1. Speech, language and communication needs (SLCN)
The progress our children make
Bercow: Ten Years On - improving outcomes for children and young people with SLCN

2. Speech, language and communication: Essential life skills
In [name of setting] we know how important spoken language is for children and young people
Language at age 2 predicts reading, maths and writing when children start school
Use one or some of these statements to qualify how and why you know spoken language is important in your school – choose the one most relevant to you. Find more in an information sheet on
Language at age two predicts reading, maths and writing when children start school.
(Roulstone, S. et al. (2011) The Role of Language in Children’s Early Educational Outcomes, Department for Education, Research Report DFE- RR134)
Early language is the single most important factor in influencing literacy levels at age 11. More important than behaviour, peer relationships, emotional wellbeing, positive interaction and attention.
(Save the Children (2016) The Lost Boys: How boys are falling behind in their early years)
Good language, particularly vocabulary at 13, is a strong predictor of better outcomes at GCSE.
(Spencer, S., Clegg, J., Stackhouse, J., & Rush, R. (2017). Contribution of spoken language and socio-economic background to adolescents’ educational achievement at age 16 years. International Journal of Language & Communication Disorders, 52, 2, )
Good communication skills are rated as the top/most important employability skills needed for young people entering their first job – from a survey of schools, employers and politicians. (Asdan Employability and skills forum (2012) virtual think tank survey results)
Bercow: Ten Years On - improving outcomes for children and young people with SLCN

3. Children & young people with SLCN
10% of children and young people have long-term SLCN
7.6% have developmental language disorder
In some areas of deprivation, at least 50% of children and young people have SLCN.
Use this slide as an opportunity to demonstrate your understanding of prevalence. Not every inspector will be aware of these facts
7.6% of children and young people have developmental language disorder (DLD). Language difficulties are their main or primary difficulty/need.
(Norbury et al (2016) The impact of nonverbal ability on prevalence and clinical presentation of language disorder: evidence from a population study. Journal of Child Psychology and Psychiatry)
As many as 50% of children in some areas of deprivation start school with delayed language (Locke, A., Ginsborg, J. & Peers, I. (2002) Development and Disadvantage: implications for early years IJLCD Vol 37:1, The Communication Trust (2012) Evaluation of Talk of the Town)
Bercow: Ten Years On - improving outcomes for children and young people with SLCN

4. In [your setting] [Number of] children
[Number of] children with long-term SLCN
[Number of] children with DLD
Working out the number of children with SLCN in your setting
How many pupils do you have on role?
Work out 10% of this figure-10% of children have long term SLCN
Work out 7.6% of this figure-7.6% of children have developmental language disorder (DLD)
*If your school is in an area of deprivation up to 50% of children could have delayed language
Bercow: Ten Years On - improving outcomes for children and young people with SLCN

5. Evidence of intervention
On average, pre-school children who are involved in communication and language approaches make approximately 6 months’ additional progress over the course of a year. (EEF 2018)
3-4 year old children with delayed language in small group language sessions can double their rate of progress (Reeves et al 2018)
There is loads of evidence that supporting children with SLCN can really make a difference
Reeves et al (2018) Early talk boost: A targeted intervention for three year old children with delayed language development, child language teaching and therapy
Bercow: Ten Years On - improving outcomes for children and young people with SLCN

6. How we support children’s speech, language and communication
To support all children’s spoken language
For children with delayed language
For children with identified SLCN
In this slide, include all the things you do in school. include things like:
For all children
Training you offer staff
Whether you have a language or communication champion/lead
Regular discussions at staff meetings
Changes you have made to the environment such as sign and symbols, a ‘talk area’, grouping children to encourage talking – anything at all
Things you regularly do to encourage language development – talking alongside children, not asking too many questions, allowing time for children to respond, ‘chatterbox challenge’. Get some ideas from ‘universally speaking’
For children with delayed language
-training for key people to know more
Whole class activities you may do
Programmes you run in your setting for small groups
For children with SLCN
Describe your relationship with the speech and language therapy service
Interventions – how many children? groups or individual sessions?
Involvement of other professionals
Specialist equipment?
Bercow: Ten Years On - improving outcomes for children and young people with SLCN

7. Progress children make
Progress in spoken language.
How are children doing in the Early Years Foundation Stage?
2016
2017
2018
Emerging
Expected
Exceeding
On this slide, also include any other way you measure progress in spoken language. See our factsheet on tools for measuring spoken language.
Bercow: Ten Years On - improving outcomes for children and young people with SLCN

8. Progress children make
Children with spoken language just below expected levels
On this slide use the data you collect from interventions you have in place. This might be ‘Early Talk Boost’ or ‘Wellcomm’ or another programme.
Remember to include data from children themselves. How do they rate their own speech, language and communication?
Bercow: Ten Years On - improving outcomes for children and young people with SLCN

9. Progress children make
Children with identified SLCN
On this slide, talk with your school SENCo, early years setting manager or speech and language therapist.
What data is collected about the progress made after specialist intervention? This could be:
Targets met
Progress as measured by speech and language assessments
Data from Language or speech link
Data from Wellcomm
Something else
Bercow: Ten Years On - improving outcomes for children and young people with SLCN

10. Our plans for the future
How we will measure the impact
On this slide, think about what you are planning to do to build on your approach, and to enhance outcomes for children and young people
It might be:
More in-depth training for staff
Appointing a language lead
Going for a communication friendly setting award
Doing the EY commitment (The Communication Trust)
Ensuring staff are all able to judge progress in spoken language through peer mentoring
Ofsted is all about showing the impact of what has been put in place. think through how you would do this.
questionnaires for staff
observations, learning walks
Feedback from children
Noisier lessons!
Bercow: Ten Years On - improving outcomes for children and young people with SLCN