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.
The need for a framework
A framework for early intervention that is not age specific and which can underpin any programme of early intervention is needed. Any setting, school, organisation or charity could use the framework to benchmark their work, bringing consistency, continuity and progression across all phases. Programmes of intervention that are underpinned by the framework will be more effective, provide better value for money and will help to ensure high quality services for children, young people and families.
We can use the Early Years Foundation Stage as an evidence-based, universal intervention that impacts on children’s learning through life and can adapt the principles and commitments across all phases of education as they continue to be relevant. The vocabulary can be changed so that it applies to all ages but the principles remain consistent at any age, whatever the individual need.
Any organisation or team delivering programmes of early intervention could demonstrate how their work is underpinned by these 12 commitments. Photographs, quotes and case studies would demonstrate the impact of their work across each commitment and provide evidence of consistency, continuity and progression between services.
Effective learning
The 2012 revised EYFS Framework identifies the characteristics of effective learning. The focus is on ‘how’ children learn rather than ‘what’ children learn and this allows us to see the continuity and progression across ages, phases and all ability levels.
The idea that you can see these characteristics when observing a 12 month-old child, a five year old, a child in primary school, in secondary school and even recognise them in your own experiences demonstrates that they are not age-specific. In my experience you would observe these same characteristics of effective learning working with children in special schools, early intervention groups and children’s centres. Adults trained in special education are highly skilled in noticing how children learn and in creating opportunities for learning based on these observations. A common focus on ‘how’ children learn will promote greater opportunities for inclusive practice and sharing expertise across different learning contexts.
When children do not demonstrate these characteristics, we must first examine whether the framework is in place and then consider whether further intervention may be necessary.
The Early Years Networks Project, funded by the Department for Education and delivered by the National Education Trust provided an opportunity for professionals experienced in the field of early intervention to share their experiences and the challenges that they face in meeting their statutory requirements alongside a moral obligation to do what’s best for children and families. It became very clear that there wasn’t a need for more training in intervention programmes but there was a need for training in the skills needed to ensure that appropriate early intervention programmes are selected and evaluated.
Effective delivery
National Education Trust created a flexible training programme which is relevant across different contexts, phases and for mixed groups of professionals who all differ in their qualifications and experiences. The audit tools and resources in each section are provided by members of the network and are designed to support the effective delivery and monitoring of early intervention programmes. A knowledge and understanding of child development, early language development and early emotional development was seen as crucial for the effective delivery of intervention programmes at any age. Opportunities to visit other schools/centres, to see good practice or hear case studies of successful intervention was recognised as an extremely valuable element of the course.
It was not practical to create a rigid training programme that applied in all geographical areas and across all contexts because this might discourage this creativity and innovation, which is a founding principle of the work that the National Education Trust does. The model for an early intervention training programme provides the background knowledge in early intervention that is required in order to be innovative; it provides skills in self reflection, monitoring and evaluation to help staff teams measure the effectiveness and to be able to report on the impact. It provides a structure which then allows for flexibility.
The course may be delivered across five discrete sessions or might be delivered as part of an induction for new staff. It can be adapted to include local priorities and intervention programmes, and it could be delivered by a Local Authority, senior leadership team or an independent consultant as long as it includes all five elements. An online version could easily be created with accreditation from a national body, bringing a consistency, continuity and progression to the delivery of early intervention programmes across the voluntary/education sector.
A national approach to the process and delivery of early intervention rather than a common list of programmes to be delivered may help organisations to ensure the quality of their provision and practice. It would provide commissioners and monitoring bodies with information and evidence to justify investment and to secure future funding. The training can be made easily accessible, affordable and must always support the delivery of high quality early intervention services.
National Education Trust has used the framework to plan and deliver a course of training for children’s centre leaders and managers in private, voluntary and independent settings. Other organisations might adapt the content of each session but would incorporate all five elements and the ‘golden thread’ - Intervening early. The framework and resources will be made available through the National Education Trust website www. nationaleducationtrust.net
Through the Trust’s work with the Early Years Networks we hope to ensure that the process of intervention is of consistently high quality whilst maintaining some flexibility and creativity about the content of intervention programmes delivered.
Knowledge Trails
1. Knowledge bank: Early Intervention – It all seems to be about early intervention. What is it and how is it going to impact on my school?
2. Blueprint for a new sector – Has the early years experiment worked? Dame Clare Tickell’s review outlines the future of the sector. http://teachingtimes.com/articles/ecj24blueprintforanewsector.htm
3. Walking the early talk – Communication has been identified as one of the five ‘golden threads’ of early intervention, yet four in ten early years settings fail to meet acceptable standards. Here we see a programme that gets it right.
4. All Aboard in Bradford – A Bradford based intervention provides a model of enhanced Early Years provision to support children’s learning, emotional and social needs. http://teachingtimes.com/articles/ecj31familiesallaboardinbradford.htm
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