I had received feedback from some parents who felt their children were not getting as much stimulus in their communication, language and literacy (CLL) development as they had in the past, and I also had this feeling that it was time for a rethink.
The next step was how to make the 'rethink' happen. I didn't want to take the lead in implementing these changes; it would be better coming from the staff who deliver the EYFS. I started with a review with the head of pre-school. She was very responsive to the suggestion and mentioned the DCSF document, Letters and Sounds. I ordered some copies of this and we both agreed to go away and think about what could be done to improve our delivery. I also booked two other staff on some CLL training to boost their confidence and to gain yet more ideas to try.
One of these staff came back saying it was some of the best training she had ever received and she now had resources and ideas to use. As a result she was much more enthusiastic about delivering activities.
At our next review the head of pre-school and I shared our thoughts and research. We realised that regular exposure to activities was at the core of what we needed to do. If you are trying to develop listening skills with the children, they need regular opportunities to practise these skills. This also needed to be supported by a language-rich environment that encouraged children to use writing and language in their play.
The pre-school implemented these ideas in ways they felt would work for their children. They have short sessions morning and afternoon, so that all children get to take part; they have listening badges to help them focus; and they use some 'characters' to help deliver the sessions, such as Roly Bear, our much-loved home/nursery bear.
It's early days yet, but the children all seem to be very positively engaged, and the staff who work directly with the children have been instrumental in implementing change.
