. 7 Class Teacher
A variety of quantitative and qualitative methods are being used to
measure:
Pupils
→ Literacy progress
→ Pupil perception
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Standardised assessments (carried out in P6 and P7 for comparison)
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Project Baseline assessments
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Pupil Profiles
Staff
→ Knowledge, confidence and professional development
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Questionnaires
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Staff Profiles
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Evaluations of Training and Network events
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Reflective Journals
Parents
→ Views and feelings
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CLD Parents Progress Files
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Parent Questionnaires