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All text © National Literacy Trust 2018T: 020 7587 1842 W: www.literacytrust.org.uk Twitter: @Literacy_Trust Facebook: nationalliteracytrust
The National Literacy Trust is a registered charity no. 1116260 and a company limited by guarantee no. 5836486 registered in England and Wales and a registered charity in Scotland no. SC042944. Registered address: 68 South Lambeth Road, London SW8 1RL.
What is the HELLO tool?The HELLO tool is designed to support early years practitioners with improving their practice in promoting young children’s communication, language and literacy development, with children from birth to age five. Findings from The Effective Pre-school, Primary and Secondary Education (EPPSE)1 study have shown that high quality early years provision has a strong influence on children’s early development. Early language development can impact on children's future literacy achievement, mental health and employment chances. Effective pre-school education, combined with a strong home learning environment, can build language, communication and literacy skills needed for children to achieve positive educational and life outcomes.
This tool can complement and work alongside other resources or initiatives you may be using, for example the 'Every Child a Talker' programme, Elklan training, the WellComm language assessment, or any other local initiatives that you are involved in.
It is made up of three sections:Section A. Partnership with parentsThis section is focussed on sharing information with parents about ways they can support their child’s communication, language and literacy development.Section B. Skilled practitionersThis section is designed to improve the quality of practice of early years practitioners in relation to babies and young children’s communication, language and literacy.Section C. Enabling environmentThis section is based on developing the capacity of the environment in early years’ settings to promote babies’ and young children’s communication, language and literacy.
HELLO: Helping Early Language & Literacy Outcomes
How does the HELLO tool work?The tool provides prompts and critical questions for each section to help early years settings identify their strengths and areas for development through evidence and enquiry. The evidence gathered will lead to an action plan for development and improvement. This in turn leads to reflection upon and evaluation of improvements made. Throughout the tool, other resources which can support you with improving your practice are highlighted, including case studies from schools and settings who have piloted the HELLO tool.
TimescalesAll good change takes time, so do not rush this work. Below is a suggested timescale for the project including steps which we suggest are necessary for making sure you are making the right improvements for your children. Please note that it is not essential to stick to these timescales, however settings who have already taken part in the HELLO programme have found these realistic to create long term improvements.
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Getting started with the HELLO toolWhenever you begin to start finding improvements in your practice it is useful to understand your starting point.
You can use parent and practitioner questionnaires to begin to gather this information. The summary template documents can help you understand where improvements are most needed. These resources can be found in the membership section of the National Literacy Trust website.
• Practitioner skills and confidence questionnaire• Practitioner questionnaire summary template• Parent questionnaire• Parent questionnaire summary document
Other tools that can support you in understanding your starting points are child tracking tools and environmental checklists, such as the ITERS and ECERS frameworks.
When looking at these results it is important to look out for areas where you are doing well and those which you would like to focus on, to improve. These improvements may be the areas you want to focus on first. It is always most useful to start out small scale, with gradual improvements instead of rushing in with a very big project.
A critical friendWhere the tool has been most effective in the pilot, settings have enlisted the help of a ‘critical friend’ who has supported settings by looking at their results and agreeing the areas of focus. This could be someone who already supports your setting, for example:
• A local authority early years team/contact• A governor or trustee• A local teaching school• A provider of Continuous Professional Development (CPD) with whom you have a relationship (although this may not be free)
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What’s included in the tool?
Section A. Partnership with parents A1. Desired outcome: Effective relationships between parents and practitioners lead to regular exchange of information about children’s communication, language and literacy (pp5-9)A2. Desired outcome: Parents understand the benefits for their child of interacting, talking, listening, sharing books, songs and rhymes and make them part of their everyday activities (pp10-14)A3. Desired outcome: Parents understand the benefits for their child of mark making, recognising signs and symbols and make them part of their everyday activities (pp15-18)
Section B. Skilled practitioners B1. Desired outcome: All practitioners have a secure understanding of babies’ and young children’s communication, language and literacy development (pp19-22) B2. Desired outcome: Practitioners observe, track, support and monitor children’s communication, language and literacy development along with their parents (pp23-26)B3. Desired outcome: Practitioners demonstrate high quality use of language (including songs, rhymes and stories), books, environmental print (signs and symbols) and mark making materials (pp27-30)
Section C. Enabling environments C1. Desired outcome: Babies’ and young children’s communication and language are stimulated and supported through an enabling environment (pp31-34)C2. Desired outcome: Early literacy is made meaningful for young children through experiencing learning opportunities that are developmentally appropriate and have a genuine purpose (pp35-38)C3. Desired outcome: Young children’s communication, language and literacy are enhanced through experience of using a range of media (including digital technologies) (pp39-43)Appendix A: What good practice looks like across the HELLO tool areas (pp45-49)Appendix B: Example of a completed HELLO tool: All Nations Preschool, Bedford (pp50-58)Appendix C: HELLO action planning template (pp59)
Section A. Partnership with parents
A1. Desired outcome:Effective relationships between parents and practitioners lead to regular exchange of information about children’s communication, language and literacy.
How do you share information with parents about their child’s communication, language (including home language) and literacy experience?
A1. Critical questions to consider
1. What information are we exchanging related to children’s communication/language and literacy?e.g. meeting milestones, use and understanding of vocabulary, new words learnt, language used in social contexts etc.
2. What is the source of the information and is it reliable?e.g. from the child’s keyworker, observed on more than three occasions, using an evidence-based screening tool.
3. When we run sessions for parents to attend, how do we exchange information about children’s CLL during this and how do we know it is effective?e.g. posters, activities, one-to-one conversations, whole group discussion.
4. Are our efforts to create relationships with parents effective? How do we know?e.g. engagement in events both formal and informal, continuous home-school communication.
5. How do parents communicate with us? Could this be made easier for them?e.g. communication link book, photographs and videos of activities at home, use of text message and email, online parent portal, drop-in sessions.
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A1. Desired outcome: Effective relationships between parents and practitioners lead to regular exchange of information about children’s communication, language and literacy.
How do you share information with parents about their child’s communication, language (including home language) and literacy experience?
What we do nowState your evidence showing how you know. What do we need to do next?
State your priority actionsWho will do it and by when?What will you do to measure progress?
A1. Evaluation and next steps
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What have you achieved? Consider the impact you have had on parents, practitioners and children’s communication, language and literacy development.
What evidence do you have of the impact you have made? (e.g. parent and practitioner questionnaires, child outcome data)
Does this new feedback highlight anything else that could be improved?
What are your next steps?
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A1. Supporting resources:These resources are sources of support as you think about your priority actions. Some links may guide you to a webpage where the resource is listed under a menu of options.
Organisation Resource Organisation Resource
National Literacy Trust Parents as partners: how to get families reading together in the early years
Quick tips for parents about talking to your baby and young child (available in 18 languages )
Understanding bilingualism in the early years
Making the most of the home learning environment
Early years practitioner guide to helping families start to read
How practitioners can engage parents in reading aloud with their child
Using digital technology in the early years: partnership with parents
Early years digital technology parent questionnaire
National Literacy Trust Tips for talking to your baby and young child- Dads - we are talking to you- Dads - talk to your baby- Talk to your baby and young child quiz
Hello improvement framework: WOW display template
Choose the perfect book for your child with these book lists
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Organisation Resource Organisation Resource
Communication Trust A Professional Development Video: Talking to parents about their child’s, speech, language and communication
Bookstart Examples of how to read with your child
Book recommendations by age and/or theme
MantraLingua Dual language resources for multi lingual families. Books available in English with 65 different languages
ICAN ICAN Shop with resources to support practitioners and parents
Words for Life Baby to 3 milestones
Age 3-5 milestones
Foundation Years Supporting children learning English as an additional language – Guidance for practitioners in the Early Years Foundation stage
A1. Case studiesExamples of practice from settings who have piloted the HELLO tool
Little Angels Playschool, Derby: Stay and Play parent craft days
Braeburn Nursery, Scarborough: Bernie Bear
Childhaven Community Nursery, Scarborough: Social Media
Rosedene Hemlington, Middlesbrough: WOW displays
Access at: https://literacytrust.org.uk/resources/hello-improvement-framework-best-practice-examples/
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A2. Desired outcome:Parents understand the benefits for their child of interacting, talking, listening, sharing books, songs and rhymes and make them part of their everyday activities.
How do you share information with parents about playing, talking, listening, sharing books, songs and rhymes with their child?How do you promote library use?
A2. Critical questions to consider:
1. How do we know that parents make interacting, talking, listening, sharing books, songs and rhymes part of their everyday activities?e.g. promoting a book or song of the week and making this accessible to parents, communication books or home-school diaries, promote home learning initiatives, send idea packs home.
2. How do we know that parents understand the benefits?e.g. providing information or welcome packs for parents, running workshops, displaying posters in parent-facing areas, one-to-one discussions.
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A2. Desired outcome:Parents understand the benefits for their child of interacting, talking, listening, sharing books, songs and rhymes and make them part of their everyday activities.
How do you share information with parents about playing, talking, listening, sharing books, songs and rhymes with their child? How do you promote library use?
What we do nowState your evidence showing how you know. What do we need to do next?
State your priority actionsWho will do it and by when?What will you do to measure progress?
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A2. Evaluation and next steps
What have you achieved? Consider the impact you have had on parents, practitioners and children’s communication, language and literacy development.
What evidence do you have of the impact you have made? (e.g. parent and practitioner questionnaires, child outcome data)
Does this new feedback highlight anything else that could be improved?
What are your next steps?
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A2. Supporting resources:These resources are sources of support as you think about your priority actions. Some links may guide you to a webpage where the resource is listed under a menu of options
Organisation Resource Organisation Resource
National Literacy Trust Rock-a-bye Baby: Communicate through music
Rock-a-bye Baby: Talk time, rhyme time
Fun videos to support your young child's language
10 reasons why play is important: playing and talking
10 reasons why play is important: Toy suggestions by age group
Words for Life: Baby to3 - Website for parents
Nottinghamshire Language for Life
Videos demonstrating singing songs and rhymes with young children at a children's centre (lyrics included)
The Communication Trust
Small Talk - How children learn to talk, from birth to age 5.
How children develop speech and language between 3 and 4 years
Early Years Talk Homework Top talking tips for parents
Through the eyes of a child videos
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Organisation Resource Organisation Resource
Bookstart / BookTrust Booktrust events
Storybooks and game activities
St. Edmund's Nursery Bradford
Why sharing stories, rhymes and books matters? A resource made by parents of St. Edmund's Nursery in Bradford.
ICAN ICAN Shop: Talk together resources Nursery World A parent’s guide to communication and language
CBeebies Grown Ups Resource for parents on a range of literacy and school readiness topics
A2. Case StudiesExamples of practice from settings who have piloted the HELLO tool
HELLO case study Scarborough private nursery
HELLO case study Childhaven Community Nursery School
Helping Early Language and Literacy Outcomes Rosedene Kader
Access at: https://literacytrust.org.uk/resources/hello-improvement-framework-best-practice-examples/
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A3. Desired outcome:Parents understand the benefits for their child of mark making, recognising signs and symbols and make them part of their everyday activities.
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How do you share information with parents about mark making and environmental print (recognising signs and symbols)?
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A3. Critical questions to consider:
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1. How do we know that parents understand benefits and are using them in their everyday activities?e.g. encourage parents to share activities done at home and display pieces of work/photographs, reinforce the importance in communication with parents, provide home learning activities.
2. How do we share the benefits of mark making and knowing signs and symbols?e.g. through workshops/drop-ins, information packs, welcome packs, posters.
3. Do parents have an opportunity to tell us about the games/activities their children enjoy at home?e.g. communication link book, at beginning and end of day, photographs and videos of activities at home, use of text message and email, online parent portal; drop-in sessions.
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A3. Desired outcome:Parents understand the benefits for their child of mark making, recognising signs and symbols and make them part of their
everyday activities.
How do you share information with parents about mark making and environmental print (recognising signs and symbols)?
What we do now State your evidence showing how you know. What do we need to do next?
State your priority actionsWho will do it and by when?What will you do to measure progress?
A2. Evaluation and next steps
What have you achieved? Consider the impact you have had on parents, practitioners and children’s communication, language and literacy development.
What evidence do you have of the impact you have made? (e.g. parent and practitioner questionnaires, child outcome data)
Does this new feedback highlight anything else that could be improved?
What are your next steps?
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A3. Supporting resources:These resources are sources of support as you think about your priority actions. Some links may guide you to a webpage where the resource is listed under a menu of options.
Organisation Resource Organisation Resource
National Literacy Trust Smudge lines and scribbles: the early markings of a good writer
Foundation Years What to expect, when? Guidance to your child’slearning and development in the early yearsfoundation stage.
Mark Making Matters: Young children makingmeaning in all areas of learning and developmentUniversity of Sheffield Enhancing children’s literacy opportunities with
environmental print
Cbeebies Learning to write – Cbeebies Early Education Making their mark – Children’s early writing
A3. Case StudiesExamples of practice from settings who have piloted the HELLO tool
Helping Early Language and Literacy Outcomes Norcot Early Years Centre
HELLO case study Bright Stars Day Care
Access at: https://literacytrust.org.uk/resources/hello-improvement-framework-best-practice-examples/
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Section B. Skilled practitioners
B1. Desired outcome:All practitioners have a secure understanding of babies’ and young children’s communication, language and literacy development.
How do you ensure that all practitioners understand how babies and young children develop their communication, language and literacy skills?
B1. Critical questions to consider
1. How do we know that all our practitioners have a secure understanding of CLL in babies and young children?e.g. All staff have level 3 in child development, staff attended specific speec, language and communication training etc.
2. How do we monitor their knowledge?e.g. in-house professional development opportunities, moderation meetings, joint observations of children, refresher courses.
3. Can you see the impact of staff knowledge in practice?e.g. staff raise concerns about progress in a more timely manner, more appropriate referrals to external agencies being made, staff able to implement strategies to support children to readily, staff confident to talk with parents.
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B1. Desired outcome:All practitioners have a secure understanding of babies’ and young children’s communication, language and literacy development.
How do you ensure that all practitioners understand how babies and young children develop their communication, language and literacy skills?
What we do nowState your evidence showing how you know. What do we need to do next?
State your priority actionsWho will do it and by when?What will you do to measure progress?
B1. Evaluation and next steps
What have you achieved? Consider the impact you have had on parents, practitioners and children’s communication, language and literacy development.
What evidence do you have of the impact you have made? (e.g. parent and practitioner questionnaires, child outcome data)
Does this new feedback highlight anything else that could be improved?
What are your next steps?
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B1. Supporting resources:These resources are sources of support as you think about your priority actions. Some links may guide you to a webpage where the resource is listed under a menu of options.
Organisation Resource Organisation Resource
National Literacy TrustLearning to talk around the world
Two year olds: Communication, Language and Literacy
ICANResources for supporting children's speech, language and communication development in the early years
Bookstart Bookstart for early years settings NCT Research NCT Research overview: Parent-child communication is important from birth
The Communication Trust
Universally Speaking. The ages and stages of communication development from birth to 5
Online course: introducing supporting children's speech, language and communication
Misunderstood: advice and guidance for supporting children with speech, language and communication needs
Nottinghamshire Language for life: Nottinghamshire: What do we mean by speech, language and communicationResources for practitioners
B1. Case StudiesExamples of practice from settings who have piloted the HELLO tool
HELLO case study: Incredible Kids & Incredible Kids – completed video observation
Observation template
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B2. Desired outcomePractitioners observe, track, support and monitor children’s communication, language and literacy development along with their parents.
How do you ensure that all practitioners know a child’s expected stage of communication, language and literacy development and that they observe, track support and review their progress along with their parents?
B2. Critical questions to consider
1. How much of our observations, tracking, supporting and monitoring is done alongside parents?e.g. parents are invited to observe in the setting, parents complete an observation of their child in the home environment, joint opportunities to provide feedback (i.e. nursery to parents and parents to nursery).
2. What are the qualities of observations being made?e.g. standard observation frameworks are used across the setting, EYFS framework is referred to, joint observations between staff members (i.e. between senior practitioner and keyworker), observations are moderated, discussed in staff supervision.
3. In what ways do our observations inform our practice? How do we know this?e.g. interventions are put in place for those children who are identified as not meeting age-related expectations, we are able to share messages with parents sooner rather than later.
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B2. Desired outcome:Practitioners observe, track, support and monitor children’s communication, language and literacy development along with their parents.
How do you ensure that all practitioners know a child’s expected stage of communication, language and literacy development and that they observe, track support and review their progress along with their parents?
What we do nowState your evidence showing how you know. What do we need to do next?
State your priority actionsWho will do it and by when?What will you do to measure progress?
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B2. Evaluation and next steps
What have you achieved? Consider the impact you have had on parents, practitioners and children’s communication, language and literacy development.
What evidence do you have of the impact you have made? (e.g. parent and practitioner questionnaires, child outcome data)
Does this new feedback highlight anything else that could be improved?
What are your next steps?
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B2. Supporting resources:These resources are sources of support as you think about your priority actions.Some links may guide you to a webpage where the resource is listed under a menu of options.
Organisation Resource Organisation Resource
National Literacy Trust Digital observation framework & template when using digital media with children
Using Digital Technology in the early years video:
- Skilled practitioners - Enabling environments
Foundation Years: Every Child A Talker
Every Child A Talker: Guidance for Early languageLead Practitioners
• Every Child a Talker: Guidance for EarlyLanguage Lead Practitioners, Second instalment• Every Child a Talker: Guidance for Consultantsand Early Language Lead Practitioners• Social and emotional aspects of development• Gateway to Writing: Crucial role of the earlyyears practitioner• Practice Guidance for the Early YearsFoundation Stage
Every Child a Talker monitoring tool.
Foundation Years Early Communication, Language and Literacydevelopment: audit tool to support improvements in learning and teaching of early Communication, Language and Literacy.
Language is Hear to Say Marion Blank’s levels of questioning and verbal reasoning
Swindon Borough Council
Blanks questions- levels of abstract thinking
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B3. Desired outcomePractitioners demonstrate high quality use of language (including songs, rhymes and stories), books, environmental print(signs and symbols) and mark making materials.
How do you know that practitioners engage with children in ways that are designed to promote their communication, language and literacy skills?
B3. Critical questions to consider
1. How do we know that our practitioners demonstrate a high quality of language/books/print/mark making materials?e.g. practitioners provide good models of language, a variety of resources are provided and changed regularly.
2. What does high quality language look like?e.g. contingent talk (talking about objects in the child’s focus), introducing concepts (i.e. big, tall, smooth, more etc., using principles of adult-child interaction, commenting or expanding on a child’s utterance.
3. What does high quality mark making look like?e.g. exploration of different materials (felt tip pens, pencils, chalk, paint etc.) on different surfaces (paper, chalkboard, whiteboard, tarmac etc.), opportunities to independently access materials, range of resources both inside and outside, celebrating all stages of mark making.
4. What does high quality book use look like? e.g. dialogic reading, use of appropriate level of Marion Blank’s levels of questioning, range of books in the setting, text within small world environments.
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B3. Desired outcome:Practitioners demonstrate high quality use of language (including songs, rhymes and stories), books, environmental print(signs and symbols) and mark making materials.
How do you know that practitioners engage with children in ways that are designed to promote their communication, language and literacy skills?
What we do nowState your evidence showing how you know. What do we need to do next?
State your priority actionsWho will do it and by when?What will you do to measure progress?
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B3. Evaluation and next steps
What have you achieved? Consider the impact you have had on parents, practitioners and children’s communication, language and literacy development.
What evidence do you have of the impact you have made? (e.g. parent and practitioner questionnaires, child outcome data)
Does this new feedback highlight anything else that could be improved?
What are your next steps?
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B3. Supporting resources:These resources are sources of support as you think about your priority actions.Some links may guide you to a webpage where the resource is listed under a menu of options.
Organisation Resource Organisation Resource
National Literacy Trust Adult-child interaction self-reflection tool: early years staff video observation template
Activities and tips for supporting your child’s language development at home:Hairy Maclary story gameHanda's Surprise story gameGiraffes can't dance story game
Sharing books and talking together:How to make story boxesStory sacks guideStory game brown bear
Bookstart Bookstart for early years settings (including activities and a handbook to use with Bookstart books)
Foundation Years Early Communication, Language and Literacydevelopment: audit tool to support improvements in learning and teaching of early Communication, Language and Literacy.
PACEY Spotlight on mark making
Literacy in the early years handbook
B3. Case studiesExamples of practice from settings who have piloted the HELLO tool
HELLO case study: Daisy Chain Nursery Ltd Bradford
West Bradford Cluster – HELLO case studyhttps://literacytrust.org.uk/resources/hello-improvement-framework-best-practice-examples/
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Section C. Enabling environment
C1. Desired outcome:Babies’ and young children’s communication and language are stimulated and supported through an enabling environment.
How do you ensure that the setting’s planning, routines, activities, resources and areas stimulate and support communication and language?
C1. Critical questions to consider
1. How does the environment support children’s Communication, Language and Literacy?e.g. opportunities to communicate in many ways, child-centered planning, environment provides reasons to communicate.
2. What are the things within the environment that support children’s Communication Language and Literacy?e.g. cosy, quiet spaces, minimal background noise,; labelled resources, visual supports, clear and consistent routines.
3. How do you know that your environment meets the needs of your children and has the desired outcomes?e.g. children are engaged in learning, making progress, they enjoy attending the setting, busy and purposeful.
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C1. Desired outcome:Babies’ and young children’s communication and language are stimulated and supported through an enabling environment.
How do you ensure that all practitioners understand how babies and young children develop their communication, language and literacy skills?
What we do nowState your evidence showing how you know.
What do we need to do next?State your priority actions
Who will do it and by when?What will you do to measure progress?
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C1. Evaluation and next steps
What have you achieved? Consider the impact you have had on parents, practitioners and children’s communication, language and literacy development.
What evidence do you have of the impact you have made? (e.g. parent and practitioner questionnaires, child outcome data)
Does this new feedback highlight anything else that could be improved?
What are your next steps?
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C1. Supporting resources:These resources are sources of support as you think about your priority actions. Some links may guide you to a webpage where the resource is listed under a menu of options.
Organisation Resource Organisation Resource
Oxfordshire County Council
My Space: Creating enabling environments for young children
National Literacy Trust Using digital technology in the early years: enabling environments video
PACEY Spotlight on creating enabling environments ICAN Resource shop:Babbling babiesToddler TalkChatting with childrenLearning to Talk, Talking to LearnWorking with Under 5’s toolkit
OFSTED Study of early education and development: good practice in the early years January 2017
Community Playthings A good place to be Two: Developing qualityenvironments indoors and out.
Spaces: Room layout for 0 – 5’s.
ITERS & ECERS ITERS & ECERS Infant and Toddler and EarlyChildhood environment rating scales
C1. Case StudiesExamples of practice from settings who have piloted the HELLO tool
NACRO Ormaston, Derby; Living wall
Teacher Time Beaumont, Middlesbrough; English as an Additional Language support
Park Day Nursery, Reading
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C2. Desired outcome:Early literacy is made meaningful for young children through experiencing learning opportunities that are developmentally appropriate and have a genuine purpose.
How do you ensure that the most is made out of everyday activities to promote young children’s early literacy?
C2. Critical questions to consider
1. How do we plan our provision to make sure the learning opportunities are genuine and purposeful? e.g. regular environmental audits, activities are led by children’s interests, there is a mix of child and adult-directed play.
2. How do we make literacy meaningful?e.g. it has a purpose, it has a real-life context for each child, stories as part of theme or wider set of relevant activities for children, adults link prior experiences to new situations.
3. What does meaningful literacy look like?e.g. a trip to the farm before reading a farm book, writing a shopping list before baking a cake, seeing signs about important things in their play e.g. “The Cave – Keep Out!”
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C2. Desired outcome:Early literacy is made meaningful for young children through experiencing learning opportunities that are developmentally appropriate and have a genuine purpose.
How do you know that practitioners engage with children in ways that are designed to promote their communication, language and literacy skills?
What we do nowState your evidence showing how you know. What do we need to do next?
State your priority actionsWho will do it and by when?What will you do to measure progress?
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C2. Evaluation and next steps
What have you achieved? Consider the impact you have had on parents, practitioners and children’s communication, language and literacy development.
What evidence do you have of the impact you have made? (e.g. parent and practitioner questionnaires, child outcome data)
Does this new feedback highlight anything else that could be improved?
What are your next steps?
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C2. Supporting resources:These resources are sources of support as you think about your priority actions.Some links may guide you to a webpage where the resource is listed under a menu of options.
Organisation Resource Organisation Resource
National Literacy Trust Digital adult-led activity planning template
My home to setting and setting to home cards
Tips for talking to your baby and young child: talking zig zags
Community Playthings What happens in the baby room?
Foundation Years Communication, Literacy and Language development audit tool
C2. Case StudiesExamples of practice from settings who have piloted the HELLO tool
Tiny Tots, Derby; Developmentally appropriate environments
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C3. Desired outcome:Young children’s communication, language and literacy are enhanced through experience of using a range of media (including digital technologies).
How do you provide young children with opportunities to experience a range of media (including digital technologies)?
C3. Critical questions to consider
1. What media is used to enhance children’s language and literacy?e.g. printed text, video, ebooks, apps, interactive books, interactive toys, touchscreen devices, DVDs.
2. What range of media is there to use with young children?e.g. tablets, iPads; ereaders, computers, laptops, switch toys, SMART board, interactive TV, robots, cameras, books, newspapers, magazines.
3. Do you know what digital media children are using at home? What do parents expect you to have at nursery?e.g. apps, video games, YouTube, TV programmes, tablets, phones, computers, consider how you know what parents expect.
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C3. Desired outcome:Young children’s communication, language and literacy are enhanced through experience of using a range of media (including digital technologies).
How do you provide young children with opportunities to experience a range of media (including digital technologies)?
What we do nowState your evidence showing how you know. What do we need to do next?
State your priority actionsWho will do it and by when?What will you do to measure progress?
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C3. Evaluation and next steps
What have you achieved?Consider the impact you have had on parents, practitioners and children’s communication, language and literacy development.
What evidence do you have of the impact you have made? (e.g. parent and practitioner questionnaires, child outcome data)
Does this new feedback highlight anything else that could be improved?
What are your next steps?
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C3. Supporting resources:These resources are sources of support as you think about your priority actions.Some links may guide you to a webpage where the resource is listed under a menu of options.
Organisation Resource Organisation Resource
National Literacy Trust How digital technology can support early language and literacy outcomes in early years settings: research review
Literacyapps.org – Literacy app guide & support on choosing quality apps.
Children’s early literacy practices at home and in early years settings: Second annual survey of parents and practitioners
Digital technology in the early years: digital activity sheets
Parents TV guide
Bradford guide to using technology in the EYFS
Homerton Early YearsCentre
Practical website with CPD, planning ideas, activitysheets and websites
CBeebies Are tablets good for children? BBC iWonder
Toddlers and tablets: Ten first steps
Technology and play Exploring play and creativity in pre-schoolers' use of apps (a research report with activity recommendations for early years settings)
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Organisation Resource Organisation Resource
Help Kidz Learn Fun, accessible games, activities and tools designed specifically for young children and those with learning difficulties. Using ICT and programmable toys to support communication and language.
The CommunicationTrust
Raa Raa the Noisy Lion and the ten point plan for parents
C3. Case StudiesExamples of practice from settings who have piloted the HELLO tool
Daisy Chain, Bradford; Enhanced ICT provision
West Bradford Children’s Centre Cluster, Bradford, Outdoor play, reading with fathers & ICT.
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Appendices
Appendix A: What good practice might look like across HELLO tool areasAvailable as part of National Literacy Trust website premium resources
Appendix B: Completed HELLO toolAvailable as part of National Literacy Trust website premium resources
Appendix C: HELLO planning templateAvailable as part of National Literacy Trust website premium resources
HELLO: Helping Early Language & Literacy Outcomes
Appendix A
What good practice looks like across the HELLO tool areas.
A1. Desired outcome: Effective relationships between parents and practitioners lead to regular exchange of information about children’s communication, language and literacy. How do you share information with parents about playing, talking, listening, sharing books, songs and rhymes with their child?
How do you promote library use?
In-setting librariesActivity bags (playdough – recipe and ingredients, construction, small world)Story sacksSong sheetsLinks to videos, mp3sGames to take homeShared storytelling sessions (practitioners modelling to parents)Displays
A2. Desired outcome: Parents understand the benefits for their child of interacting, talking, listening, sharing books, songs and rhymes and make them part of their everyday activities.How do you share information with parents about mark making and environmental print (recognising signs and symbols)?
Through learning stories/observationsSending pictures homeHome links – signs of shops on the way homeEncouraging parents and children to bring photos/other examples of writing, environmental print and symbols
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DisplaysWalks around the local areaMatching gamesParent meetingsActivity sacks with materials to make marks (e.g. brushes and water, sticks, pencils, chalk)
B1. Desired outcome: All practitioners have a secure understanding of babies and young children’s communication, language and literacy development.How do you ensure that all practitioners understand how babies and young children develop their communication, language and literacy skills?
Up to date training sessions Refresher coursesExploring good practice with other settingsPosters/reminders/prompts/questions around setting to support practitionersPeer review and peer observationsSupervision and appraisalBreadth of knowledge of range of programmes (ECAT, I CAN, Chatterbox challenge)
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A3. Desired outcome: Parents understand the benefits for their child of mark making, recognising signs and symbols and make them part of their everyday activities.How do you share information with parents about their child’s communication, language (including home language) and literacy experience?
At hand-oversThrough parent meetingsObservations in learning storiesParent sessionsStay and playStory sacksApps (2Simple, Tapestry etc.)Digital notice boardsDisplaysWow/‘ask me about’ stickers and cardsStory sacksParent letters and emails Text servicesSocial media (Twitter, Facebook)‘All about me’ booklets Toys that go on adventures at home which parents write about
Tracking systems to identify gaps in practitioner knowledge
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B2. Desired outcome: Practitioners observe, track, support and monitor children’s communication, language and literacy development along with their parents. How do you ensure that all practitioners know a child’s expected stage of communication, language and literacy development and that they observe, track support and review their progress along with their parents?
Regular use of Development MattersObservations (learning stories, anecdotal, work samples) and analysis of those observationsGathering information from parents (discussions, email, text, social media)Assessment (formative and summative)Parent meetingsThrough the ‘key person’ relationship with the child and their familyExploring home learning with parents
B3. Desired outcome: Practitioners demonstrate high quality use of language (including songs, rhymes and stories), books, environmental print (signs and symbols) and mark making materials.How do you know that practitioners engage with children in ways that are designed to promote their communication, language and literacy skills?
Books linked to areas of provisionEnvironmental print around settingDisplaysScaffolding and recasting languageIntroducing new vocabularyUsing makaton/sign language to reinforce spoken languageSignsLinking words to picturesLabels on provisionOpen ended questionsCircle timesStory timesProps‘I Can’ cards
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C1. Desired outcome: Babies’ and young children’s communication and language are stimulated and supported through an enabling environment. How do you ensure that the setting’s planning, routines, activities, resources and areas stimulate and support communication and language?
Matching the level of activities to children’s needs (based on next steps following observations)Scaffolding children’s interestsThrough careful observation, assessment and trackingUp-to-date trainingBooks in every area of provision (including dual language texts)Clear languageModelling of language through routines (e.g. start of day, snack time, toileting, meals, story time)Staff meetings to evaluate provisionDisplaysSmall groupsVisits outside of the settingCore provision resources that stimulate and support languageRole play
C2. Desired outcome: Early literacy is made meaningful for young children through experiencing learning opportunities that are developmentally appropriate and have a genuine purpose. How do you ensure that the most is made of everyday activities to promote young children’s early literacy?
Singing time Story times (modelling language and applying in a variety of ways, repeated refrains, rhyme)Circle times (exploring new words, language, developing mouth muscle)Story sacksTouch screens Sound lottoBooks (digital, audio and print)Role play
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C3. Desired outcome: Young children’s communication, language and literacy are enhanced through experience of using a range of media (including digital technologies).How do you provide young children with opportunities for experiencing a range of media (including digital technologies)?
Use of tablets, ipads, PCsICT toys (phones, cameras, battery operated torches, mp3 recorders/players)Observation appsDigital photo framesDigital TVDigital books (including dual language)
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Appendix B
Example of a completed HELLO tool by a practitioner at All Nations Preschool in Bedford
A. Partnership with parents
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A1. Desired outcome: Effective relationships between parents and practitioners lead to regular exchange of information about children’s communication, language and literacy.
What we do nowState your evidence showing how you know
What do we need to do next?State your priority actions
Who will do it and by when?
How do you share information with parents about their child’s communication, language (including home language) and literacy experience?
When they start – complete ‘all about me’ form talk and through with parent.Half termly individual learning plans and Interactive Learning Diary parent portal.Termly offer of consultations.Encourage children with poor speech to attend drop in clinics.
Investigate more home visits – we started with two or three families this year (2015).Promote parent portal especially to new parents.Consider fortnightly parent drop in sessions.Adapt ‘all about me’ to include health review, question on library use, favourite songs and books.Do the family have access to a computer?
Staff A to set up parent drop in sessions.Staff B supported by all staff to promote parent portal – introduce at first half term parent consultations?
What have we achievedSome children have been to drop in clinic and are awaiting further support.Held several parent consultations and more parents are signed up to the Individual Learning Diary portal. Continue to promote it and encourage more parents to sign up. Staff A has offered home visits and been to visit a few children (five in total) – adapted a welcome pack to take with photos and information about literacy and communication.Parent consultations took a long while to complete - consider other ways of doing them.
We have offered two parent drop in sessionsfor the beginning of March.We are offering time slots on set days for the next consultations.More parents have signed up to the portal.Updated ‘All about me’ – waiting for a new child to start to use.Created the parent welcome pack and a pack for the open morning
A2. Desired outcome: Parents understand the benefits for their child of interacting, talking, listening, sharing books, songs and rhymes and make them part of their everyday activities.
What we do nowState your evidence showing how you know
What do we need to do next?State your priority actions
Who will do it and by when?
How do you share information with parents about playing, talking, listening, sharing books, songs and rhymes with their child?
How do you promote library use?
Include in prospectus. Through topics we share favourite books.We occasionally send activities for children to do at home.We sometimes send speech games home and we have a collection of speech games we can use.
Talk about Borough Library service and set up a loan library.‘What to expect when’ – parent info inform of how to access it and display some of the pages.
Create a welcome pack for new parents, including ‘five to thrive’ and ideas to do at home
Staff A to set up loan Library and library service.
Staff B to put together welcome pack.
What have we achievedStaff B put some information together in the welcome pack. We could also include information about dummies, how we record observations, mark making information, arguments for and against ICT, building blocks for communication.Five to Thrive posters displayed and info about use of dummies.Songs and story suggestions have been included in the parent plan, this will continue.We are signed up to the Borough Library schemeWe have put together a library for the older children. They have a zippy wallet with their name a picture on. An information sheet was put inside for parents including top tips from the National Literacy Trust website and Bookstart. We will monitor how it works and then consider offering to the younger children.
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A3. Desired outcome: Parents understand the benefits for their child of mark making, recognising signs and symbols and make them part of their everyday activities.
What we do nowState your evidence showing how you know
What do we need to do next?State your priority actions
Who will do it and by when?
How do you share information with parents about mark making and environmental print (recognising signs and symbols)?
In individual learning plans and interactive learning diaries. Share good art work, pictures and praise good effort.Encourage parents with an environmental print ‘I spy’ sheet to do at home.Put examples in files.Staff annotate work so parents know what it is.
Display children’s work in the writing area.Include information in a welcome pack about mark making.Talk about the benefits of mark making at parent consultation and what activities they can do at home to encourage physical development.Put up the alphabet in the main room
All staff to share with parents.
What we have achievedPut up the alphabet near the writing area.We are starting to put up children’s work.Information was included in the welcome and open morning packs.
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B. Skilled practitioners
B1. Desired outcome: All practitioners have a secure understanding of babies and young children’s communication, language and literacy development.
What we do nowState your evidence showing how you know
What we will do nextState your priority actions
Who will do it and by when?
How do you ensure that all practitioners understand how babies and young children develop their communication, language and literacy skills?
Suggest training courses.Share knowledge in staff meetingsThrough their EYFS knowledgeEncourage staff to go on the Borough Forum. and read professional magazines.
Have moderation meetings as staff and encourage them to go on Borough moderation meetings.Focused staff observations – shared observations, include ECERS and shared ECERS.
Staff B has done training. Staff C and D to do training.
What we have achievedStaff C has done speech and language training and is completing level 3 award. She has attended ‘Lift off to language’ training. Staff B and D attended Borough moderation training. Other staff to sign up for next moderation in January 2016.
Staff A and B to go on next moderation meeting spring term (Staff B & D and went on the moderation course in the end).Staff E has now achieved her accreditation for ‘Lift off to language’ training. We had a whole staff moderation meeting at the end of term and used the Interactive Learning Diary outcomes to make judgement for ‘best fit’ most staff found this really useful.
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B2. Desired outcome: Practitioners observe, track, support and monitor children’s communication, language and literacy development along with their parents.
What we do nowState your evidence showing how you know
What we will do nextState your priority actions
Who will do it and by when?
How do you ensure that all practitioners know a child’s expected stage of communication, language and literacy development and that they observe, track support and review their progress along with their parents?
Individual learning plans and staff observations.Through staff discussion and EYFS knowledge.Through tracking sheets and moderation of the interactive learning diaires – monitored by leadership.Small group to support children with CLL who need it.
Introduce age and stage poster and other info from communication course, ECAT sheets.Staff peer-to- peer shared observations, supervision to look at observations and stages of development.Data training.
Staff B to print out age and stage poster and introduce ECAT sheets
Staff A to do shared observations and discuss with staff.
Staff A & B to go on data training.
What we have achievedStaff A has completed two shared observations with staff.Staff A & B have been on data training. Some information sheets and magazine articles have been sent to staff.Encouraged staff to use ‘What to expect when’ and to promote with parents .
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B3. Desired outcome: Practitioners demonstrate high quality use of language (including songs, rhymes and stories), books, environmental print (signs and symbols) and mark making materials.
What we do nowState your evidence showing how you know
What we will do nextState your priority actions
Who will do it and by when?
How to do know that practitioners engage with children in ways that are designed to promote their communication, language and literacy skills?
Staff are good at sharing books with children formally and informally.Circle and group time encourage children to speak in a group and share songs.Well-resourced book area and quiet room.Small group language games and activities to support EAL and speech problems.
Encourage more open ended questioning, conversations and sustained shared thinking.ECERS observations on interactions.
Staff B to go on workshop training in October.
What we have achievedStaff B introduced song and rhyme key rings, several children have been very interested in these and like choosing a song to sing. Children are beginning to learn some new songs. One child with EAL likes looking at it and pointing to the pictures and naming the picture.Introducing makaton signing to children especially two specific children.Staff B went on ‘Sustained shared thinking’ training and need to adapt notes to create a hand-out for staff. Training was based on SSTEW which is based on the same lines as ITERS and ECERS. Would be good to consider using it to evaluate how we are.Consider makaton training?
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C. Enabling environment
C1. Desired outcome: Babies’ and young children’s communication and language are stimulated and supported through an enabling environment.
What we do nowState your evidence showing how you know
What we need to do nextState your priority actions
Who will do it and by when?
How do you ensure that the setting’s planning, routines, activities, resources and areas stimulate and support communication and language?
Planning is fed into by staff observations and ILP’S.Interests of children are considered.Key person time to get to know and encourage talking and communication.Circle time, small group stories and snack time together promotes conversation.From ECERS observation we have changed the room lay out and created a quiet room, cosy area and private spaces.
Monitor use of quite room and private spaces.Repeat ECERS observations.Staff shared observations.
Staff A to do shared observation.
What we have achievedStaff A has completed two shared observations. Use of the quiet room needs to be monitored and all staff need to support children to use it for quiet activities.The use of the song/rhyme cards has helped both staff and children.
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C2. Desired outcome: Early literacy is made meaningful for young children through experiencing learning opportunities that are developmentally appropriate and have a genuine purpose.
What we do nowState your evidence showing how you know
What we need to do nextState your priority actions
Who will do it and by when?
How do you ensure that the most is made of everyday activities to promote young children’s early literacy?
Large cosy sofa and book area – adults regularly sit on sofa and look at books with children.Topic display.Quiet room with books, puzzles, art work.Permanent writing table. We try to plan in regular keyworker time. Planned in focus activities.Children self register.Name card for helper at snack time.Picture timetable and water, toilet signs and how to wash hands.
Create display board on the back of trolley to put up children’s work.
Investigate SSTEW
What we have achievedStaff B was shown SSTEW on a training course and it would be worth while introducing at some stage.Song/rhyme key ring introduced into each group room.
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C3. Desired outcome: Young children’s communication, language and literacy are enhanced through experience of using a range of media (including digital technologies).
What we do nowState your evidence showing how you know
What we need to do next Who will do it and by when?
How do you provide young children with opportunities for experiencing a range of media (including digital technologies)?
Continuous provision – sand, water, dough, cornflour, rice, pasta, foam, mud kitchen, mark making materials (writing table including whiteboards and chalkboards and painting easels.)Remote control cars, CD player, computer and variety of age appropriate games. Cameras,play phones, pretend cameras, tills and calculators.Occasionally use DVD clips, short videos, scarves and ribbons in dance and movement sessions.
Investigate more resources like Beebot and interactive whiteboard.Add more to the garden – chalkboards, whiteboards, other mark making materials.Regulary plan using computer, remote control cars and cameras.
What we have achievedStaff B looked into resources Beebot – basic cost is £55-£60 plus other resources. Interactive whiteboard costs £300 - £1000 plus games and we probably need new computer. This will be a future consideration rather than now.New chalkboards added to garden.
Source another big whiteboard or find some small ones for the garden – we now have a new big table size whiteboard and smaller individual ones. The big one has been very popular.
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Appendix C. HELLO planning template
Area of focusWhich area of HELLO are you focussing on (e.g. section A1 and A2, B1, C1-3)?
What is the goal of your action plan?
What will you do? When will it start and finish?
What resources will you need? Who will be involved? What will you tell them and when?
Evaluation How will you measure effectiveness of your plan?
Who needs to be involved? What resources do you need (eg questionnaires/WellComm)
Assign dates for pre and post measures.
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Definitions:
Communication. The way we interact and connect with other people.
Language. The method of communication either spoken or written.
Literacy. ‘The ability to identify, understand, interpret, create, communicate, compute and use printed and written materials associated with varying contexts’ (UNESCO, 2013). i.e. All the activities involved in speaking, listening, reading, writing, and appreciating both spoken and written language.
Early (emergent) literacy skills. Skills that begin to develop in the early years, such as alphabet knowledge, phonological awareness, mark making, print knowledge, and oral language.
Alphabet knowledge. Knowing the names and sounds of printed letters.
Phonological awareness. The ability to recognise, manipulate and use sounds in words, including the ability to hear and discriminate the sounds in language. Time spent on word play, nursery rhymes, riddles, and general exposure to storybooks develops phonologicalawareness including phonemic (sound) awareness.
Mark making. Drawing and scribbles that represent children’s thinking.
Environmental print. The print of everyday life, such as the letters, numbers, shapes, and colours found in logos and signs for products and shops (e.g., Coke and McDonalds).
Oral language. The ability to use words to communicate ideas and thoughts and to use language as a tool to communicate with others.
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Created with support and insight from Dr Cathy Hamer and pilot partner organisations: Childhaven CommunityNursery School, Derby City Council , St Edmund’s Nursery School and Children’s Centre, Everton Nursery School andFamily Centre, Harrington Nursery School, MiddlesbroughCouncil, Peter Pan Nursery School and Reading BoroughCouncil. Enhanced with additional funding from the Department for Education 2015/16 VCS grant.
About the National Literacy TrustThe National Literacy Trust is an independent charity dedicated to raising literacy levels in the UK. We run literacy projects in deprived communities, help schools to transform teaching and campaign to make literacy a priority for politicians and parents.
We provide valuable support for teachers through our conferences, training, interventions and the National Literacy Trust Network. Members of the Network can access a wealth of tools, resources and inspiration to improve literacy provision across their school.
T: 020 7587 1842
literacytrust.org.uk
65All text © National Literacy Trust 2018. This document contains public sector information licensed under the Open Government Licence v3.0.
HELLO: Helping Early Language & Literacy Outcomes