Every programme is monitored and evaluated to see the level of impact achieved. This includes parent/carer evaluations being completed at the start and end of each programme as well as review and reflection logs by the practitioner
Early Years Pupil Deprivation Grant (The following has been taken from the Welsh Government guidance document)
Examples of how school-based approaches might be suitably adapted to meet the needs of this younger age group include making home links to encourage activities to support early language and numeracy skills, or developing children’s independence skill; self-regulation; toileting; dressing; healthy eating; developing partnerships with parents/carers, families and communities.
Early language development the most significant factor in the early years is a child’s environment, particular the amount and quality of ‘talk’ children experience with their parents/carers, families peers and early year’s practitioners. It is well known that a variety of factors affect early speech, language and communication development. Research has shown that both envorimental and genetic factors have an impact on a child’s language and communication development. It is essential that parents/carers and early year’s practitioners work together to ensure best outcomes for children.
Language and Play
Is one of a number of universal programmes to facilitate early language develompent with the aim that ‘all young children are prepared for learning when they begin school’. Language and play aims to give parents/carers information on talking and listening with their young children and encourages parents/carers to share books, stories and rhymes and should be promoted as a positive intervention. The programme is structured around the following themes:
- The importance of talk
- Everyday routines
- Out and about
- Sharing books and stories
- Songs and rhymes
- Early writing
- Early number skills
The Peeple/Peep Learning Together Programme covers all these topics and many more.