ECF meeting summary for KEYU:
General Meeting held in London 6 June 2019
Fiona Evans - School Programmes for the National Literacy
The NLT undertake the largest survey of children’s views on reading and
They create and provide unique programmes of literacy. For example, in early years these
Early Worlds Together
Everyone Ready for School.
These are providing home learning and support for families to improve social mobility
funded by the DfE and its partners who are charities, companies etc. They describe these as a “creative antidote” to government agendas.
Their Twitter account links to their regular newsletter and free research and
They are trying to reframe phonics as a ‘silver bullet’ resulting from the APPG on
phonics with the help of Kate Nation, Jessie Ricketts and Jean Gross.
Working on upskilling teachers and practitioners as to language delay especially in
impoverished areas of the country. The ‘word gap’ is now believe to be increasing by 60% of secondary teachers whilst others believe it is an experience gap.
NLS believe it will only improve when the following exists:
- Sustained government leadership
- Multi-agency long term planning and support and provision for children
- A focus on oral communication as the serve and return model and exposure to a wide range of words, songs, rhymes, books and stories. Language development is crucial
for developing reading fluency and oral language provides the underpinning of comprehension, fluency, turn taking, shared narratives and cultural capital.
- 160,000 11year-olds left primary school not at the expected level nationally. There is a link to poverty and the decline in children’s centres.
- The “Chat, Play, Read” campaign funded by the DfE is helping practitioners and parents to key messages and modelled ideas printed on nappies and other essential
young children’s products to reach every family.
- Smalltalk.org accessible via the NLT provides simple videos using accessible language for families to access on-line.
Jill Robinson More than a Score:
Linked with Save our Schools.
- Aim to disrupt ingrained thinking, critique it and take-action via different communication channels – traditional media headlines, social media as a means of testing
for a response and an email action network.
- Baseline campaign has 28,000 signatures
- Defend Digital Me-the DfE has not yet addressed the use of data about children and how it is being used. A lawyer in Manchester is trying to get a judicial review as
there are insufficient measures to protect the children who are taking part.
- 2/3rds of teachers want the nonsense word test to end.
- SATS is another area of campaign
- Any boycott has to be national and union laws now mean this is challenging.
- Concerns about behaviour and the report by Tom Bennett the Behaviour Tsar.
Helen Moylett- Cultural Capital:
- Based in Bourdieu’s research and Marxist ideas. Very complicated sociological context.
- Culture is a very complicated word which is greatly contested as to its complexity. Values, beliefs, norms , taste, knowledge and skills all affect how it is
- Cultural capital must also be set against the context of policy, austerity, Brexit, academies and the changing role of Ofsted.
- Short term reactions are about deficit models of children and families, the pressure of Bold Beginnings failing children and a GLD, the creation of scores to rate
children, teachers and schools.
- Ultimately we must think about what we want for children, how they learn and what they bring with them. There are lots of questions…. The role of the keyperson is
critical but you must understand your own cultural capital as well as that of others. Does everyone have to become middle class? What do children and their families bring?
Ali Jaffer-Social Mobility Commission:
- 13 commissioners who advise the government on education from early years to Higher Education. It establishes the context, gaps and how they are measured.
- State of the Nation Report reported that inequalities exist before birth. This goes on with measures of GLD and FSM. Results correlate to those in the US, Canada and
Australia using central themes.
- Workforce-recruitment and retention varies between types of setting, geography, reputation. There is unclear progression, qualifications and pay. Urban/rural,
deprivation/affluence all impact geographically too. EY is founded on negative images of only working with young children which ignores the complexities of child development and learning.
- 30hour childcare offer is creating a danger that those who need it most cannot access it because of eligibility, area pressure on places and the most vulnerable lose
- Government not inclined to extend the eligibility but in order to work it needs to be universal by extending the lower income level and improved marketing and
research into ethnic community uptake.
- Home learning is an area of innovation and new funding but will it reach those who need it most with the closure of children’s centres etc.
- Future concerns and research- Reception Baseline. ‘T’ levels in childcare and qualifications 2020, EYFS reform and Pupil Premium.