national literacy trust one in six people in the uk struggle to read, write and communicate we...
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www.literacytrust.org.uk
National Literacy Trust
• One in six people in the UK struggle to read, write and communicate
• We believe that society will only be fair when everyone can communicate as well as they need
• We deliver projects, campaign, investigate and innovate, share knowledge and work in partnership to transform lives through literacy
• We are an independent charity
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Poor literacy excludes
• 95% of all employment in the UK requires employees to be able to read
• 41% of employers are concerned about their employees’ basic literacy skills
• 76% of C2DE parents see no link between literacy skills and success in life
• 50% of all offenders leaving prison are unable to read
• Men and women with the poorest literacy or numeracy skills were the least likely to have voted in the 1987 and 1997 general election.
POOR SELF-ESTEEM
UNDER ACHIEVEMENT
WORKLESSNESS
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Literacy: a lever for policy
• Improve productivity, skills and economic performance (PSAs 1, 2 and 7)
• Maximise employment opportunities for all (PSA 8)
• Halve child poverty (PSA 9)• Raise educational attainment, narrowing the gap
in attainment (PSAs 10 & 11)• Improve health and wellbeing (PSA 12)• Build more cohesive, empowered and active
communities (PSA 21)
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Reading KS Level 4
1998 2003
Boys 75% 82%
Girls 82% 87%
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Enjoying Reading at Year 6
1998 2003
Boys 70% 55%
Girls 85% 75%
Source: Sainsbury & Schagen 2004
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• Getting stuck at 84% - adults and children therefore focus on the 16%
• Where’s the pleasure going? Behaviour and attitude.
Reading: the biggies
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The need for a multi-agency model
• Reach to priority audiences – golden opportunities to reach the 1 in 6
• Sustainability• Service improvement
and efficiencies• Workforce
development
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Evidence from Rochdale MBCSince 2005:• The most improved
primary schools nationally • A 50% increase in uptake
of adult basic skills courses
• Most improved KS2 results nationally from 2004-2007
• Helped to end child poverty by breaking the cycle of worklessness in households suffering from inter-generational unemployment
“I used to nag, nag, nag but now
I know how to help my child.”
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What parents do (and where) is more important than who they are:
• Parental involvement is the most important determinant of language development
• Parents’ interest in reading is a more powerful force than social class, family size and level of parental education
• The earlier parents become involved the more powerful the impact
• Research suggests attainment can be predicted from eighteen months
• Low literacy rates are associated with disadvantage
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Hart and Risley
“This was our most surprising discovery: that the size of the differences between families in the amount of talk to babies is so enormous – and that those differences add up to massive advantages or disadvantages for children in language experience long before they start preschool.”
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The result – a multi-agency approach to literacy focusing on:
• Families with children aged birth to five
• Particularly those families with children aged birth to five who are disadvantaged in some way, for example:– Foster carers– Teen parents– Parents in temporary housing– Asylum seekers
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2009-2011: testing the PiL approach
Community-wide awareness & support
Awareness: parents & carers are aware of their role in supporting child’s literacy
Access: families access local services that
support literacy in the home
Action: parents & carers support literacy within
the home
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Community outcomes:Improved educational attainmentImproved employability/employmentPositive health outcomesCommunity engagement/participation
Family outcomes:Increased parental confidenceLiteracy activity in homeExpectations of achievementParental involvement in
education
Individual outcomes:Increased literacy skills and
confidenceRaised educational outcomesEmployment, further education,
trainingVolunteering, community
participation
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What is the PiL model for local authorities?
• Establishing need, identifying target audiences, mapping provision and partners
• Developing and extending partnerships
• Bringing together provision and improving it
• Focusing on sustainability – advocacy and planning
• Capturing impact
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The National NetworkYear One Pilots:
KnowsleySheffieldDerbyshireWiltshire
Year Two Pilots:
Knowsley SheffieldDerbyshireWiltshireCoventrySuffolkLambethKentGateshead
Partner authorities:
BarnetHackney Halton Luton Oldham Peterborough Rochdale Rotherham Staffordshire Stockport Stoke-on-Trent Suffolk Tameside