Maths skills of nursery children, literacy and language skills of nursery children Not Applicable Maths skills of nursery children, literacy and language skills of nursery children
Conditions
Interventions
Current interventions as of 23/10/2020:
A statistician at York Trials Unit (YTU), who is not involved in nursery recruitment, will randomize nursery settings, using a 1:1 allocation ratio, to one of
Sponsors
University of York
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: Current inclusion criteria as of 23/10/2020: Nurseries: 1. A private, voluntary, and independent (PVI) provider based on non-domestic premises, a maintained nursery or a state school-based nursery (SN) 2. =15 children in the cohort who are due to start reception class in a primary school in September 2022 3. Not currently using the NDNA Maths Champions programme and has not done so in the past 4. Not currently taking part in the evaluation of the Department for Education’s Early Years Professional Development Programme (see: https://www.suffolklearning.co.uk/suffolklearning_images/users/Early_Years_Team_CYP//2019-10-10-EYPDPInformationforsettings.pdf) 5. Agreement to all requirements outlined in the Information for Nurseries and Memorandum of Understanding document. Children: 1. Aged 3 to 4 years 2. Due to start reception class in a primary school in September 2022 3. Currently attends nursery for =15 h/week 4. Anticipated to remain at the nursery for the duration of the trial by parents/carers 5. Completion of the trial pre-test 6. Consent to participation given by parent/carer 7. Attends an eligible recruited nursery _____ Previous inclusion criteria: Nurseries: 1. A private, voluntary, and independent (PVI) provider based on non-domestic premises, a maintained nursery or a state school-based nursery (SN) 2. =15 children in the cohort who are due to start reception class in a primary school in September 2021 3. Not currently using the NDNA Maths Champions programme and has not done so in the past 4. Not currently taking part in the evaluation of the Department for Education’s Early Years Professional Development Programme (see: https://www.suffolklearning.co.uk/suffolklearning_images/users/Early_Years_Team_CYP//2019-10-10-EYPDPInformationforsettings.pdf) 5. Agreement to all requirements outlined in the Information for Nurseries and Memorandum of Understanding document. Children: 1. Aged 3 to 4 years 2. Due to start reception class in a primary school in September 2021 3. Currently attends nursery for =15 h/week 4. Anticipated to remain at the nursery for the duration of the trial by parents/carers 5. Completion of the trial pre-test 6. Consent to participation given by parent/carer 7. Attends an eligible recruited nursery
Exclusion criteria
Exclusion criteria: Current exclusion criteria as of 23/10/2020: Children who practitioners consider to have significant special education need(s), disabilities, or English as an Additional Language where an extreme language barrier exists, that would prevent them from accessing the ASPECTS assessment and/or would be distressed through completing the assessment. _____ Previous exclusion criteria: Children who practitioners consider to have a significant special education need(s) that would prevent them from accessing the ASPECTS assessment and/or would be distressed through completing the assessment
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Current primary outcome measure as of 23/10/2020: Early maths skills, measured using the Assessment Profile on Entry for Children and Toddlers (ASPECTS; hosted by the Centre for Evaluation and Monitoring at Cambridge Assessment) at the start (baseline) and end of the 2021-22 school year (follow up). Assessment conducted by independent assessors at follow up only _____ Previous primary outcome measure: Early maths skills, measured using the Assessment Profile on Entry for Children and Toddlers (ASPECTS) hosted by the Centre for Evaluation and Monitoring at Cambridge Assessment, at baseline and 9 months | — |
Secondary
| Measure | Time frame |
|---|---|
| Current secondary outcome measures as of 23/10/2020: 1. Literacy and language skills (reading and phonological awareness) measured using ASPECTS at the start (baseline) and end of the 2021-22 school year 2. Practitioner confidence and beliefs, assessed at the end of the 2021-22 school year using a short survey adapted from Chen et al. (2014) that covers: beliefs about nursery aged children and maths; confidence in helping nursery aged children learn maths; and confidence in own maths abilities 3. Long-term impact on mathematics, literacy and whether children show a ‘good level of development’ at the end of the 2022-23 school year, measured by linking to data on teacher-ratings from the Early Years Foundation Stage Profile, held by the National Pupil Database _____ Previous secondary outcome measures: 1. Literacy and language skills, measured using the reading and phonological awareness score from ASPECTS, at baseline and 9 months 2. Practitioner confidence and beliefs, assessed using a short survey adapted from Chen et al. (2014) that covers: beliefs about nursery aged children and maths; confidence in helping nursery aged children learn maths; and confidence in own maths abilities, at 9 months 3. Long-term impact on personal, social and emotional development; physical development; communication and language; mathematics; and literacy, measured by linking to data from the Early Years Foundation Stage Profile, held by the National Pupil Database, at 21 months | — |
Countries
England, United Kingdom
Outcome results
None listed