Expansion of primary literacy and numeracy pilots

The DCSF have expanded their flagship literacy and numeracy initiatives:

Every Child a Reader - by 2010/11 this will cover to 30,000 children in 3,000 schools (and 150 local authorities) a year struggling with early reading getting extra support. A recent report from the Institute of Education found that the pilot had been a huge success, with children getting higher than average results for their age. Within Yorkshire & Humber Every Child A Reader is being expanded this year to: Bradford, Kingston Upon Hull, Leeds, Sheffield, Wakefield & Kirklees.

Every Child Counts - being piloted in 21 local authorities from this month and then rolled out over the next two years, so that by 2010/11 30,000 children in 1,900 schools (105 local authorities) will be covered. Within Yorkshire & Humber Every Child Counts will be initially piloted in: Leeds & Bradford.

Every Child a Writer - being piloted in nine local authority areas, a total of 135 schools and 2,500 children, from this month and will be rolled out nationally by 2011 so that it covers over 45,000 children in up to 9,000 schools and 150 local authorities. Despite the improvements in numeracy and literacy over the last decade, writing lags behind early reading improvement rates. No local authorities within Yorkshire & Humber are piloting this initiative.

Every Child Counts, like the established Every Child a Reader programme, focuses on the bottom 5% at Key Stage 1 and will mean that children struggling with early maths are given high quality intensive specialist support from trained teachers.

"On Track" evaluation - reducing youth crime and anti-social behaviour

This is the final report from the second phase (March 2003-April 2006) of the national evaluation of On Track, a multi-component initiative which operated in 24 areas of high crime and high deprivation in England and Wales (including Bradford, Scarborough and Sheffield in Yorkshire & Humber region). The aim of the programme was to reduce the propensity of youth crime and anti-social behaviour for children aged 4-12 and their families. The evaluation included monitoring and tracking of 1,100 On Track services and 17,000 service users, longitudinal surveys of primary and secondary school staff and pupils in On Track areas, as well as a longitudinal cohort study which compared On Track area residents with similar families in non-On Track areas.

Key points:
- On Track was primarily a multi-agency, cross-sector programme with partners drawn from education, social services, youth offending services, health and local councils.
- Overall, home-school partnerships accounted for the greatest proportion of On Track services (33%), and by the second phase of the evaluation in some areas On Track was almost entirely school-based.
- Referrals to On Track projects came from a variety of routes, and overall education agencies were the largest single source of referrals comprising 35% of all referrals.
- Three quarters of all service users were children (53% girls), and almost a quarter were parents (mostly mothers – 88%).
- Across the programme as a whole, nearly seventeen thousand children and parents were recorded as users of On track in the second phase of the evaluation.
- Children in On Track areas and those using On Track services reported increasing warmth and praise from parents over time, and a decrease in hostility and criticism. Primary aged children were most likely to report these findings.
- In the primary school range, both children and their parents reported increased communication over time, and younger children were reported as reading more often with parents.
- Overall, there was no clear impact of On Track on school truancy and exclusions rates. However, there was some indication that for primary school children and for children and young people in a booster sample of high-need families that temporary exclusions had dropped over time. Results were also mixed for the impact of On Track on bad behaviour and bullying at school.
- Older children’s attachment and enjoyment of school showed significant positive changes over time including increased involvement and participation at school.