The early years are a critical period in every child’s educational journey. Long before children encounter formal reading and writing instruction, their early language experiences, interactions and exposure to stories shape the foundations on which all future literacy learning is built. Getting this stage right matters, not for statutory outcomes, but for children’s confidence, communication and long term success.

Nationally, this importance is reflected in the government’s Best Start in Life programme and the ambition for 75 percent of children to achieve a Good Level of Development by the end of the Early Years Foundation Stage. This is a shared aspiration across the sector, recognising that strong early foundations can make a significant difference to children’s life chances.  At the same time, many schools tell us that early years provision feels increasingly complex. There is significant variability in children’s early language experiences, increasing pressure on early years teams, and a desire for support that is thoughtful, collaborative and rooted in evidence rather than accountability.

From next year, Roade English Hub will be offering new early years support, designed to work alongside schools as they reflect on and strengthen their early literacy and language provision.

Research consistently highlights the central role of early language in children’s later reading and writing development. Oral language underpins phonics, reading comprehension and writing composition. Children who begin school with limited language are more likely to struggle with literacy as they progress through the primary years.  High quality early literacy provision is not about accelerating formal instruction too early. Instead, it is about rich and purposeful talk and interaction, exposure to high quality texts, carefully planned opportunities for early reading and writing, and consistent, well implemented approaches across the early years. When these elements are in place, children are better prepared not only to reach a Good Level of Development, but to thrive as readers and writers beyond the early years.

The new early years offer forms part of the Best Start in Life programme and is rooted firmly in partnership with schools. It recognises that early years practitioners already hold a great deal of expertise, and that meaningful improvement comes from time, space and structured professional dialogue.  The support will focus on early language, reading and writing. Schools will be able to self refer for an early years review, which is designed to be reflective and supportive. These reviews offer an opportunity to evaluate current provision, identify strengths and consider next steps. They are not inspections, but professional conversations focused on improving outcomes for children.

Some schools will be able to access additional in school support of up to six days. This support will be tailored to the needs identified through the review process and may include coaching, modelling, support with implementation or the development of early literacy practice. Schools will also be able to access a small amount of funding to support their early years improvement journey. This funding is intended to enable practical next steps, whether that is resourcing, professional development or strengthening provision in a focused and sustainable way.

The ambition for 75 percent Good Level of Development is an important national goal, but it is not achieved through quick fixes or surface level changes. Sustainable improvement comes from strong early practice, confident practitioners and coherent approaches to early literacy and language.  This early years support is designed to help schools reflect on what is already working well, strengthen early language and literacy provision, build consistency and confidence across teams, and support children to develop the foundations they need for future success. Above all, it is about ensuring that every child has access to the best possible start in life.  It’s important to note that if you have already worked with us you are still entitled to apply for this. 

Roade English Hub is committed to working in partnership with schools to support early literacy and language development. By focusing on the early years, we can help reduce later gaps, strengthen outcomes and support children on their journey to becoming confident readers and writers.  Further details about eligibility and how to self refer will be shared in due course. We look forward to working with schools as part of this important national programme and supporting early years teams to continue their vital work.