Local authorities - evidence of change

Sefton

The early years team in Sefton created networks of settings and schools.  Each network has a combination of 10 early years settings and schools who participate in PEAL training together, evaluate, meet regularly and build on their practice.  This has led to raised awareness, and direct changes in work with parents.  Practitioners have been supported through accreditation, and encouraged to record the process of change through stories and case studies.  Improvement in Ofsted inspection results is showing a clear impact.  Between September 09 and March 2010, 14 out of 16 settings received outstanding or good judgements for their work in engaging parents.

You can read some of the stories and case studies here: Sefton case studies

Sandwell

Sandwell booked PEAL two-day sessions for local authority lead practitioners, and cascaded the training throughout the authority to over 400 practitioners.  PEAL’s pre-training reflective questions were adapted into quality standards and used to evaluate and improve support for parents. The success in engaging parents in children’s development has been noted in inspection reports, and improvements in children’s outcomes are becoming apparent. One primary school has seen marked progress in Early Years Foundation Stage Profile assessment.  Six staff attended PEAL training, planned with the whole staff team and made changes to aspects of foundation stage practice – starting play sessions for under 3s and home visits (with interpreters) before entry into nursery, creating a welcoming family space in the school, and making activity boxes and story sacks for families to borrow.  Children achieving well rose from 33% in 2008 to 56% in 2009.

You can read some of the stories and case studies here: Sandwell case studies

Peterborough

PEAL training has been accessed by 66% of PVI settings and 33% of maintained nurseries since March 2009. This has been funded through the Family Support Funding element of the 2 year old funding stream or Every Child a Talker (ECAT), as both initiatives focus on parental engagement in children’s learning and the early home learning environment.  Early Language Lead Practitioners took on the role as named member of staff for parental involvement, as this tied in well with ECAT aims and objectives, and also gave settings the opportunity to share good practice at regular forum days.  The PEAL audit was adapted into quality standards and used to evaluate priorities for improving parent partnerships and support their SEF.  The Early Years Team also used it to evaluate the impact of PEAL across the city through a RAG system, in sub-categories of: Hard-to-Reach Parents, Parental Involvement in Learning, Home Learning Environment, Supporting Transitions and Positive Relationships, and highlight future strategic priorities.  The impact has been seen in OFSTED judgements with 24 out of 25 settings receiving good (64%) or outstanding (32%) in parental partnership and engagement between March 2009 and September 2010.