Early Years Improvement – Maths and Boys’ Literacy Extended (MABLE):
This celebrated project introduced an approach to EY practice aimed to improve math and boys literacy outcomes in Early Years settings across the North West. Focussed on disadvantaged areas in Warrington, Halton and St Helens the project reached 52 PVI providers and 38 schools who were achieving low Good Level of Development scores.
The project was a implemented in using a sustainable methodology which comprised of practitioner training sessions and the development of self-sustaining networks and groups to initially embed and measure progress, but also to continue the forward development of the programme at research end. Measurement was achieved through a cycle of Diagnostic/Action/Review in each setting,
After involvement in the project, which we found that significant improvements had been identified in maths, boys’ literacy, children’s development, early years teaching practice, teaching environment, parental engagement, transition and moderation. To further measure the impact of this project 2017 GLD scores will measure the revised attainment gap.
Given the successes of this project WTSA are working on creating a package of support to allow settings and Local Authorities to access the programme and materials. For more information contact firstname.lastname@example.org