#325 Developing Literacy and Maths – Wigwams Nursery

The project has boosted confidence in teaching maths and literacy within the team, it has become more of a focus and staff are using maths and literacy-based language throughout day-to-day interactions and activities as well as focused work. The children have been really engaged in the focused activities and the stories and are able to use their new skills independently within their play. By analysing the tracking data, we can see that children have progressed within their mathematics and literacy. Before the project we had 4 children emerging in reading, 2 children emerging in writing, 5 children emerging in numbers and 4 children emerging in shape, space and measure. All of these children are now where they are expected to be within these 4 areas, and 2 of these children are exceeding in mathematics.

Initially I observed staff in the preschool room, noting down areas I felt could be improved and what they were already great at. After speaking with members of the team, asking them to complete a survey, peer observations and looking at tracking data from the previous term I discovered that the need for additional support was equal for both maths and literacy. I worked closely with the team to put forward an effective plan that would both be sustainable and impactful. I shared my ideas with them and asked for their input too. They shared with me that they used to each choose a book read with their key children for 1 month at every group time, the idea here would support the children’s confidence in re-telling stories, understanding how books work, extending vocabulary and much more.

We agreed that one month was far too long so reduced it to 2 weeks and planning activities that directly focus on both maths and literacy which would develop the children’s maths and literacy skills, keep the book interesting, build on staff confidence and teaching abilities and improve outcomes. Staff began planning their books and activities and carrying out the planned work. This changed every 2 weeks. I looked through our resources and decided on what we needed. These were then chosen and ordered. We ordered a table with scales on for the mud kitchen, some potion bottles that have measurements on, giant beads and patterns, table top scales, hand puppets, number pebbles, story sacks and some nesting dolls. Some of these resources we have been using in the room and some have been for focused activities and a lot for the families to borrow at home. Laura planned and delivered training that felt would support staff most, this was focused on communication, language, and speech as it is an area that has been significantly impacted since the pandemic began. Being a prime area, it was essential to focus on communication and language as this will support the children’s maths and literacy skills. Since the project has been on going, I have regularly checked in with staff and adjusted the original plan, to better support them and the children. For example, initially the plan was that staff would have their own area within to focus on. We found that after the first six weeks of continuously planning activities for the same area of learning, it became less exciting, staff lacked inspiration and enthusiasm dropped. It also made staff feel limited with what they were able to do.

We quickly adjusted the plan so that staff would focus on any area of maths and literacy, the area’s they felt their key group would benefit from most. This has been a much more successful plan; staff have enjoyed it and the children continue to be engaged and are learning.

I would have spent more time focusing on the families and developing their knowledge and confidence in teaching maths and literacy. I would have loved to have planned ‘stay and play’ activities with the families so they could see what we do first hand and hopefully learn from it. I also planned to do some Zoom calls/online videos to show families simple ways of teaching maths and literacy with their children, just by using everyday items or when outdoors but found there were many limits with covid cases and sickness.

I found that the main thing I needed to implement the project was time. Everything that was achieved took a lot of time and careful planning, which I felt was key to ensure that the project was successful and most effective. Resources that were purchased were beneficial but not essential. From the £2,000 project money £400 was allocated for training, £250 for the storytelling training and £150 for some phonics training booked in for later this year. £60 was spent on a theatre trip and the rest was spent on resources both for in setting and for families to take home, as felt this would be the biggest benefit to the children. Other than money we needed a laptop and the internet which was already accessible through Wigwams.