1. © National Literacy Trust 2010 Diagram showing how the PiL strategy can contribute to national policy and local targets The diagram demonstrates: the key outcomes achievable through the Partners in Literacy approach how they link to key national Public Service Agreement targets (middle section) how these outcomes contribute to a range of local targets from the National Indicator Set (final section). The diagram maps Partners in Literacy outcomes against Local Area Agreement targets. It can therefore be used by partners (including the Local Strategic Partnership) to map the impact of supporting literacy in the home against local priorities. Indicators shown include the 16 statutory targets that form part of every agreement (shown in bold). As indicated, the Partners in Literacy approach can help to deliver at least seven of these. Supporting evidence for this diagram can be found in “Literacy changes lives; an advocacy resource” (National Literacy Trust, Dugdale & Clark, Sept. 2008). Diagram showing how the PiL strategy can contribute to national policy and local targets Greater emphasis on the enjoyment of learning Sustainable growth and prosperity (PSA 1-7) Fairness and opportunity for all (PSA 8 – 17) Stronger communities and better quality of life (PSA 18-26) Raise the productivity of the UK economy Improve skills of the population Improve the economic performance of all the regions, and close the gap between regions NI 161 Learners achieving a level 1 qualification in literacy NI 163 Proportion of population aged 19-64 for males and 19-59 for females qualified to at least level 2 NI 151 Overall employment rate NI 148Care leavers in employment, education or training NI 174Skills gaps in the current workforce reported by employees NI 151 Overall employment rate NI 152 Working age people on out of work benefits NI 116 Proportion of children in poverty NI 72 Achievement of 78 points across the EYFS NI 73 Achievement at level 4 or above in English NI 74 Achievement at level 5 in English NI 79 Achievement of a level 2 qualification by aged 19 NI 80 Achievement of a level 3 qualification by aged 19 NI 92 Narrowing the gap in the early years NI 93 Progression by 2 levels in English between KS1 and 2 NI 95 Progression by 2 levels in English between KS2 and 3 NI 97 Progression by 2 levels in English between KS3 and 4 NI 102 Achievement gap between children on free school meals and their peers at KS2 and 4 NI 106 Young people from low income households progressing to higher education NI 50 Emotional health of children NI 110 Young people’s participation in positive activities NI 117 Number of 16 to 18-year-olds who are not in education, employment or training (NEET) NI 140 Fair treatment by local services NI 3 Civic participation in the local area NI 4 % of people who believe they can influence decisions in their local area NI 9Use of public libraries NI 1 % of people who believe people from different backgrounds get on well together in their local area NI 6 Participation in regular volunteering NI 7Environment for a thriving third sector NI 50Emotional health of children Maximise employment opportunity for all Halve child poverty, on the way to eradicating it completely Raise the educational attainment of all children and young people Narrow the gap in educational achievement of all children Improve the health and wellbeing of children and young people Increase the number of children on the path to success Address disadvantage and discrimination that individuals experience based on their gender, race, disability, age, sexual orientation, religion or belief Build more cohesive, empowered and active communities PSA 8 PSA 9 PSA 10 PSA 11 PSA 12 PSA 14 PSA 15 PSA 8 PSA 9 PSA 10 PSA 11 PSA 12 PSA 14 PSA 15 PSA 21 PSA 1 PSA 2 PSA 7 PSA 2 PSA 7 Outcomes achievable through Partners in Literacy Public Service Agreement target sets Relevant Public Service Agreements Negotiated National Indicators achievable via Partners in Literacy (Statutory targets shown in bold) DSO DCMS PSA 21 CO DSO PSA 12 PSA 16 DIUS DSO Increased literacy of parents and children Increased family cohesion and communication Higher frequency of home literacy practices Better links between the school and home literacy practices