No matter how much planning and preparation we do, going back to school after the summer break is such a busy time. For children with speech, language and communication needs (SLCN), a new school year might feel easy or even exciting. For others it can feel overwhelming and challenging.
As we approach the end of September, it feels like a good time to take a moment and notice how these children are getting on. If there are children with SLCN who are struggling with the new academic year, there’s lots we can do to support them.
You will already be doing lots of these things, though hopefully a Top Tip or two might be helpful.
Top Tips
Watch your language
Children with SLCN can struggle with classroom instructions:
Break down your language into manageable chunks – shorter and simpler sentences are helpful.
Give instructions in the order you want them to happen.
Explain challenging or new vocabulary and more difficult language, such as idioms.
Check they understand and encourage children to ask for clarification.
Knowing the children
It’s an obvious one, but knowing the children and having an idea of their strengths as well as needs is a fundamental foundation for the rest of the year.
Children with SLCN often tell us that the thing that makes the biggest difference is when adults understand the nature of their difficulties. So,
Check information from previous teachers/school/setting.
Check out support plans or personal passports.
Chat with parents – ask them about their child, work in collaboration where possible.
And of course, talk to the children, get to know them – it can make all the difference!
Be clear and explicit about routines
Routines can be really helpful for children with SLCN. Seeing them visually can make a huge difference. Use visual timetables as part of the day referring to them often as children get used to new routines.
Check understanding
Set expectations that it’s ok to check if they are unsure. Check that children with SLCN understand what you have said. Not understanding can impact on learning, wellbeing and behaviour.
Give time
Children with SLCN often need more time to process information AND more time to formulate how they are going to respond. Let them know you will give them time to think and to ask questions. Call it ‘Thinking Time’ and encourage children to ask for it when they need more time to think.
Use visual support
For children with SLCN listening and talking can be exhausting! Use visuals to lighten the load – diagrams, photos, symbols, etc. Encourage children to use them to support their understanding and to augment their verbal communication if helpful.
Peer interaction
Provide some opportunities for peer interaction, maybe through paired talk activities. At the beginning of term, do some activities to get to know one another. Encourage productive talk by modelling great talk for learning, demonstrating good listening, disagreeing agreeably and showing respect for different views in discussion.
Think – ‘could it be language?’
Children with SLCN can be remarkably good at hiding their difficulties. If you see any of the following. Think – ‘Could this be a language need?’
Difficulties with reading – either decoding or text comprehension.
Difficulties with attention / listening / engagement.
Challenging behaviour / identified SEMH – there is a strong (60%) correlation between SLCN and SEMH.
Struggles with progression / attainment – pupils with SLCN are often low attaining despite no general learning needs.
Difficulties with understanding instructions, expressing their wants or needs.
Struggles with friendships / social interaction.
Link with families
Communication between home and school can be really helpful in order to share strategies that work for the children.
Seek advice / support
Talk to your SENCo, to other teachers or to speech and language therapists if you have access to them.
Many pupils with SLCN will need additional support from speech and language therapy. However, their day to day experiences in the classroom can make a big difference to their educational journey and learning.
We find children with SLCN an absolute joy to work with and we’d love to hear your experiences of what works for children with SLCN in your classrooms.