Project
Fathers Reading Every Day (Fred)
Funding
£6.50 per child for new books for 360 children in the first year and 309 in the second, from grant-making organisations Shine (Support and Help in Education), the Walcot Foundation and the JJ Charitable Trust
Background
Children who are not read to by their fathers get left behind at school, suggests analysis by Newcastle University for the recently-launched Read On Get On campaign. The research estimates seven-year-olds who are not read to by their dads are more than 13 months behind in language skills by the time they reach 11, compared with those who have been read to daily.
The Fatherhood Institute was keen to address this issue and in its search for tried and tested projects came across Fathers Reading Every Day (Fred), a programme devised in the United States. The organisation secured permission and funding to import it to the UK.
Action
The first step was to find schools serving deprived areas where the programme could be piloted. Fred co-ordinator Charlie Rice identified a cluster of eight primaries in the London borough of Lambeth, as well as three schools in Salford. Teachers were given information about the project and training in engaging fathers from autumn 2011 and the project got off the ground the following spring.
One of the Lambeth schools was Holy Trinity Primary, where teachers completed an afternoon of training as well as taking part in an after-school session with colleagues from across the school cluster. They drew up a list of books likely to appeal to fathers, which the institute then sent them.
Kirsten Piper, the school's assistant head responsible for the curriculum, said the school was motivated to take part in the programme due to its potential to increase the involvement of fathers, who she says can be "really difficult to entice".
Children made invitations for their fathers to a launch party featuring a presentation by Rice. Sixty fathers at Holy Trinity signed up to the four-week programme. They chose a book with their child and received welcome packs, with a reading log. Staff were on hand to offer support and encouragement to those lacking in reading confidence.
Fathers committed to reading to their children for 15 minutes a day for the first two weeks and 30 minutes a day for the second two weeks. At the end of the programme, they were invited to a celebration party.
Rice describes Fred as a "great kickstart" to fathers finding a role for themselves in school life. "Afterwards dads said they had more of an understanding of their children's school life and wanted to get more involved in it."
Holy Trinity is continuing the programme and teachers have incorporated it into the school improvement plan. The Fatherhood Institute is now extending the programme to early years settings in Lambeth, Southwark, Leicester and York and is running training sessions to spread the project to other areas.
Outcome
Fred improves children's attainment in reading, writing and numeracy, suggests an evaluation of the second year of the pilot by the Boys' Development Project, published last month.
Of 224 children whose reading was assessed, 42 per cent made greater than expected progress compared with 11 per cent among children who didn't take part in Fred. Of 184 children whose numeracy was assessed before and afterwards, 22 per cent made greater than expected progress compared with nine per cent among those who did not take part. And of 227 children whose writing was assessed, 20 per cent made greater than expected progress compared with 15 per cent among non-participants.
Fathers reported the scheme had improved their relationships with their children while teachers said children were more enthusiastic about reading and more focused.
If you think your project is worthy of inclusion, email supporting data to derren.hayes@markallengroup.com
Greater than expected progress in readingChildren who took part in Fred
42%
Children who did not take part
11%
Sample: 224 children
Greater than expected progress in numeracy
Children who took part in Fred
22%
Children who did not take part
9%
Sample: 184 children
Source: Boys' Development Project
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