There is a growing body of evidence that shows that well-designed, effectively delivered, properly funded early interventions make an enormous difference to children’s development and attainment. Many parents and educators will be able to describe the intervention programmes that are most effective for the children they work with, and will have views on those that do not have impact or those that can have a negative impact. There has been much discussion about the age at which intervention is most effective and about the different types of intervention programmes that are available. The importance of this debate is heightened because of the need for organisations to target intervention programmes and limited funding where it will have greatest impact and visible effect.
After many years of working and visiting primary schools, special schools and early years settings, I believe it is important to view early intervention as a process rather than a series of different programmes. Some schools and settings create a culture of early intervention in which all staff are trained to identify and assess individual needs; the staff work together to establish an emotionally enabling environment in which children and parents are able to share their concerns and can access the support they need. There is a ‘can do’ approach and a range of early intervention programmes can be adapted and tailored to meet individual needs. These programmes are made more effective because of the relationships, values, knowledge and skills of the people delivering them.
Supporting staff
Early Years Networks of professionals from children’s centres and early years settings have shared their concerns as they face changes in staffing, resources and funding streams. They believe that the strong relationships that provide the bedrock for any early intervention programme may be damaged by a lack of job security, low morale and increasing use of untrained staff. In the past, centre staff devised and adapted programmes of early intervention for children building on their own knowledge and experience of the local community. In the future, programmes may be delivered by a range of different professionals, parents, volunteers or commissioned services. The relationships, contextual knowledge and values base will not necessarily exist; and yet the need for intervention and work with disadvantaged children including the two year olds, will increase.
Likewise, in primary schools, funding has been made available to support less advantaged pupils through the pupil premium. Each school has an opportunity to develop their own programmes of intervention which might be delivered by a range of different professionals, charities or commissioned services. There is no central system for monitoring the use of funding, for measuring the effectiveness of the programme or for sharing what works well. Each school could potentially carry out ‘intervention experiments’ which might, or might not impact on children’s development and attainment.