This page shows our projects in this area. Click the links for more details.
New publication available now via Routledge
The second of our online Early Years Conferences.
Funder: Birmingham City Council
Lead researchers: Dr Sal Riordan and Dr Zeta Williams-Brown
On Monday 30th November 2020, the Education Observatory hosted a book seminar to celebrate the publication of a new book from Routledge: Childhood Well-being and resilience: influences on education, edited by Zeta Williams-Brown and Sarah Mander.
On Saturday 21st November, the Education Observatory hosted the Early Year Conference 2020 with a focus on ‘Changing practice in challenging times: pedagogy and practice in the early years’
The University of Wolverhampton Education Observatory was commissioned in August 2019 to evaluate the Black Country Early Outcomes project outputs. The project has been focused on addressing weaknesses around speech, language and communication needs (SLCN) and raise standards and outcomes in all four Black Country Local Authorities (Wolverhampton, Dudley, Sandwell and Walsall).
EYSEND aims to improve the quality of provision for children with SEND in the early years and settings by improving confidence, knowledge and ability in the workforce to identify and support children with SEND.
TALK Derby is a programme of support to strengthen the development of speech, language and communication skills in the early years in Derby. Its overall aim is to increase the social mobility of children in some of the most disadvantaged areas of Derby.
These annual reports consider education in the Black Country holistically and broadly. It moves from early years through compulsory and post-compulsory education, addressing key issues such as mental health and special educational needs and disability along the way, and concludes with a look at possible futures.
The University of Wolverhampton was commissioned by NHS Scotland to evaluate the reach of play@home, explore the attitudes and beliefs of vulnerable families on the purpose and importance of play and find out if, and in what ways, vulnerable parents/carers are supported to access and experience play@home.
In 2009 the Education Observatory (the CeDARE) was commissioned to undertake the longitudinal study of Early Years Professional Status (EYPS). We completed the study in July 2012.
RESEARCH TEAM: Mark Hadfield, Michael Jopling, Martin Needham, Tim Waller, Liz Coleyshaw, Mahmoud Emira and Karl Royle.
This qualitative evaluation of the I Can Early Talk (ET) programme at supportive level was commissioned by the Department for Children, Schools and Families (DCSF), now the Department for Education (DfE). The research was conducted in 14 Sure Start (children’s centres) in England in 2010, focusing on children aged 3 to 4 years old.
RESEARCH TEAM: Judy Whitmarsh, Michael Jopling and Mark Hadfield