Development Introduction
We take a strategic approach to supporting schools, settings and other organisations to improve the speech, language and communication skills of children and young people.
We support accurate identification, impactful intervention and tracking of pupil progress to achieve positive outcomes through improved understanding and use of language.
Early Years Development
Strategic Development
We all know how important it is for children to develop good communication and interaction skills, not only for their social development, but as a foundation for learning and literacy.
We work together with leaders and practitioners in the early years to achieve positive outcomes for children's communication across the early years. We provide bespoke support, so that we are building on your best practice and identifying areas for further development.
We offer support in the following areas, depending on your priorities:
- Analysing and building on current systems and practice for supporting language across the setting
- Curriculum planning and development to support communication and interaction for all children
- Ensuring all children with speech, language and communication needs (SLCN) are identified
- Providing interventions and teaching strategies for children with speech, language and communication needs (SLCN)
Professional Development
We believe in working closely with early years staff to identify strengths as well as areas for development. Our professional development covers a range of best practice options, for example
- Ensuring quality interactions with all children
- Supporting language for literacy skills
- Communicating and working with parents when you have concerns
- Identifying children with speech, language and communication needs
- Knowing how and when to refer for additional support
- Strategies for supporting children with poor speech and language skills
We offer a range of professional development options, from direct training and coaching, to qualifications and CPD resources. We run training courses and intervention training as well as a level 3 qualification which can be studied through an online platform.
In addition, we run bespoke training for settings, depending on your specific needs and priorities, which can involve working and modelling strategies directly with staff and parents
School Development
Strategic Development
Children who struggle with language often struggle with learning and literacy, as well as with social and emotional development. We support schools in getting the very best outcomes for these children by working to improve their understanding and use of language.
We work closely with staff and senior leaders, building on your current practice to achieve the best outcomes for your children and young people. We take a bespoke approach, supporting your identified priorities, for example:
- Curriculum planning to develop understanding and use of language for learning
- Ensuring all children with speech, language and communication needs (SLCN) are identified
- Providing interventions and teaching strategies for children with SLCN, in the classroom and through targeted and specialist approaches
- Capturing and sharing expertise within current staff; professional development needs and strategies
- Data support for identifying and tracking progress in speech, language and communication skills
Professional Development
We believe in the importance of good quality professional development in order to impact positively on children's outcomes. We support teaching staff to have a better understanding of speech, language and communication and it's links to learning. We provide practical strategies for supporting language as part of learning and for supporting children with speech, language and communication needs.
We offer a range of professional development options, including a level 3 qualification, direct training and coaching for teachers, support staff and Sencos.
In addition, we run bespoke training for individual or groups of schools, depending on your specific needs and priorities.
“I spoke to [child’s name] yesterday and she is so much clearer than before. I can understand what she is saying now. She still has a long way to go, but you can see the progress and it’s even impacting on her phonics – she’s moved up to a higher group.”
Kate Hunter, Key Stage 1 Lead TeacherCommunication was the top entry-level skill required by employers according to a survey done by the British Chambers of Commerce Business and Education in 2015.
According to the survey, good communication skills were most valued (88%), rated above literacy, numeracy, computer skills and teamwork.
Statistic “Good communication skills are valued”“The children love coming to the sessions, even those boys who we thought really wouldn’t engage with it are so engaged in each session and actually working together. We can see changes in their language as the weeks go on and the boys themselves are commenting on the progress they are making.”
Secondary School HLTA“I am again so excited about the work that is planned and the potential impact it may have for our young people. Thanks for your enthusiasm Wendy, I am excited about the opportunities it will open to our students and the impact it will have in the journey of improvement for all at our school.”
Saira Luffman, Secondary Head Teacher84% of Head Teachers agree that oracy is very important yet 45% of Teachers reported that no one has responsibility for oracy in their school.
Quote “State of Speaking in Our Schools”