Lost for Words: West Dunbartonshire
About West Dunbartonshire
West Dunbartonshire is Scotland’s second most disadvantaged local authority. It is also the first local authority in the world to eradicate illiteracy in its schools. By November 2007 all of its primary school leavers will be reading to expected levels.
The background
Ten years ago the Scottish Executive decided to fund an early intervention programme in literacy and numeracy in Scottish primary schools. At the same time Educational Psychologist Tommy MacKay dared West Dunbartonshire Council to wipe out illiteracy within ten years and told them how it could be done.
The Council knew it was a massive challenge, 28% of its Primary 7 (Year 6) pupils, aged 11, were functionally illiterate. This meant they would struggle to work out timetables and understand the books they would be expected to study at secondary school.
Something had to be done.
As the West Dunbartonshire project approaches its tenth anniversary, Lynn Townsend reckons that only half a dozen out of 14,000 pupils are still struggling with their reading. And she insists that the Council and the schools will stay with those children until they can read.
"No-one gets left behind," she added.
So how did they do it?
Two key aims:
- To transform the achievement of all children in the 4-7 age range through a comprehensive early intervention programme.
- To eradicate illiteracy from the entire school population.
Two main elements:
- A detailed programme for pupils in the pre-school year and Primaries 1 and 2 (Reception and Year 1) including teaching Synthetic Phonics.
- Intensive individual intervention, using another Synthetic Phonics programme, in later years for those still having problems.
The Council employed a Head Teacher and 16 teachers to work across all Early Education and Childcare Centres, Primary and Secondary Schools to raise their literacy levels.
Starting early
Particular focus on early years as evidence indicated early achievement provides a positive experience of schools and a firm base for lifelong learning. Parents were more relaxed when they brought their children to nursery school because they had to stay longer to settle their children and got to know the nursery workers better and that meant they were more comfortable talking about problems or fears they may have about their own reading or writing.
This approach at nursery level, including providing children with a startpack with reading materials to practise at home before starting primary school, reduced the number of children with problems learning to read. Those who continued to have problems were picked up in primary school and given intensive one-on-one help using the Toe-by-Toe programme.
Support system
The Council introduced a structured programme of synthetic phonics on a trial basis in its primary schools. It was so successful it still forms the core of the West Dunbartonshire approach.
Around that they also linked what their pupils were being taught at schools with ways parents could help at home and set up a home support system and regular parents’ evening to teach parents about phonics. Some parents used this as an opportunity to find help with their own reading problems.
The project became part of the community in which it was based. Expectations increased and alongside those the aspirations of higher-achieving pupils, despite being surrounded by a culture of long-term unemployment.
What did they use?
- The council bought in Synthetic Phonics programme Jolly Phonics in 1999 on a research basis. Success was so immediate and sustained that they have continued using this method.
- For individual intervention staff and volunteers trained to deliver the phonics based 'Toe by Toe' programme.
- Assessments were done individually and in group tests with 4,000 children being tested every year.
- Children are taught until they can read right through to secondary school if necessary.
The Results
- Children entering P3, Year 2, had an average reading age almost six months higher than previous expectations.
- Disadvantaged pupils developed at the same rate as more socially advantaged peers.
- The Centre for Policy Studies (a government think-tank) cited this as a model for English schools.
The Statistics
| 1997 | 28% of children leaving primary school were functionally illiterate. |
| 2007 | All but half a dozen children have attained a reading age six months above expectations. |
| 1997 | 5% of Primary 1 (Receptions) children had 'very high' word reading |
| 2007 | 45% of Primary 1 children had 'very high' word reading scores. |
| 1997 | 11% of Primary 2 (Year 1) pupils had very low word reading scores. |
| 2007 | 1% of pupils had very low word reading scores. |
| 1997 | Primary 1 children were reading an average of 5.52 words. Primary 2 could read an average of 24.24 words. |
| 2006 | Primary 1 children were reading an average of 16.01 words. Primary 2 could read an average of 40.44 words. |
Tests used to assess and monitor progress
- West Dunbartonshire's own baseline assessment developed phonological awareness.
- Neale Analysis Reading Test.
- Teachers' own classroom assessments.
There is no electronic version of the finished Early Intervention Initiative findings but a copy can be ordered, for £30, from Moira, Claire or Lesley by e-mailing education.centralregistry@west-dunbarton.go.uk.
What Is Synthetic Phonics? | The Clackmannanshire Experiment | The West Dunbartonshire Project | A Guide for Head Teachers | Phonics Can Be Fun | Synthetic Phonics Is Not Enough | Why Synthetic Phonics Is Wrong For Our Children | Enthusiasm Is The Key | Phonics Help & Advice
