Supporting children and young people can be challenging. SLCN impacts on many areas of personal and academic life. Communication is not only important for children and young people, but also for a successful education team. This workshop aimed to: * Provide you with the tools to evidence the effectiveness of a SLCN response. * Increase your understanding of SLCN. * Support you in the development of a graduated response to SLCN within your school setting and putting it into practice. Topic 1: Identifying children and young people with SLCN within a school setting * Identifying children and young people with SLCN needs * Supporting children and young people with targeted approaches * When to refer children and young people for specialist provision Topic 2: Demonstrating the effectiveness of a graduated approach to SLCN in your setting * Effective deployment of LSAs/TAs * Joining up the dots with outside agency advice * Evidencing the impact of a graduated approach

1. Follow us: @ehp_uk

2. Developing a graduated
approach to Speech
Language and
Communication Needs
(SLCN) within a school
setting
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3. Identifying children and young
people with SLCN within a
School setting
Natasha Carley
Paediatric Speech and Language Therapist
11/10/2017
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4. Aims:
• Increase knowledge and awareness of SLCN in education and the
impact they can have on children's’ lives.
• Increased awareness of the Universal, Targeted, Specialist approach.
• Strategies to increase identification of SLCN in education settings.
• Universal and Targeted interventions
• Increased awareness of charities and organisations who can provide
support and resources for Schools.
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5. Language is THE key
Good language and communication skills are the foundations of
learning, emotional development and socialising.
Language and communication skills are important for children to
achieve at school and are a strong predictor of later academic success.
Without the right help, at the right time, they will be left out and left
behind.
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6. A child with SLCN – their journey
I’m 5 years old.
I have poor
communication
and language
skills
• By the time I’m 11 years old I’m 6 times less likely to do well in English,
and 10 times less likely to do well in maths than my chatty friends.
• By the end of KS1 I am likely to enjoy School less.
• My poor vocabulary means that I am twice as likely to be unemployed in
my thirties as my friends with good vocabulary.
(ICAN, 2017)
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7. A child with SLCN – their journey
I’m 14 years old.
I have poor
communication
and language
skills
• I am really behind with my literacy skills – I struggle to access all
teaching and exams.
• I find it difficult to keep up in conversations with my classmates – I have
low self-esteem and weak friendships.
• I am more likely to experience anxiety and depression.
• I am highly likely to exhibit behavioural difficulties.
(ICAN, 2017)
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8. SLCN in our Classrooms:
What are we dealing with?
• 1 in 10 children have a language difficulty. How many in each class?
• Language disorder is 7 times more prevalent than ASD.
• In areas of deprivation what percentage of children start School
without the language they need for learning?
• In Primary Schools more children have SLCN than any other special
need.
• In Secondary Schools the census data reports a fall in SLCN. Is this
true?
*The Communication Trust and ICAN (2017)
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9. Identification and Intervention for SLCN:
What’s the plan?
Universal All children
• Quality first teaching
• Communication supportive environment and
classrooms
• Increase in Teacher awareness, knowledge, and
identification
Targeted Just below age related expectations
• Evidence based interventions with small groups or
individual children
• Enhanced skills and knowledge in identifying and
supporting SLCN
• Training to support staff to implement and evaluate
interventions
Specialist Significantly below expected levels
• Individualised, specialist support for children
designed and managed by a SALT
(ICAN, 2011)
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10. Universal Approach:
Increasing identification of children with SLCN
Staff Training is invaluable. Increase awareness and knowledge of:
• Developmental milestones
• How children with SLCN present in the classroom
• Use of screening tools
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11. Identifying children with SLCN:
Staff Training Providers
• NHS SALT service
• Commissioned SALT:
• RCSLT Guidance:
https://www.rcslt.org/speech_and_language_therapy/commissioning/qual_standards_schoo
ls
• SLT for Kids: http://www.sltforkids.co.uk/
• EHP: www.ehp.org.uk
• Specialist Teachers
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12. Identifying children with SLCN:
Staff Training Providers
• ELKLAN: www.elklan.co.uk
• ICAN: http://www.ican.org.uk/What-we-do/Training.aspx
• Language for Learning: http://www.languageforlearning.co.uk/
• HANEN: www.hanen.org
• Afasic: http://www.afasic.org.uk/professionals/courses/
• ASEND: www.asend.co.uk
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13. Identifying children with SLCN:
Online Resources and Staff Training
• Talking Point
• The Communication Trust
• Inclusion Development Programme
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14. http://www.talkingpoint.org.uk/
• Ages and stages
• Progress checkers
• Free enquiry service
• Free resources:
• Primary and secondary milestone posters.
• Universally Speaking booklets. Universally Speaking is a series of booklets for
anyone who works with children and young people. The booklets show where
children should be with their communication skills at any given age.
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15. https://www.thecommunicationtrust.org.uk/resources/resources/resources-
for-practitioners/
• Beyond measure: guidance for education staff on using the reception
baseline assessment as an opportunity to identify and support children
who have SLCN, as early as possible.
• Early years, primary and secondary progression tools. The Progression Tools
aim to support teaching staff to identify children who may be struggling to
develop their speech, language and communication skills. They can also be
used to track progression of these skills over time or
following interventions.
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16. Inclusion Development Programme
http://www.idponline.org.uk/
The Inclusion Development Programme (IDP): This was developed by
the Government to equip teachers, TAs and early years staff with the
skills they need to successfully include children with SEN. There are two
modules on SLCN, one for school staff and one for those working in
early years. They can be accessed here:
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17. Identifying children with SLCN:
Screening Tools
• WellComm (6months-6years): A Speech and Language Toolkit for
Screening and Intervention in the Early Years.
• Speechlink: Provides packages to help with the identification and
intervention for KS1, KS2 and KS3.
https://www.speechlink.info/index.php
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18. Universal Approach to intervention for SLCN
• Communication friendly classrooms:
https://www.thecommunicationtrust.org.uk/resources/resources/resources-for-
practitioners/communication-friendly-checklists/
• Communication supporting classroom observation tool:
https://www.thecommunicationtrust.org.uk/media/93866/tct_bcrp_csc_final.pdf
• SLCF : The SLCF is a free professional development tool, accessible to all, which sets out
the key skills needed to support the speech, language and communication (SLC)
development of all children and young people. https://www.slcframework.org.uk/
• Elklan training: https://www.elklan.co.uk/courses/practitioners
• Word aware: Word Aware is a whole school vocabulary approach to promote vocabulary
development in children. http://thinkingtalking.co.uk/word-aware/
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19. Targeted
Intervention for
SLCN: What Works?
http://www.thecommunicationtrust.org.uk/
projects/what-works.aspx
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20. Targeted Intervention for SLCN:
• Active Listening for Active Learning
• How to listen
• Comprehension monitoring and self-help skills
• Lego Therapy
• Social development programme
• http://thewackywarehouse.com/lego-therapy/
• Example Targets: positional and descrtiptive language, behaviour, patience,
active listening, peer interaction, problem solving, working independently.
• Makaton
• language programme using signs and symbols to help communication
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21. Targeted Intervention for SLCN:
• Narrative therapy (Becky Shanks)
• Story structure
• Story grammar
• Concepts who? Where? When? What happens? The end
• Black Sheep Press
• Pre-Teaching Vocabulary:
• Pip St John PTV : https://pipstjohn.files.wordpress.com/2016/10/pre-teaching-
vocabulary-pip-st-john-oct-2016.pdf
• Victoria Joffe
• Word Aware
• Vocabulary Enrichment Intervention Programme (KS3-4)
• Social Stories
• Support for children with ASD and pragmatic language difficulties
• Improve children’s understanding of events
• Help to understand different perspectives
• Respond appropriately when communicating
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22. Targeted Intervention for SLCN:
• Talk Boost KS1 (ICAN):
• This targeted intervention aims to support children who have language delay
to close the gap/catch up with their peers.
• The programme focuses on: Listening, Vocabulary, Sentence building,
Storytelling, Conversations.
• Training and resource needed
• http://www.ican.org.uk/talkboost
• Early Talk Boost, Talk Boost KS2 and Secondary Talk also available (see
ICAN website for more information)
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23. When to refer for specialist SALT provision?
• Dysfluency.
• Significant social communication and interaction difficulties.
• Significant/disordered speech and language difficulties.
• Selective mutism.
• Children who do not make expected progress following targeted
intervention.
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24. The secret to getting ahead is getting started!Mark Twain
• What changes could you make in your setting?
• When?
• Who?
• How?
Please discuss and share your ideas.
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25. Questions?
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26. Seamus Mannion September 2017 Follow us: @ehp_uk

27. Who am I?
• What does this picture
COMMUNICATE about who
I am?
Seamus Mannion September 2017 Follow us: @ehp_uk

28. Who am I?
• Seamus Mannion
• NASENCO, CCET, CPT3A, PGCE, BA
(Hons)
• SENCO Consultant at EHP.org.uk
•Aspiration as a child –
to drive a Fire Engine
Seamus Mannion September 2017 Follow us: @ehp_uk

29. Demonstrating the impact of Speech, Language
and Communication Needs (SLCN) interventions
We aim to enable you to:
• Have greater understanding of how widespread SLCN are in
children
• Be able to use SEND learning walks to gather evidence of impact
• Be able to use impact statements to demonstrate effective
support/ intervention, provided by LSAs, Therapists and even
yourselves (SENCOs/ Inclusion Leads)
Seamus Mannion September 2017 Follow us: @ehp_uk

30. Why highlight Communication?
Seamus Mannion September 2017 Follow us: @ehp_uk
https://www.youtube.com/watch?v=YUcgJZ6pdcE
The communication commitment

31. “He/ she
doesn’t have
a SLCN. I can
understand
what he/ she
is saying”
A YouGov poll, undertaken by The
Communication Trust, of 349 teachers
found that only 27% had received
training around speech, language and
communication and 81% felt they would
benefit from more training on this issue.
We often focus on the speech and the
language but not the
COMMUNICATION.
Seamus Mannion September 2017 Follow us: @ehp_uk

32. Some facts about SLCN in the UK
• In the UK, over 1 million children and young people – that’s 2 – 3 in
every UK classroom – have some form of long term and persistent
speech, language and communication difficulty.
• In areas of poverty, over 50% of children are starting school with
delayed communication skills.
• Only 43% of parents of 0 - 5 years olds are able to correctly identify
the stages of communication.
Source – The Communication Trust
Seamus Mannion September 2017 Follow us: @ehp_uk

33. Why is it so important to act swiftly with
children who may have SLCN?
Two thirds of 7-14
year olds with
serious behaviour
problems have
language impairment
60-90% of young
offenders have
communication
difficulties
50-90% of children
with persistent
communication
difficulties go on to
have reading
difficulties
Those with a history
of early language
impairment are at a
higher risk of mental
health problems
Children and young
people with
undetected SLCN
may be at greater
risk of exclusion
Seamus Mannion September 2017 Follow us: @ehp_uk

34. How can I use
the work of a
SALT to help
me in my job?
Q. If schools are paying for a therapist why should
we be the ones to demonstrate the effectiveness
of their impact?
A. You might need it on a daily basis.
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35. INSET
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36. BUDGET
MANAGEMENT
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37. MEETING
PARENTS/
CARERS
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38. SUPPORTING
BEHAVIOUR
ISSUES
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39. The Role of a SENCO
MONITORING
ATTENDANCE
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40. RECORD
KEEPING/
PAPERWORK
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41. LESSON
OBSERVATIONS/
LEARNING
WALKS
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42. TRACKING
PROGRESS
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43. PLANNING
STRATEGICALLY
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44. LEADING ON
SEND
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45. LISTENING TO
CHILDREN,
PARENTS AND
STAFF
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46. RECRUITMENT
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47. TEACHING
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48. MEETING OTHER
PROFESSIONALS
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49. MANAGING A
TEAM
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50. TESTING AND
ACCESS
ARRANGEMENTS
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51. COORDINATING
ALL OF THE
ABOVE!
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52. Effective use
of a Speech
and Language
Therapist
Please have a quick discussion with a partner
about the different ways you feel you could, or
already do, use a Speech and Language Therapist
in your setting.
Seamus Mannion September 2017 Follow us: @ehp_uk

53. Effective use of a Speech and Language
Therapist
Individual
assessment
1-1 therapy
Small group work eg
Social
Communication
group
To support an EHCP
referral
To support a
CAMHS/ HYMS
referral
To train staff
Environmental
assessment (eg
sensory)
To observe the
impact of training/
advice through SEND
learning walks
Seamus Mannion September 2017 Follow us: @ehp_uk

54. SEND
Learning
Walks using a
SALT
When
to
use:
To back up the report/
observations made of a student
during a lesson.
To back up the report on the
classroom environment/ sensory
needs
In conjunction with a report to
class teacher/ subject leader on
how well they are meeting the
needs of SLCN children
Seamus Mannion September 2017 Follow us: @ehp_uk

55. Seamus Mannion September 2017 Follow us: @ehp_uk

56. Seamus Mannion September 2017

57. Impact
Statements and
how to use
them!
Seamus Mannion September 2017

58. Seamus Mannion September 2017
Impact of
the people I
line
managed

59. Seamus Mannion September 2017
My
impact
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60. References
Seamus Mannion September 2017 Follow us: @ehp_uk

61. Follow us: @ehp_uk
Thanks for listening!
Web: www.ehp.org.uk
Phone: 0330 088 8408
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