February 2006
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Contents
Executive Summary…………………………………………………………………...3
Introduction………………………………………………………………….…………4
The Basic Skills Agency’s Language and Play Programme……...…………...4
Case Studies, interviews and key lessons for consideration...………….……8
Emerging themes and recommended action………...………………...…….....15
Conclusion…………………………………………………………………………….19
Appendices……………………………………………………………………………19
References…………………………………………………………………………….20
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Executive Summary
o Language and Play (LAP) is a highly regarded programme in Wales, with
significant support from key stakeholders.
o There is a wealth of expertise and commitment to LAP from staff involved
in LAP co-ordination and programme delivery. Their future roles must be
considered.
o The flexibility of LAP has allowed the programme to be adapted for
effective use in different contexts. Adaptations should be built on and
extended eg Work with EAL families or with Health Visitors, to retain the
programmes currency and responsiveness.
o Establishing and maintaining effective partnerships with a broader range
of appropriate organisations will be important during the next phase of the
Basic Skills Strategy.
o The initial set up of LAP across Wales has relied on substantial funding
from the Basic Skills Strategy. In many cases, the systems to support the
mainstreaming of the programme are not yet robust enough to survive
without continued core funding.
o There are still challenges at operational level around data collection from
existing LAP programmes.
o Sustaining the quality of the LAP programme as it expands and links into
other new initiatives in Wales will be a critical consideration.
o Training and then retaining staff in settings to deliver LAP is an ongoing
issue.
o The targeting of families, who need the programme most, must remain a
priority focus.
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Introduction
This report has been commissioned by the Basic Skills Agency, to build upon the
evaluation undertaken by the Cardiff Research Group in 2004 and the internal
Review of the Language and Play Programme, January 2006. This report
focuses on the effectiveness of LAP, on progress made, achievements and
outcomes to date. It also includes recommendations for effective practice in
Phase 2 of the Basic Skills Strategy.
This report will be available on the Agency’s website and the recommendations
disseminated to LAP steering groups and LAP coordinators.
Both the evaluation by the Cardiff Research Group, 2004 and the Review of the
Language and Play Programme, January 2006 are also available on the Agency
website, www.basic-skills-wales.org
The Basic Skills Agency’s Language and Play Programme
Language and Play (LAP) was designed to complement and extend existing
provision in the early years sector in Wales, through rolling out a six-week
programme for parents/carers and their children birth to 3 years. LAP is part of
the Basic Skills Agency response to research indicating decreasing levels of
preparedness for learning among children entering school. LAP aims to improve
the development of language skills of young children in Wales.
For more information about the LAP programme see the website
www.basic-skills-wales.org
Main LAP Achievements since 2002:
o 19,881 parents/carers and 19,948 children have attended LAP
programmes.
o LAP has been delivered in a range of early years settings, for example
integrated children’s centres, nurseries, primary schools, family centres,
play groups and health clinics.
o 1,140 early years workers have been trained as Group Leaders to deliver
the programme.
o LAP steering groups have been set up in each LEA with a focus on
partnership working.
o Support and monitoring systems have been established in each LEA.
o Systems for sharing best practice, locally, regionally and nationally have
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been set up.
o A set of high quality resources to support delivery have been published.
Case Studies and Key Lessons for Consideration
During January and February’06, four different settings, running LAP sessions
were visited, as well as a LAP Steering Group Meeting. Parents/carers, Group
Leaders, Head teachers and some LAP co-ordinators were ‘interviewed’ to
inform this report.
In this case study section the key lessons for consideration are emphasised as
points for LAP Co-ordinators and LEAs to consider in terms of replicating the
good practice observed.
Case Studies of Practice in Settings
LAP Case Study Observation
Setting: Integrated Children’s Centre, Blaina, Blaenau Gwent CBC
Group Leader: Clare Edwards, who is also the LAP co-ordinator for the area.
Lisa Tibbs, who is a LAP assistant, supported Clare.
Session summary: An hour-long session with 9 parents/carers and 9 children,
aged between 15 months and two and a half years. LAP here is really popular.
There are three groups running in Blaina each week. Sure Start workers also
deliver LAP on a 1:1 basis in family homes. The school building in Blaina, is
being refurbished and the LAP group is currently using a temporary shared
space in a school hall. The Group Leaders have made the environment as user
friendly as possible and continue to run the programme. Clare says; “If we stop
running the group we will loose everyone and it will be like starting from scratch
all over again.”
Key lessons:
Persistent recruitment strategies
-LAP started here 18 month ago. Recruitment was through parent/carer referrals
from Health Visitors, word of mouth and “literally chasing people up the street!”
says Clare. Persistence has really paid off though, coupled with quality
programme delivery.
Need for an ongoing flexible Group Leaders training programme
-Lots of training has been delivered already for Group Leaders in local schools.
About six schools have really embedded LAP and routinely run programmes.
Staff turn over and the relocation of staff within schools has impacted on the
capacity for more delivery and also dented the bank of LAP expertise built up in
settings.
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-Training has been delivered flexibly, in the evenings for example to increase
opportunities for some staff like Play group leaders who can’t be released to
attend during the day.
Quality of Group Leaders
- The outstanding quality and skills of the group leaders observed cannot be
understated. Nurturing parents/carers and children from a variety of backgrounds
within the group context is complex and challenging.
Structured, planned and carefully prepared sessions with explicit learning
outcomes
-The LAP area was attractively set up and all resources prepared and ready at
the start of the session. A variety of supplementary activities were also lined up in
case the activities set out didn’t take off or hold the group’s interest. The staff
engaged families and sensitively modelled ways to interact with children, using
the particular language being focused on that week.
-The group started off together on the mat and sang a familiar welcome song so
that everyone was acknowledged. Planned activities followed and then the
session was rounded off by a story with props linked to the activities. The
learning covered in the session was made explicit for parents/carers by group
leaders.
Progression through outside agencies
-Many of the parents/carers in the group had done the LAP course before.
Considering what they might want to move on to do next was a focus of the
session today. Hazel Rees, a Woman’s Support Officer from Genesis, an
organisation aiming to support women into training and employment gave a short
input, highlighting a course on confidence building, CV preparation and interview
skills. Offering this sort of opportunity within the trusted LAP group situation,
parents/carers were more willing to have a go.
The role of LAP Group leaders as ‘sign-posters’ to further learning opportunities,
is critical. This has an implication for leaders to be up to date about local learning
opportunities to share with parents/carers.
School expectations
-The school provided the space for the group to run and saw LAP as a great way
to help induct children and parents/carers into their nursery provision onsite.
“I now know that when it seems like she is just playing, she is learning.” Parent.
“ The parents are now speaking with confidence in group time and enjoying the
range of practical activities.” Group Leader.
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LAP Case Study Observation
Setting: Bettws Social Services Day Nursery, Newport
Group Leader: Louise Lee works part time at the nursery/Family Centre as part
of a multi agency team. She works with all of the parents involved in the LAP
programme in different contexts during the week and knows them all well. So far,
she has delivered three LAP programmes.
Session summary: 11 parents, including 2 dads were involved in the session.
Most of the children were babies and in foster care at night. The LAP coordinator was running a parallel LAP programme for the foster carers at the LAP
centre. This sort of joined up planning is exemplary.
Key lessons:
Skills of the Group Leader are essential
- The relationship of trust with Louise was critical to the sessions’ success
- Louise was highly skilled at keeping all members of the group engaged and
focused, despite lots of movement and distraction from within the group.
-It was obvious that Louise understood the learning styles and literacy levels of
the parents there and this was reflected in her individual questioning and input.
The professional looking resources made a difference
-All parents were very pleased to receive such a professional looking set of
resources.
-The use of the LAP DVD endorsed what Louise was saying and helped to keep
parents focused.
Clear LAP key messages were reinforced
-Louise constantly referred back to the LAP key message for the session and the
importance of interaction with children.
Partnership with outside organisations was encouraged
-Library forms were given out and parents encouraged to join the library and
make use of storytelling sessions.
Recruitment strategies in place
-Louise found that the TV campaign about improving basic skills had really
helped with recruitment to the programme.
-Other parents who had done the course before were typically the best recruiters
for LAP.
Content rich, upbeat and fun!
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-Louise covered all the content in the Group Leaders Guide but made it relevant
to the local community. She maintained an upbeat pace and kept the session
fun.
-During the making activity (Hickory Dickory Dock) parents chatted. Parents were
obviously enjoying themselves and were relaxed.
Supported by the management in the centre
-The centre manager had requested LAP training for Louise and was fully
supportive of the programme.
“I’ve attended two courses now and taken away new and useful ideas each time.”
Parent.
“I didn’t know you were supposed to read them stories when they go to bed. I’ve
been reading to him and he really likes it.” Parent.
LAP Case Study Observation
Setting: Llechyfedach Primary School, Tumble, Carmarthenshire
Group Leader: Nerys Burton is employed by Menter Cwm Gwendraeth and has
a brief to promote Welsh in the area. A crèche worker Eiry Howells, employed by
Plant Dewi Family Centre in Tumble, supported Nerys. LAP here is a great
example of partnership working between the school, Family Centre, Menter Cwm
Gwendraeth and the LAP Co-ordinator.
Session summary: 3 parents/carers were involved in the session, delivered in a
community room in the school. 3 children from the school were involved and their
3 younger siblings.
Key lessons:
Bilingual delivery
-All delivery was bilingual. This was welcomed by parents/carers; some said that
their Welsh had improved as a result of LAP sessions.
Partnership with the school
- This partnership with the school had been established initially by the LAP coordinator who had briefed school staff about LAP so they all understood the aims
- LAP features in the School Development Plan, one way to help to embed the
approach.
- The head teacher saw LAP as a way to establish an effective link with the
home.
Communication with class teacher
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-At the end of the session a planned sharing and review time with the class
teacher ensured effective communication and information exchange between the
LAP leader and school.
Progression to Number and Play (NAP)
-The group had worked on LAP and NAP was planned as a progression.
Training forum and sharing of ideas
- Over 100 Group Leaders have been trained in the area this year. A LAP forum
meets to allow the many ideas and good practice developed in programmes to
be shared and these meetings also act as a refresher for Group Leaders,
especially as not all of those trained will deliver programmes immediately.
Adaptation of materials
- There were lots of examples of thoughtful adaptation of LAP resources to
support the Group Leader and to present activities in a new way. For example, a
condensed Group Leaders’ guide offered a session plan on one page, big dice
with pictures of nursery rhyme characters added a new dimension to rhyme time
etc.
- The LAP co-ordinator encourages Group Leaders to develop their own version
of LAP to meet the needs of the parents/carers and children in their group.
Group feedback
- Staff shared parental feedback at the end of the session to inform planning for
next week’s session.
“It’s been good. I will take him shopping now and again and he can be in charge
of finding some stuff and write his own shopping list.” Parent.
“I’m a member of a minority group and I know I could use this learning
experience to pass onto the community.” Parent.
LAP Case Study Observation
Setting: Ysgol-y-Bannau, Brecon, Powys CC
Group Leader: Meriel Gardener
Session summary: Ti a Fi, Aberhonddu is based in the local school and runs for
two hours a week. Meriel is employed by the Cylch Meithrin but based in the
school, running a variety of early years sessions during the week. 34 families are
on the LAP register but today 18 parents/carers and children attended, mostly
two year olds. LAP and NAP have become part of the school’s provision.
Programmes are delivered bi-lingually.
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Key lessons:
Well resourced permanent space
- Having such a well-resourced permanent LAP space made a huge difference to
the quality of the LAP environment. Children’s work could be displayed and
referred to, activities could be set up in advance and a wide range of age
appropriate resources used to enhance delivery.
- Having a permanent member of staff run the LAP programme meant that LAP
really was embedded in the School Development Plan. Meriel understood school
policies, could feedback information on LAP and make sure that the programme
retained a profile in the school.
LAP integrated into an ongoing group
- The benefits for the children of integrating LAP into an existing group meant
that the group was already well established and all the children well used to the
routines of the room. They were very calm and knew where things were if they
wanted to introduce other resources to the activity.
- Transfer in to school tends to run smoothly as the nursery group operates out of
the classroom next door.
- Parents/carers knew each other well and support networks were obvious.
Knowing the needs of parents/carers and children and best ways to engage
them
- Meriel had open and friendly relations with the parents/carers and worked with
people individually, delivering the programme in a more subtle way, tailored to
suit the needs of the family.
- A variety of resources linked to NAP were available for people to borrow which
was popular with families.
Quality of resources endorsed credibility of programme
- Again, parents/carers responded well to the professional looking LAP resources
and were keen to add to and collate their folders.
Case Study of a LAP Steering Group
The visit to the LAP/NAP Steering Group in Cardiff informed more strategic
issues for consideration regarding the management and sustainability of the
programme.
LAP Steering Group Observation
LEA: Cardiff
LAP Co-ordinator: Helen Clifford
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Meeting summary: The group meet once a term as a forum for sharing ideas,
challenges and keeping up to date on new LAP/NAP developments.
Key issues and emerging lessons:
Wide range of representatives
- Having a wide range of representatives involved in the steering group informs a
balanced view of LAP/NAP development. It also informs representatives of
complimentary initiatives across the Local Authority. Appendix 1 provides a list of
parties involved.
- Retaining steering group membership and also adding new members as the
programme evolves and requires new input is a real strength of this group eg a
Youth Service representative was at the group for the first time and Health
Visitors are to be invited.
Communication with settings
- Finding the most effective way to communicate with settings is an ongoing
challenge. Email is proving the best way at the moment.
- Collecting data about programmes being delivered is a struggle. Some settings
have been running programmes independently without the co-ordinator knowing.
This raises many issues about funding of LAP resources, Quality Assurance of
programmes and the role of the co-ordinator for example. A fine line exists
between wanting to encourage LAP mainstreaming and the need to retain core
functions and monitoring for accountability purposes.
Flexible training models
-Staffing changes in schools before trained staff have cascaded Group Leader
Training to colleagues, often leaves settings without Group Leaders.
-Training models have been tested. ‘Big’ training sessions have not proved
effective so far in Cardiff. An alternative shadowing model is currently being
tested, where the LAP co-ordinator trains staff as she delivers LAP herself.
Integrating LAP Group Leader Training into Initial Training
- The college representative at the meeting proposed developing an accredited
LAP Group Leaders training module to slot into the 2 year Diploma in Health and
Social Care. Further meetings to explore the possible links into the BA in
Education Studies are planned.
- It was suggested that college students could make LAP resources to expand
the LAP/NAP resource bank as part of their course work assignments.
LAP Accreditation options
- There was discussion about developing a LAP/NAP Open College Network
(OCN) accredited module for parents/carers as a future development.
Changing role of co-ordinator
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- In the next phase of the Basic Skills Strategy, the role of co-ordinators will focus
on monitoring and evaluation of programmes. However, with the energy and time
still being spent on consolidating basic systems like communication with settings
for example and training staff to deliver the programme, this will be a challenge.
Broadening range of settings and models used to deliver LAP/NAP
- Widening access to LAP/NAP programmes was something that the group
supported and the need to consider different ways to deliver the programme
through multi-agency teams of staff was highlighted. There was a good
illustration of a Health Visitors version of LAP, where LAP bags containing all the
resources needed for a particular session to be delivered were supporting
delivery on a 1:1 basis in the home.
- Delivering the programme in different contexts was also discussed, using
libraries or Parent and Toddler groups for example.
ESOL resources/ adaptations
- One setting had successfully adapted LAP materials and resources to suit the
needs of a mixed ESOL group. The Group Leader was very experienced in
working with ESOL families, but adaptations for multilingual groups and greater
understanding of their needs is an area needing further development.
Innovative promotional work
- Many excellent ideas to help with recruitment and retention had been
developed locally for example art packs for families to use at home, teddy bears
with tee shirts for each LAP session, LAP bags to hold folders and resources for
parents/carers and celebration certificates for the end of the course.
Challenge of ongoing rolling programmes
- It was reported that many parents/carers wanted to keep coming back again
and again to do LAP courses as they only felt comfortable within the LAP
learning environment. This presents a challenge to group leaders to keep the
content fresh and varied. There was the suggestion of working with Community
Education to have some additional courses delivered based on the same format
as LAP for parents/carers on site, even if the children were not involved.
Interview summaries with Head teachers about LAP/NAP programmes in
their schools.
All of the head teachers interviewed have had LAP/NAP programmes delivered
in their schools over the past few years and this work is well established. Some
programmes are run by LAP staff, going into the school to deliver on a weekly
basis, others by staff from within the school. All LAP/NAP programmes are
integrated into existing nursery sessions and are delivered as part of a rolling
programme of provision.
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Comments from head teachers about their experience of LAP:
What are the
benefits of LAP?
For parents and carers:
“It brings school and home together”
“Gives confidence to the parents to come over the
doorstep.”
“Parents have become more confident to ask
questions. We’ve noticed better attendance at parent
meetings and events- more discussion.”
“Parents started telling us things, like about problems
with children at home. We’ve been able to involve
health visitors to support families as a result.”
“Positive spin offs include parents attending other
Family Programmes in the school as progression.”
Parents saying things like “that was fantastic- I never
knew that about maths.”
“The programme is highly regarded by parents and
staff.”
“There’s been a cultural change here. Two years
ago, parents didn’t set foot into the school. We’ve
now got a range of initiatives involving parents in
school.”
“LAP is so positive because it engages parents when
they first bring children to school, in the nursery.
Parents quickly pick up the school ethos and realise
that the school want parents as active, willing
partners and that they are in a position to improve
standards and work together with the school.”
For children:
“This work drives up standards and has a positive
impact on children.”
“The programme is helping chip away at the cycle
that exists of poverty, low self esteem and no
expectations.”
“It’s nice for the children to be able to show their
parents what they do in school. There’s been lots of
two-way interaction between parents and children.”
For the staff and school:
“ LAP and NAP help us all work together to improve
self esteem, and the quality of home school links.”
“We’ve noticed a change in staff attitudes in terms of
sharing information. We are working towards more of
an open culture and dialogue with parents.”
What makes it work? “The quality of the staff who deliver the programme.”
“The resources are really valued by the parents.”
“We’ve built this into our School Development Plan.”
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What are the
possible barriers to
setting up LAP?
Areas for future LAP
development?
“This has taken years to build up. Parents now are
the ones I’d like to have targeted at the start- they
have taken a long time to come forward and get
involved. They were wary and nervous of school.”
“We want to embed LAP fully.“
“LAP is run here by our Nursery Co-ordinator. We
had help from the LAP Co-ordinator to get things
started but now, we more or less run it on our own.”
“We also have LSA’s involved in LAP.”
“Whole staff planning and total commitment to the
programme, which means working around the
tremendous pressures that running LAP puts on our
staffing.”
“Being confident enough to change and adapt the
sessions to suit the needs of the parents.”
“64% of our parents have EAL. We have worked with
our GEMSS Team to support LAP groups and those
families.”
“I’d really struggle to continue this work if we had to
use staff within the school- I just couldn’t release
them.”
“All staff must be enthused and committed to this
work. It’s not enough for the head and LAP deliverer
to be committed. This needs to link to the wider
agenda about involving parents in other curriculum
areas too.”
“Staff need to be confident to share and be open with
parents.”
“Getting parents in at first is really hard. We had
times when no one turned up. You have to give lots
of thought to recruiting parents in imaginative ways.”
“Having a suitable space to run LAP.”
““The philosophy underpinning LAP is so important,
it would influence job descriptions and recruitment in
future.”
“A small amount of funding to release staff to deliver
LAP would make a huge difference.”
“More joined up thinking to link complimentary
programmes for example LAP and One Step at a
Time.” (Structured language development
programme in Newport)
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Emerging themes and recommended action
Building on the interviews (see appendix 2), observations and key lessons
highlighted above in the case studies and mindful of the changing context in
Wales in terms of Early Years and Basic Skills Strategies, the following
recommendations are made to address some of the challenges ahead for LAP, in
Phase 2 of the Basic Skills Strategy:
Challenges for
LAP raised
through
observation
visits and
interviews
Sustainability
Role of LAP Coordinators
Quality
Assurance of
programmes
Managed roll out
Consideration for
LEAs/LAP Co-ordinators
Consideration for LAP Coordinators/LEAs
Explore real options to
develop a long-term strategy
to sustain LAP and the
positive programme success
to date. For example, how
will LAP complement and fit
within other new initiatives
like Flying Start or
Communities First? Could
this be a way to sustain
some of this work?
Explore the future of the LAP
Co-ordinator’s role beyond
core funding. How will LAP
be managed for example?
If the role will not exist in the
future, develop structures
now for LAP to run
independently
Eg Address issues like
access to resources/ funding
to deliver programmes.
Build external QA of the
programme into Estyn
inspection reports and also
the monitoring role of LEA
advisers.
Invite LEAs to address this.
Get representatives from key
new initiatives to sit on LAP
Steering Groups.
Take advice from LAP Coordinators and be mindful of
the time needed to get LAP
Make clear all that your role
includes and it’s significance
in making LAP happen in
your area.
Collate internal QA reports
from programmes to inform
planning and training needs
as your role changes to more
of a monitoring one when
programme become more
independent.
If LAP is to expand and be
absorbed into other
initiatives, ensure a planned
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Wider access to
LAP and funding
programmes set up and the
amount of support needed to
facilitate this.
Work with LAP co-ordinator
to plan ways to widen access
to the programme by placing
it in different contexts eg
Libraries, community
venues. Clarify funding
streams to ensure that core
funding for target
parent/carer groups is
protected.
Progression
routes for
parents/carers
Collate progression route
options for LAP
parents/carers in an
accessible format, to be
introduced by LAP Group
Leaders.
Consider tracking systems to
capture information about
impact of LAP on the longterm achievements of
families.
Challenge of
keeping ongoing
rolling
programmes
fresh
Strategic co-ordination of
provision needed in terms of
LAP/NAP and links to other
local Family Programmes to
add variety.
Acknowledge that many
parents/carers need to do
the LAP course several
times before they are ready
to move on.
Connect organisations with
similar briefs and targets.
Partnerships
Innovative
Use a wide range of LEA
roll out, making sure that first
phase projects are
consolidated.
Consider capacity for
managing more programmes
and how this will impact on a
changing role for you in
terms of less direct delivery
and more monitoring,
evaluation and training.
Consider developing a wider
range of delivery models to
suit different contexts eg
outreach models working in
the home.
Possible need for ‘signposting’ training for Group
Leaders to include briefing
on basic skills needs
Keeping information up to
date.
Disseminating case studies
on parents/carers who have
taken up a further learning
opportunity for example
Invite representatives from
‘progression partner’
organisations involved in the
LAP Steering Group.
Sharing of activity ideas
between Group Leaders
through networks, websites
and visits.
Engage appropriate
representatives from partner
organisations at Steering
Group level to give a good
understanding of the
potential of LAP.
Continue to develop and
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promotional
work
ESOL resources/
adaptations
channels to showcase LAP
and it’s successes.
Link EAL teams with LAP
programme.
Changing role of
LAP Coordinator
Consider the role of LAP Coordinator in the long term
and ways to sustain beyond
central Basic Skills Strategy
funding.
Link advisers/
LEA strategy
Recognise the synergy that
this joined up working can
offer.
Consider embedding
LAP/NAP into LEA Literacy
and Numeracy/ Foundation
Strategies as effective
evidence informed
approaches.
Consider the opportunity of
accreditation, as a possible
funding source for the
expansion of the programme
in some contexts.
Recognise the expertise and
skills already built up in the
team of LAP Group Leaders.
Consider ways to offer this/
an adapted version of the
training to a wider audience
to ensure that this expertise
and understanding is not lost
as staff leave. Build this into
ongoing cpd programmes to
influence partnership with
parent’s policy and a culture
shift in settings. Consider
integrating LAP Group
Leader Training into Initial
Training courses in
partnership with further
education providers.
Review ways of improving
LAP
accreditation
options
Need for an
ongoing flexible
Group Leaders
training
programme
Communication
share the innovative ideas
going on already!
Work with EAL experts to
arrange cpd opportunities for
LAP staff in adapting LAP
materials for ESOL families.
Consider capacity for
managing more programmes
and how this will impact on a
changing role in terms of
less direct delivery and more
monitoring, evaluation and
training.
Work closely with link
advisers to disseminate
findings from LAP and
influence policy on work with
families.
Make connections with local
colleges to explore
accreditation opportunities.
Promote ways to share LAP
practice for example through
a Training Forum, email,
websites and newsletters.
Get staff to commit to at
least one LAP delivery
session following training
and cascading key
messages so the knowledge
isn’t lost when a member of
staff leaves.
Make explicit to settings, the
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with settings and
data collection
LAP data collection from
settings for accountability
purposes. Build in reporting
on LAP through for example
adviser monitoring visits,
especially as the programme
expands.
Quality of
Consider bulk-buying
resources
resources for expanded
endorse
provision or making
credibility of
resources available in
programme
alternative formats.
Bilingual delivery Recognise the value of LAP
for children and
parents/carers in supporting
Welsh language
development.
Structured,
Showcase exemplary work
planned and
through early years
carefully
networks.
prepared with
explicit learning
outcomes
Skills of the
Group Leader
are essential
Consider the generic skills
being developed in LAP
Group Leaders Training and
how this could be used to
support other LEA initiatives.
Partnership with
the school
Make full use of the great
examples of settings who
have used LAP as a way to
examine practice generally
on partnership with parents,
to influence a culture shift.
need for data to be returned
for audit purposes. Introduce
a ‘contract’ with settings
delivering programmes
setting out roles,
responsibilities and
expectations.
Collate examples of
adaptations of resources to
add to LAP menu.
Continue to promote bilingual delivery.
Reinforce in Group Leaders
Training.
As a development consider
working with adult education
to build on learning
outcomes and targets for
those parents/carers who
see themselves as adult
learners.
Celebrate the enthusiasm,
commitment and wonderful
delivery that already exist!
Build on this by considering
criteria for selection of Group
Leaders.
Arrange shadowing type
visits so that staff become
confident in delivery.
Make clear the expectations
of the school hosting a
programme.
Engage the full
understanding and support
of staff in the setting for LAP.
Encourage sharing of
information with class
teachers/ key workers at the
end of sessions so that LAP
work can be built on.
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Recruitment
strategies in
place
Understand that working with
the target group of
parents/carers is not
straightforward and that lead
in time is needed to engage
a group. Planning of LAP
provision, needs to take
account of the ‘rolling
programme’ model, as it can
take several terms before the
‘hard to reach’ parent/carer
builds the confidence to join
a group like LAP.
Consider developing
awareness raising training
for all staff on basic skills
needs and the impact this
can have on families and
communities.
Continue to encourage and
enthuse settings even when
recruitment is slow. Share
ideas for recruitment
between settings.
Conclusion
While the LAP programme in Wales, is well recognised and has already reached
many parents/carers, children and practitioners, the programme is still vulnerable
in terms of mainstreaming and sustaining it’s impact. Targeted, systematic action
as outlined above is needed, if LAP is to continue in the long term as a
responsive, vibrant, quality assured programme, which can stand alone without
the scale of funding made available to date.
Appendices
Appendix 1:
Cardiff Steering Group Representatives:
Irene Sullivan
Ann Lock
Julie Holden
Barbara Jackson
Susan Morris
Susan Davis
Tina Taylor
Rhian Jones
Elinor Pepperell
Matthew Parry
Retired
Lifelong Learning Cardiff Schools Service
Coleg Glan Hafren
Coleg Glan Hafren
ESOL Service
Programme Director Foundation Degree UWIC
Head Teacher Tongwynlais Primary School
Nursery Teacher, Gabalfa Primary School
Sure Start SALT
Youth Development Officer Leisure Lifelong
Learning
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Mary Parker
Ann Thomas
Lynnette Sewter
Jenny Clee
Perran Thomas
Nicola Clatworthy
Helen Clifford
Vacancy
Basic Skills Regional Officer
Chair Day Nurseries Association
Health visitors
Probation service
Language and Play Co-ordinator
Language and Play Nursery Nurse
Appendix 2:
People Interviewed:
Anne Green, LAP Co-ordinator, Newport
Kath Adams, LAP Co-ordinator, Carmathenshire
Helen Clifford, LAP Co-ordinator, Cardiff
Clare Edwards, LAP Co-ordinator, Blaenau Gwent
Mary Parker, Development Officer, Basic Skills Agency
Pat Davies, Assistant Director, Basic Skills Agency
Jill Richards, Headteacher, Pillgwenlly Primary School, Newport
Sue Wilson, Headteacher, Milton Infants School, Newport
Linda Procter, Headteacher, Caerau, Cardiff
Mr Tobutt, Headteacher, Gabalfa Primary School, Cardiff
References:
 Desforges,C.and Abouchaar,A (2003) The Impact of Parental
Involvement, parental Support and Family Education on Pupil
Achievements and Adjustment: a Literature Review. London: DfES.
 EPPE report ©Crown copyright 2004-A longitudinal study, which
investigated the effects of pre-school education and care on children’s
development for children aged 3-7 years old
 Family Literacy, Language and Numeracy: A Guide for Policy Makers,
DfES 2004
 LAP Group Leaders Guide, Basic Skills Agency
 LAP Home Time Packs, Basic Skills Agency
 The National Basic Skills Strategy: Delivery Plan 2005-2006, Basic Skills
Agency/ Welsh Assembly Government
 The Foundation Phase in Wales – A Draft Framework of Children’s
Learning, ACCAC 2004
 Flying Start www.learning.wales.gov.uk
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