Chatta in Partnership with NAHT Yorkshire

On 20th May 2016, chatta joined with NAHT Yorkshire to deliver a full day training course to Early Years practitioners, headteachers, and SENCOs looking at how chatta can accelerate progress in language development.


Across the board, on the NAHT Yorkshire evaluation forms, all delegates rated the course as excellent. When asked if the day met their expectations Yvette Huitson, of Beeford Primary School stated ‘the day exceeded my expectations.’ Zoe Nicholson, North Frodingham Primary School, said ‘very interesting and infectious. Very inspiring!’ Kate Percival, Driffield Infant School added ‘Inspiring day. The chatta app is so easy to follow and I feel very confident to be able to share training with staff back at my school.’ Kate went on to add ‘Chris is excellent, there was a good balance of information and humour, he was approachable and up to date with current learning.’

Kelly Wiles, of Sandal Castle Primary School said ‘the day was very informative,’ and that the speaker’s style, knowledge and delivery ‘was fantastic. It’s lovely to have EYFS and SEN expertise together.’

Nicola Chappel, St Peter’s C of E Primary said ‘there was a good balance between theory and practice. Lots of opportunities to ‘play’ with chatta and time to ask questions. Chris was very knowledgeable, approachable, friendly and easy to talk to.’

Corie Dales, Leyburn Primary School said ‘Chris was very enthusiastic and knowledgeable. Evidenced based and plenty of examples from different settings shown and discussed.’

Sara Pearson, Hilderthorpe Primary School added ‘the delivery was excellent, great knowledge and Chris is clearly passionate about this!’

Training Day

The content of the day explored issues surrounding current concerns about early spoken language development, and provided a thorough examination of the evidence base which schools can use to inform investments in interventions. Throughout the day, links were made between theory, practice and outcomes along with the roles practitioners and parents should play.

Throughout the session the delegates had opportunities for discussion and to address relevant questions. A selection of responses demonstrates the flexibility of the chatta approach to meet the needs of individual schools looking to address speech and language issues.

How could the chatta approach support language development of individuals or groups of children in your setting?

Relevant to all individual children. Keeps them interested. Quick and easy to set up (Lisa Harding, Hilderthorpe Primary School)

Really quick and relevant to the child’s own experiences. Time efficient resource (Kate Percival, Driffield Infant School)

Children who lack experiences can be exposed to new vocabulary. Understanding of concepts and experiences. Encourages conversation whilst using technology. Allows the modelling of sentences/speech (Louise Russell, The Mount Primary School)

Would be a great asset to our school. For both individuals and groups of children. Baseline to FS1. (Sarah Frazer, Patrington Primary Academy)

For small groups of children who have delayed language. Also disengaged learners, using real experiences to develop their language (Zoe Nicholson, North Frodingham Primary School)

Ongoing resource to run alongside their observations. 1:1 targeted speech and language children. Great for small group discussions. Older children can record instructions/methods in maths/step by step/orally rehearse sentences/number recognition (Corie Dales, Leyburn Primary School)

Great tool for children who need to develop speaking and listening both as small groups and individuals. 1:1 interventions. As SENCO: role to encourage writing to enable children to record sentences and play back when writing. (Yvette Hutson, Beeford Primary School)

How does the chatta training ensure effective practitioners?

Can model language to others to ensure own language is effective = focused. Training resources ensure information is cascaded clearly. Completely adaptable to our schools needs. (Yvette Hutson, Beeford Primary School)

chatta is flexible to each school and child’s needs. Gives you the tools and resources to develop your chatta programme straight away. (Lisa Harding, Hilderthorpe Primary School)

It will be fantastic for transition, also supporting pupils with EAL, especially before they start school. A valuable tool, which will easily engage the staff to produce individual activities – which are tailor made for the children. (Kate Percival, Driffield Infant School)

Provides all the training and resources to easily pass the training onto other members of staff. (Louise Russell, The Mount Primary School)

Develops the effective modelling of language and brings it to the forefront for practitioners. An excellent way to pass on information about individuals children to other members of staff. (Sarah Frazer, Patrington Primary Academy)

Helps to ensure the effective modelling of language. Allows tracking, consistency and repetition. Combines the use of resources, not time consuming and reduces paper evidence gathering. (Corie Dales, Leyburn Primary School)

How does chatta support stronger partnerships with parents and carers?

It reduces the barriers to their children’s interventions. Up to date, simplistic way of supporting their children. Ideas that the parent can replicate and reinforce. Empowering the parent! (Kate Percival, Driffield Infant School)

Ensures all parents can be part of their child’s learning. Daily/weekly interaction for parents who don’t collect their children from school. Encourages discussions/talk at home. (Corie Dales, Leyburn Primary School)

Easily keep them up to date with their children’s progress. Exposing the parents to the kind of language modelled in schools (phonics, maths etc). Informs the parents of the kind of work done in school to promote speech and language. (Louise Russell, The Mount Primary School)

It subtly raises the awareness for the importance of speech. May encourage parents to use their phone for other things. (Sarah Frazer, Patrington Primary Academy)

Modelling how to promote language skills in the home. Informs parents what their child is doing at school. Send home songs, stories and focused activities of the week. (Zoe Nicholson, North Frodingham Primary School)

Keep parent’s involved who may not be able to or want to come to parents’ meetings. (Ruth Fergusson, Warter Primary School)

Involves parents in children’s learning. Using pictures and words allows parents who have poor literacy skills to access their child’s learning. (Lisa Harding, Hilderthorpe Primary School)

Raises the profile of speaking and listening. Model language for parents. Allows communication for parents that can’t read and that don’t see practitioners often. Share stories, songs, topics and maths calculation methods. (Yvette Hutson, Beeford Primary School)