Jean Gross CBE, 2018 - Nasen

Jean Gross CBE, 2018

Over 2,500 people responded to the
            consultation

                                     3

   Our evidence found a lack of awareness
    and information about speech, language
    and communication in general and more
    specifically about SLCN

   More than three quarters of parents and
    carers said information about SLCN was
    either not easily available or not
    available at all

   95% of survey respondents felt that central
    government’s contribution to raising
    standards and improving outcomes for
    children and young people with SLCN is either
    not clear or in need of strengthening
   53% of survey respondents did not feel that
    the way children learn in schools supports
    their spoken language development

Very Easy
               6%

                        Quite Easy
                           21%

 Very
Difficult
 45%                     Quite
                        Difficult
                         28%

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Percentage of health visitors

Seeing a rise in numbers of chhildren with SLCN
Not seeing a rise

•   NHS Clinical
    Commissioning
    Groups
•   Local authorities
•   Schools and
    settings

                        PRIVATE & CONFIDENTIAL   20/07/2018

   The vast majority of NHS speech and
    language therapy services said their
    commissioner measured the performance of
    their service on outputs – such as the number
    of children seen – compared with around a
    third who were measured on the impact of
    their service
   Only 15% of survey respondents felt that data
    was regularly collected and shared

Big gap between
the 7.6 % with
Developmental
Language
Disorder and
PLASC numbers

 Not identified
 Identified but not followed
  up
 DNA or WNB?

 Not identified by schools
 Identified but not followed
  up
 DNA or WNB?

•   Expertise in schools
    and early years staff
•   Effective school
    commissioning
•   Alternative and
    Augmentative
    Communication

A more confident        Then Now
        workforce
Expertise of school and EY   30%   48%
staff is good/excellent

Access to SLCN training is 32%     39%
good/excellent

Commissioned an expert SLT
Audit and new approach to
systematic identification       75% no longer needed
Training and interventions       direct support
                                Y7 Communication
                                 Curriculum in one
                                 school- ‘Y7 catch up
                                 funding is used
                                 effectively… pupils with
                                 SLCN make stronger
                                 progress than other
                                 groups’ (Ofsted)

•   Expertise in schools
    and early years staff
•   Effective school
    commissioning
•   Alternative and
    Augmentative
    Communication

•   Expertise in schools    •   Public awareness
    and early years staff   •   Provision for
•   Effective school            children
    commissioning           •   Focus on
•   Alternative and             communication and
    Augmentative                language in
    Communication               curriculum,
                                assessment and
                                accountability
                                systems for schools

 I haven’t got
   time to wait
while you finish
 your sentence

               Because the teacher is
               telling us to be quick
               when we are trying to
               ask questions. It
               doesn’t help at all

77%             29%
practitioners   parents felt
     felt       involvement
 involvement       good
    good

                               26

   Cross-government strategy for children?
   Public Health England campaign, and data system
    for local areas?
   Funding for a national programme of training for
    school staff on SLCN?
   CQC/Ofsted joint SEND inspections? Ofsted school
    inspection framework? Teacher early career
    development?
   Mental Health strategy?
   Training for local commissioners?
   The Communication Trust- What Works, SLCF?

“That is why I am putting early language and
literacy, closing the word gap, right at the top
of my to do list.”

Top down or bottom up?

Recommendations

Calls to action

Supporting
resources

20/07/2018        PRIVATE & CONFIDENTIAL

Top down or bottom up?

Recommendations

Calls to action

Supporting
resources

20/07/2018        PRIVATE & CONFIDENTIAL

www.bercowtenyearson.
com/schools-and-
colleges

   Use information sheet to check out your
    school’s SEN information report re SLCN…
    use suggested wording to make changes.
   Use information sheet, email template and
    presentation to convince your local
    commissioner/headteacher of the need for a
    focus on spoken language.
   Use presentation for primary or secondary
    schools to share information about progress
    in spoken language, and the impact of SLCN
    support with Ofsted inspectors
   Use resources to ask children and young
    people what support they prefer

Key features of
           effective school-based models
                                                                 √ or x
Pupils tell you what SLCN support they feel makes a difference

A lead in school for speech, language and communication

A cross school policy for pupils’ speech, language and
communication
A rolling programme of workforce development

Speech and language therapist is part of school team

Know the impact of SLCN interventions

A three wave model of support for pupils’ SLCN

All staff know how to identify and support pupils with SLCN

There are systems in place to track spoken language
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