Update (Aug 2020): The Department for Education is currently working with the EEF and other delivery partners to make Nuffield Early Language Intervention (NELI) available to state-funded primary schools at no cost. This will be funded as part of the Government’s £350m allocation to tutoring, through the £1bn Covid-19 ‘catch-up’ package announced in June 2020. For further information, click here.
This page covers the first (efficacy) trial of Nuffield Early Language Intervention, which tested whether it could work in schools under best possible conditions. To read about the second (effectiveness) trial – testing a scalable model under everyday conditions in a large number of schools – click here.
The Nuffield Early Language Intervention (NELI) is designed to improve listening, narrative and vocabulary skills. Three to five weekly sessions are delivered to small groups of children with relatively poor spoken language skills. The 30-week programme starts in the final term of nursery and continues in reception year. The 20-week programme is delivered in reception only
The attainment gap between disadvantaged children and their more affluent peers opens early and continues throughout schooling. There is a wealth of evidence to show that early intervention has great potential to narrow the gap, but few nursery and reception year programmes have been rigorously tested for impact. This is why the EEF funded the Nuffield Early Language Intervention.
Children receiving the 30-week version (beginning in Nursery, and continuing in early Reception) made about four months of additional progress in language skills compared to children receiving standard provision. The impact of the 20-week version (delivered solely in Reception) was smaller. These impacts on language skills were still seen 6 months after the intervention
On average, children with better language skills also have better literacy skills, so it might be expected that by improving language skills we can also improve literacy. However, this evaluation provided no reliable evidence that the programme had a positive impact on children’s word-level literacy skills in the short term
The EEF is funding a further trial of NELI to find out if the results can be replicated when the programme is delivered to a larger number of schools. This will also allow follow up of longer term outcomes.
Staff in participating schools reported that the programme had a positive impact on children’s language skills and confidence. They thought that the factors which contributed to this included the small-group format, the activities covered, and the focus on narrative and vocabulary work.