From February 2002 to March 2002
Project Leader(s): Jill Clark
Staff: Ian Hall, Elaine Hall and Sue McElrue
Contact: Ian Hall
Sponsors: Sunderland Proving Partnerships Work Programme
Introduction
The reason for introducing Quality Time into the SRB area was based on a number of problems and issues identified by the City of Sunderland Partnership. Baseline figures relating to the Quality Time area and referred to by the Partnership indicated that:
• The percentage of children aged 4/5 achieving baseline standard in the cluster schools during 1999 was 50.5% compared to 58.2% in Sunderland and 52% across the region.
• The percentage of children aged 6/7 achieving level 2 and above at Key Stage 2 in 1999 was 63.8% compared to 78% in Sunderland and 82% across the region.
• The standard of English and Mathematics was below the national average.
• A high number of nursery pupils had language problems with a consequent effect of below level attainment at the start of year 1.
• Under achievement in reading and writing coupled with limited oral skills.
• Under developed personal and social skills.
• Nursery school referrals to Speech and Language Therapy were double the national average of 10%. This was compounded by lack of parental awareness and non-attendance at therapy appointments.
• Twenty percent of children, although not referred for speech and language therapy, were still identified by teachers as having communication needs.
• Head Teachers across the cluster schools were concerned about low attendance rates. Figures showed 7.78% authorised and unauthorised absence compared to 6.0% in Sunderland and 5.9% nationally.
(PPW, Project Appraisal Form).
Clearly, on the basis of this information, the City of Sunderland Partnership identified a need for some kind of action to address the issues in the Pennywell and Ford areas of Sunderland to:
• Encourage parents’ involvement in the development of their children’s language and communication skills
• Address issues of participation and attendance,
• Address underachievement in reading, writing and oral skills and under developed personal and social skills.
Context
Key aims and objectives of the evaluation were to:
• Examine the progress and achievements of the Project; how do these compare with the original project appraisal and expectations set out in the delivery/implementation plan?
• Explore qualitative issues relating to the impact on the pupils
• Make recommendations for improving delivery.
We adopted the following research questions:
• What lessons does the Project yield in terms of good practice?
• What lessons have been learnt and what are the areas of improvement for the Project’s future activity?
• Can the project or elements of this be used as a model for others?
Research Paradigm
Evaluation is a methodological area that is closely related to, but distinguishable from, more traditional social research, and utilises many of the same methodologies used in traditional social research. However, because evaluation takes place within a political and organisational context, it requires group skills, management ability, political dexterity, sensitivity to multiple stakeholders and other skills that social research in general does not rely on to the same extent.
Research Methodology
Essentially the evaluation was an in-depth qualitative study underpinned by an examination of quantitative monitoring data. The methodologies we employed were therefore a combination of desk-based and fieldwork techniques. Data collection and analysis took the following forms:
Documentary Analysis
Part of the evaluation was dedicated to an analysis of the various documentation made available by the Project. Examples included the QT Appraisal document, end of year reports (2001), and examples of parent-child evaluation forms.
Project Case study
This case study of the Quality Time Project used a mixture of qualitative and quantitative methods. The quantitative data we collected was that which was readily available within the Project and/or from the SRB Programme. Data included pupil absence data (1999-2001) and percentage of children achieving level 2 (or higher) in Key Stage 1 assessments.
The qualitative data related to processes within the Quality Time Project, relevant to the evaluation aims set out above. Such data was generated from interviews with a variety of stakeholders and participants.
Publications:
Graham, P., Hall, I., Clark, J., Hall, E. and McElrue, S. (2002) An Evaluation of the Quality Time Project. Department of Education, University of Newcastle upon Tyne.
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Jill Clark
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Elaine Hall
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