in this urban area. This was in response to Ofsted reports noting poor base-line language assessment results with the knock-on effect on literacy results. The starting point for the project was the assumption that oral competence provides a sure foundation for literacy skills.
I came as a visitor to a nursery once a week for six consecutive weeks for the whole nursery day. A preliminary visit agreed the context for the "Talking Table" and involved staff and parents in the proposal. Guidelines about conversational principles and mediational strategies were available as handouts. This was to be an inclusive intervention, not singling out those with particular difficulties but open to all children and parents.
An unexpected outcome was that the children the school would have picked out for special help volunteered themselves more readily, possibly needing the reassurance of the concerned and listening adult alongside. Parents reported that their children came more happily to nursery on Wednesdays clutching their secret treasures in their pockets. Anxious parents were the ones who tended to turn up early to hear news and air their own concerns around another "Talking Table" for them.
Parental comments collected as part of an evaluation testified to changes in attitude and confidence:
"A has come out of herself a lot. She is keen to bring things on Wednesdays to talk about."
"N's confidence is rising. He is ready to tell me things that have happened in nursery like the spider losing its leg and being put in the bin!"
Evaluation of such an intervention is difficult given the complexity of such group experiences involving the whole class, staff and parents. But if numerical data is needed, staff can track individuals and count instances of conversation starters and responses. Non-verbal expressions can also be noted.
Further evidence of enduring changes comes with my follow-up visits. I find the "Talking Table" has become part of the nursery layout and sessions are run by parents, assistants and even by able children themselves as they go into Reception. Sometimes, the teacher wears a special hat or cloak to signal spells of "talking time". Shortage of adults means that the parent sessions are hard to maintain but some parents have become regularly involved.
On a visit a year later to St John Vianney Nursery, I found the "Talking Table" drawings in the foyer. The "Talking Table" practice continues with letters home suggesting bringing more specific items such as something from the baker's shop or a leaf from the park. This has led to parents and children going on outings and talking about their finds and choices. The Reception teacher believes that a strong oral foundation - and she will give the time to build it - serves the interests of the literacy hour, which can comfortably wait.