Theme 4: Support for early reading

4.4. Theme 4: Support for early reading

We really need training on early reading - all settings do different things,

which is not helpful at all.

(Survey Data, PDN)

This section will analyse and present the findings specifically relating to the theme of supporting practitioners in their understanding of early reading and what this means on a daily basis in practice for them. This section also discusses the type of support and training, or continued professional development (CPD) being offered to the practitioners, how this has impacted upon practice and identifies the nature of support requested by the practitioners.
The data identifies that many practitioners do not have any support for early reading specifically with under-threes and those that do have support denote phonics training, such as ‘Letters and Sounds’, LA phonics inset training and ‘Read, Write Inc.’ (Ruth Miskin Literacy, 2016). Consequently, practitioners consistently request additional support for early reading with under-threes.

Moreover, many participants remark that their practice has been significantly influenced by the EYTS training and by their involvement in this research study, as highlighted in the previous section of this chapter. The findings suggest that the implications for future training include embracing an urgent need for more specific early reading training and some initial good practice early reading guidelines to support practitioners and parents/carers with expectations, as well as their understanding of early reading activities. For example, Lily pronounced at the end of her interview “I think it is fairly obvious from my answers today that we need some more training!” Likewise, findings highlight that practitioners need more training which allows them to really think about what reading is with under-threes and how best to support this age range. For example:

(Focus Group Workshop 2)

Notably, 64% (32/50) of the survey participants stated that they do not have any support to teach or support young children with early reading. Additionally, all of the interview participants stated that they would like some additional training and support for early reading, which was echoed by the focus group participants. Those that do have support for early reading gave examples of “meetings with my manager”, “a teacher monthly visit”, “peer support”. Phonics, again, emanated into many of these statements for under threes; “we have regular inset phonics days”, “attended phonics training courses”, “L&S training” and “the Lead Teacher from the TA supports us with phonics, tracking and assessment”. It is evident from these statements that practitioners are receiving training in phonics. The findings also indicate that this focus on phonics training, together with earlier findings of a lack of understanding of what early reading is in practice for under-threes, is influencing practice and having a potentially negative impact on provision for under-threes.
Equally, the survey data question ‘what support or training do you think would help you in your work with under-threes?’ yielded very similar themed responses of further training for early reading, more specific training on early reading and in particular how best to support under-threes. Crucially, 78% (28/36) suggested more support for early reading is required for their work under-threes. Notably, 28% (14/50) did not respond to this question, which may suggest that they do not feel they need any support or further training.

Principally, there were some really interesting suggestions from survey participants of “good practice with under-threes guidelines”, “guidance on supporting babies”, “visits to see outstanding practitioners”, “share good practice experiences together”, “support for the setting and a clear strategy”, “support with developing an setting early reading policy” and “a specific training programme for early reading would be good - lots of phonics training is already available” to put into practice to support the practitioners. These are all very valuable suggestions that are not currently available or easily accessible for professionals working with under-threes. It could be argued that there is a plethora of research and publications to support early years practitioners, but I would propose that much of the research, literature and the textbooks are not focused upon supporting early reading and certainly not focused on work with under-threes. The findings imply that, because there is very little research and specific training on supporting under-threes, the focus on phonics with older children is radiated and often diffused to under-threes, thus influencing and impacting upon daily practice. I would argue for a more focused approach in the training of EYTs and a continued professional development (CPD) programme available after training. Similarly, Siraj-Blatchford and Manni (2006) also proposed that there needs to be “a commitment to ongoing professional development in order to support staff to become more critically reflective in their practice” (p. 28). It is also a concern that practitioners may not know how to access training and CPD, given the current financial situation of many LAs. Ella asked during the interview “do you know how to access any additional support or training? I would be really interested in attending”. Similarly, Maria asked “how can I find out about some early reading training for under-threes?” which suggests that this is not readily available or visible in current training schedules for these practitioners. Certainly, these practitioners intended to engage in further training and were clearly seeking support and guidance.

(Zine 3)

(Focus Group Workshop 1)

(Survey Data, PDN)

This practitioner is commenting on her increased confidence after some taught sessions as part of the EYTS training, comparable to earlier findings of reflection on practice being key to building confidence. It is possible, however, that “needing more reading support” with babies and toddlers could be interpreted as starting phonic work which could be cause for concern, although she does continue to suggest a reminder of good practice with babies, toddlers and two-year-olds to possibly counteract this concern.
The findings highlight that contributing to this research project has led to the practitioners making vital changes. Ella commented that taking part in the research study “is making me think a bit more about reading to the children”. Similarly, Lucy reflects that her team need to continue “using books every day and just ensuring some consistency”. Undoubtedly, the time, space and opportunity to focus purely on early reading and solely on under-threes has been of benefit to practitioners involved in this research study. Interestingly, they have never been asked these questions before, specifically relating to under-threes, as Lily remarked that “these are really hard questions that I’ve never had to answer before and not about babies or toddlers”. This evokes a necessity for future training with a focus on early reading for under- threes.

4.5. Summary

This chapter has reported the findings from the data sources analysed for this research study; questionnaire survey, semi- structured interview data, focus group workshop data and Zine entries. The data offered insights into practice and provision and documented the experiences and challenges of the practitioners.