Hanen LLLI is a training programme for staff working in early years settings to promote opportunities for children’s social, language and literacy learning. Through group workshops, participants learn a series of practical strategies that can be easily woven into everyday activities when interacting with children. Between workshops, staff are encouraged to practice the strategies and take part in individual video reflection sessions to review, in collaboration with a Program Leader, their interactions and use of the strategies with children.
Here, Billesley Primary School in Birmingham tell us about their experience of taking part in the trial of Hanen LLLI.
Tell us about what led you to sign up to take part in an EEF trial, and which trial you signed up for.
We signed up for Hanen LLLI after receiving an email from the Birmingham Early Years Network. The project seemed very relevant to our children, many of whom have speech and language difficulties or are generally quiet. It was easy to incorporate into our practice and fit seamlessly into our schedule without requiring significant changes. The focus was on enhancing our approaches as practitioners, rather than getting the children to change what they were doing. Also, we received funds to pay for cover when we were attending training, which made it an even more attractive option.
What was the sign-up process like?
The sign-up process was straightforward. We filled in a Memorandum of Understanding, and then got it signed by the Head. Once we found out we were allocated to the intervention group, we signed up for training sessions. The flexibility and options available for training made the process easier and more accommodating.
What did taking part involve for you and your school/setting?
The project provided an outline of each session, broken down into simple steps with a guidebook for implementation. We recorded an interaction and had a session with a speech and language therapist to reflect on our practice. The focus was on professional development and refining our skills with concrete strategies that were applicable to all children. It reinforced that we didn’t need to group children or pull them out of class, and it also emphasized developing social skills alongside speech and language.
For intervention group schools: did you observe any impacts on pupils and/or staff?
The biggest impact was becoming more reflective on our practice and considering each child in more depth. We paid more attention to levels of engagement and adjusted our communication methods, including non-verbal communication such as body language and eye contact. This helped us meet the children’s needs more effectively and see progress in small steps. It boosted our confidence in our practice and helped us get to know the children better.
Overall, how did you feel about taking part in the project?
The whole experience was well-organized. We participated in workshops, collaborated with other professionals, and shared ideas. The speech and language therapist who led the sessions was excellent and facilitated meaningful discussions. We even had an end-of-project celebration. Using video reflections was both an enjoyable and useful component of the project.
What would you say to other schools thinking about signing up for an EEF trial?
Make sure you understand what you’re signing up for and ensure its relevance to your setting. Be prepared to participate fully, embrace the process, and enjoy it. We still use the strategies we learned, and they are transferable to other areas. It’s worth sharing the practices with colleagues and implementing them across your school.
Engaging in an education research project, such as the Hanen LLLI trial, doesn’t have to be complicated or require sweeping changes. Instead, it should be aligned with your setting’s priorities and identified needs. By participating in these trials, educators contribute to the growing education evidence base, which is crucial for developing effective strategies that enhance teaching and learning. This collective effort plays a significant role in breaking the link between attainment and socioeconomic disadvantage, ensuring that all children can succeed. As demonstrated by Billesley Primary School’s experience, integrating such projects can seamlessly enhance existing practices and yield meaningful improvements in staff professional development, all while being a manageable and rewarding process.
If you are interested in taking advantage of subsidised opportunities, explore our currently recruiting programmes!