THE VOICE OF THE CHILD - Wellingborough Nursery ...
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THE VOICE
OF THE CHILD
Croyland Nursery School &
Camrose Early Years Centre
CONTEXT
Of the eight Northamptonshire The general features of the RESEARCH FOCUS
maintained nursery schools (MNS) area are low income, high The research focus was to find out if
participating in this research, unemployment, high levels of and how the Voice of the Child (VoC)
five are in Northampton, two lone parent families and of Black impacts on the children’s learning,
in Wellingborough and one in and Minority ethnic families, high development and wellbeing of
Kettering. The schools have a numbers of children eligible for children under 5 with emerging or
history of good and outstanding free school meals, low levels established special educational needs.
Oftsed judgements and of joint of education, training and skills Sampling was also carried out with
working. Several of the schools and high levels of crime. Lower children under 2 with emerging or
are located in areas of significant than local and national levels established SEND.
disadvantage. The lead MNS is in of development and attainment
an area of significant deprivation are seen from the Foundation All MNS use different approaches,
and low social mobility, one of Stage onward. The associate lead documentation and staff to capture
the 10% most deprived areas of school in Wellingborough is in a the VoC. The project needed to
the country. similar demographic area. retain flexibility whilst enabling
comparisons between settings. The
All these schools work with research intended to evaluate practice,
and identify children who may identifying and understanding the
“Several of have special educational needs different procedures and purposes of
the schools are and disabilities (SEND). SEND eliciting the VoC. The intention was to
located in areas is increasing in England and see how practice might be improved,
those who do not have their how best to involve parents and carers,
of significant needs met adequately are more and the difference it might make to
disadvantage.” likely to perpetuate the cycle of short-term and long-term outcomes.
deprivation that characterises
these schools’ contexts.
THE LAUREL TRUST | Research Summary: Croyland Nursery School & Camrose Early Years Centre | November 2020 1
WHY IT IS SIGNIFICANT
Early communication feelings of the individual child and
development and engagement is “Children with SEND young person should sit at the heart
central to learning, interaction, generally have of the assessment and planning
wellbeing and life chances. process. How and by whom the
Encouraging the VoC develops
poorer life chances.” VoC is best captured and used,
confidence, resilience, community especially for these children in MNS
participation and choice. The Children in MNS may be pre or non- areas of deprivation is not well
process recognizes the pluralism verbal but their ‘voice’ must still be understood. Nor is the relationship
of individual voices and necessary heard, especially if they require an between the VoC and their learning
adaptation to their requirements. Education, Health and Care Plan and development and the role of
(EHCP). The needs, wishes and parents and carers in the process.
METHODS AND PARTICIPANTS
The primary intention was to explore established SEND. Their families Local network meetings were held
how practice might be improved would be approached for approval to gather the views of early years
across the Early Years schools and and involvement. providers about the VoC and to lay
Centres in Northampton and to the foundations for dissemination and
underpin the improved practice improvements to the practice for the
with an agreed set of strategies “The research was children. There was a presentation at
and documentation. The resulting designed to evaluate a conference workshop at the UoN
documentation would be used and a workshop with trainee SENCOs
current practice and
across all nursery schools and in collaboration with the LA. There
centres in Northampton and give then provide a more was a professional development
coherence across schools and other focused and targeted session for the practitioners working
specialist agencies. with the children on the project and a
set of interventions joint training day for all MNS staff.
To this end, the research brought to support individual Headteacher researchers met with
together staff, pupils and families children.” a diverse range of staff and students
from eight MNS; the LA Specialist to look at the different perceptions
Support Service, Early Years Team of the VoC and how their practices
and Educational Psychologist; and The approach was qualitative and varied. The involvement of parents
the University of Northampton (UoN). inductive. A steering group was to and carers was integral to the success
A Speech and Language Therapist plan, review, reflect and support to of the research as one of its key aims
was instrumental in the training. It decide on changes to practice and was to support parents and carers
was the first time that these agencies the action researchers had regular to meet their children’s needs more
worked together on a particular access to them. The group also effectively, for them to understand
topic. The research was designed to used training with practitioners to the importance of listening and
evaluate current practice and then inform changes to processes and hearing and to be able to contribute
provide a more focused and targeted documentation, agree the One Page more meaningfully to the review and
set of interventions to support Profile and to involve families sooner. development of EHCPs. The project’s
individual children. The multi-agency Data was collected before and overall aim was to support all those
approach was a strength as the after the project from parents; connected with the care of very
research team involved schools/ schools’ information about learning, young children with SEND to elicit
centres, Early Years’ practitioners, development and wellbeing; and the VoC in more creative ways which
specialist support and caring practitioners. Methods included would impact on the individual child’s
agencies and academics whose field semi-structured interviews, progress and well-being. The results
was special education. questionnaires, written feedback and of the interventions are illustrated in
moderated school analysis of the the impact section of this summary
The headteachers selected 19 pre Early Years Foundation Stage (EYFS) and in the appendices in the full
and non-verbal children, over the and Leuven Scale data. report which appears on The Laurel
age of 2 and with emerging or Trust website.
THE LAUREL TRUST | Research Summary: Croyland Nursery School & Camrose Early Years Centre | November 2020 2
IMPACT
The research demonstrates They learned through reflection other agencies and the university; at
how vital it is to capture the and collaboration, removing a senior level initiating the project
VoC and to include the parent/ inconsistencies and employing and modelling its importance;
carer in the process. Listening to shared and best documentation and as researchers, Steering
children helps us to understand and practice. The training and Group members and staff teams.
child’s personalities, talents and discussions developed practitioner Leadership resulted in practitioners
abilities. The research shows the confidence in finding a way to take becoming more knowledgeable,
importance of learning from one note of the VoC and talk about sensitive and reflective, and through
another in a rational, evidence- the children’s needs, interests and this influencing and enthusing
based way that promotes ideas and helped with language and others in their practice.
consistent good practice and that practical ways to talk to parents/
SEND is everyone’s responsibility. carers and other professionals. Professional Development was the
foundation for the improvement
On the Leuven Scale, children’s Parents identified varying degrees in learning and teaching. This
Wellbeing and involvement of improvement in their children’s research and training was not
improved significantly. The 19 happiness, progress and confidence. only practical but also provided a
children made progress in the EYFS There was appreciation that the VoC clear opportunity to think about
profile, not least In Communication could be identified through gesture the ethos and principled practice
and Language. In Personal, Social and body language and that schools behind it. It enabled dialogue about
and Emotional Development there were receptive to their and their what was important to be in place
were significant improvements in children’s needs. for children to learn and develop,
Managing Feelings and Behaviour Parents help their children to with a strong sense of wellbeing
and Making Relationships. This was thrive best when there is mutual and involvement.
especially important because 27% collaboration and support between
of the 19 children have a diagnosis home, school and community. They The research helped create a cohort
of Autistic Spectrum Disorder. felt they were listened to and that of head teachers and practitioners in
Self Confidence and Self-Awareness they gained a greater understanding MNS who with key LA and University
(SC&SA) supported the Leuven of their child. Some parents colleagues have the potential
findings. delivered training. to effect change more widely. It
demonstrates the benefits of pulling
Practitioners gained understanding, There was a positive impact on together whole staff teams, the
improved their listening and used leadership at all levels: at system structured involvement of parents/
the VoC in pedagogy. level between schools, parents, carers, keeping the child at the
centre of what is done and of having
a clear picture of a child’s needs.
It recognises the importance of
wellbeing and involvement, learning
and development, thus enabling the
child to be more confident, part of
community, with a strong sense of
self and strong sense of what they
are able to contribute.
“Every child with
ASD is different and
it takes time to get
to know both child
and family.”
THE LAUREL TRUST | Research Summary: Croyland Nursery School & Camrose Early Years Centre | November 2020 3
NEXT STEPS AND SUSTAINABILITY
The learning from this project has The work of this research partnership
been shared and could continue could be developed and disseminated “Students and staff
to be so by working with other regionally and nationally through the
need to be sensitive,
disciplines and practitioners to development of a tool kit. This would
provide training, leading network have several formats, with supportive knowledgeable and
meetings and being part of Educating materials and literature to develop a creative listeners,
Northants; being part of the Local clear ethos and philosophy around
Authority SENCO training; and capturing the VoC and how best to
tuned into very young
training-the-trainers to draw upon use that to inform pedagogy and to children and those
the expertise within the steering involve the home. with SEND.”
group to up-skill practitioners. It is
intended to present the project at the The involvement of leaders and
learning and development. This in
European Early Childhood Education practitioners at all levels enabled
turn enables children to become
Research Association (EECERA) system and shared leadership,
sensitive and knowledgeable.
Conference in September 2021 and building capacity and confidence.
to use the partnership to establish To sustain this across the system,
This project is about early years’
training and publish findings in Initial Teacher Training providers, LAs
professionals understanding
website journals and magazines. and Multi Academy Trusts should
that communication happens in
ensure that the VoC is an integral part
multiple ways, not just verbally,
A cohesive training plan for and from of training and practice, reinforcing
and that we must listen to our
the MNS schools would give them the findings and ethos of this research
children by seeing and observing
a clear, strong voice, and alongside and addressing some of the SEND
their behaviour and wellbeing
the children and their parents/carers, and under-achievement issues in
in order to build a more reliable
a clear message: giving children schools. Students and staff need to
picture of their emotional state
meaningful involvement in their be sensitive, knowledgeable and
and needs. A lack of language
education, and where relevant, their creative listeners, tuned into very
does not allow us not to listen.
EHCPs and their Child Protection young children and those with SEND.
plans, promotes capable, confident Then learning environments might
children as both part of a community meet children’s needs, reflecting,
Note: all of the images used in this
and individuals in their own right. developing and challenging their summary are stock images
THE LAUREL TRUST | Research Summary: Croyland Nursery School & Camrose Early Years Centre | November 2020 4You can also read
