'The most important thing for them is our time'

Andreea and her four year-old daughter, Sophia, recently attended Early Years classes at Ronald Ross Primary School, led by Learn to Love to Read’s Family Programmes Manager, Sally.

Sophia is in the Nursery class at Ronald Ross and her teacher suggested to Andreea that she might like to come along to Learn to Love to Read’s Early Years classes which were taking place at the school. Andreea was keen to give it a go as, despite her and her husband both working full time, they like to try to spend as much time as possible with Sophia. She says: “I’m always [looking for] the best solutions or activities to teach Sophia to love to learn.”

Learn to Love to Read’s Early Years classes are a set of four sessions for children between the ages of two and four. They are designed to give parents the confidence and skills required to support their child’s early literacy so they are ready to learn to read when they start Reception. Through songs, stories, and speaking and listening games, children expand their vocabulary and increase their interest in sharing books.
Each set of classes comprises four weekly sessions and families are given a book, song card and another resource such as a puzzle or Play-Doh each week. By the end of their four sessions, each family has a tote bag full of books and other resources to support their reading.

Support for families also includes regular messaging between classes suggesting activities to do during the week as well as reminders for the next class.
Andreea found the class leader helpful and friendly, and thought the classes were interesting, engaging Sophia well. She comments: “Sophia enjoyed reading stories at the end of the session and the fact that she received the book for us to read again was very helpful.”

Andreea really appreciated the opportunity to help bond with her daughter: “Sometimes we are so busy with other things and we forget that the most important thing for them is our time.” She also recognises that it can be beneficial to have someone else help parents learn how to support their children, “helping them learn to read and write through play.”

Although Andreea would have liked the set of classes to continue over a longer period, she did feel she learned how to talk more about what she and Sophia are reading together, which they do often, and how to ensure Sophia understands the text and improve her comprehension. She says: “I always tried to read the books [we read in class] again with her at home.”

Andreea felt the classes were a positive experience, both for her and Sophia, and concludes: “I want to thank you again for the initiative and for all the help provided.”