As we come to the end of the term, I’ve been reflecting on the importance of leadership. The importance of strong leadership really can’t be underestimated. We are very lucky to be working with some wonderful, inspirational leaders in Education.
We work a lot in areas of social disadvantage where a strategic approach to supporting the large number of children with language needs is important. For many of these children, access to learning and friendships through language is a real challenge. And we value enormously the collaboration we have with leaders in achieving the positive outcomes we’re all striving for.
It is not easy; school leaders have a myriad of pressures and demands, with speech and language skills being just one of many things they have to juggle – for some, it is very low on the list of priorities. However, where leaders are able to take a strategic approach across a school or MAT, we tend to see good collaborative practice, more consistent implementation and positive outcomes for children and staff.
For any leaders who are looking to put a focus on speech and language – there are some suggestions below, based on what we have seen working with our schools and MATs.
Implementation science
We work together to carefully plan implementation[1]. Often, we begin our relationship with schools who want to take this strategic approach with work to identify current practices/needs and staff expertise/confidence. We use this to identify priorities and work collaboratively with senior leaders to ensure approaches are realistic, often through a phased approach. We use the EEF implementation guidance as a starting point for planning. This approach can often make a difference to consistency and quality of implementation in the long run.
Awareness raising
A good starting point for our work with teaching staff is to begin with Awareness raising across the school or MAT. Levels of awareness and knowledge can differ so much, it is a solid starting point. This may focus on specific work plans and priorities, outcomes of identification strategies or more generally, raising awareness of SLCN. For example:
Supporting staff to understand these 5 key truths
Language and thinking are linked – you need language for learning. Many children with language difficulties will struggle to learn as effectively as their peers.
You will have children with SLCN in your classroom – their language needs can and often do, impact on learning, literacy and on social and emotional development.[2]
Ask the question – could difficulties with learning, engagement or behaviour be influenced by language difficulties?
If the answer is “yes”, as a school or MAT, prioritise a focus on language before other interventions. Consider adaptations in the classroom.
Many children with SLCN mask their difficulties – they are good at hiding themselves – look out for poor attainment, difficulties with literacy, challenging behaviour, anxiety, a whole range of coping/distraction strategies!
Ask yourself – are we identifying all our children with poor speech and language skills? Expect at least 2-3 in every classroom.
The way adults talk and interact in the classroom can make a world of difference to a child with SLCN – think about adult language and check out whether pupils understand – ask students to – summarise what I’ve asked you to do/tell me what you know/anything you’re not sure of.
Understanding speech and language and how it impacts on learning can help to support these children and enhance teaching and learning for all.
Building strategic approaches to accurate identification of SLCN.
We know SLCN and particularly children with DLD (Developmental Language Disorder) are currently vastly under-identified. Creating an overall strategy and systematic approach can significantly change this situation. It is helpful to work across the whole school or MAT to determine what the numbers of children with SLCN should be, based on the evidence:
At least 50% of children starting school in the most disadvantaged areas have speech, language and communication needs, with growing evidence for similar numbers in high schools.
7.6% of children have developmental language disorder (DLD).
Then, check to determine whether children with SLCN across the school/MAT are being accurately identified?
If not, consider building enhanced systems such as:
Using school data systematically to identify pupils with underlying language needs:
Those with social, emotional and mental health issues with SLCN. See our previous blog for details.[3]
Children struggling to read and/or write, or those with low attainment.
Routinely screen pupils with SEMH or those at risk of exclusion for SLCN – the majority will have language difficulties.
Consider adding speech and language as part of your profiling of vulnerable youngsters.
Sharing expertise
Where schools or MATS have teachers who are knowledgeable, systems to share their experiences and expertise can work really well. We have lots of schools that build in regular professional learning ‘surgeries’ for staff, for example. Often our therapists are asked to work together with SENCos and other staff to lead sessions, follow-up support with teachers in class.
Where schools feel expertise is missing, external support to train staff from schools across the Trust can build in capacity and sustainability by sharing professional learning across the whole school or MAT.
For example, if there is an identified staff training need, a number of joint sessions between academies can be useful, maybe focused on one phase or a particular group of staff. This can be more cost-effective than providing training for each academy separately or having all staff in receipt of the same training, when a more specific phase approach might be more effective.
Some of our work has involved developing a team of expertise across the MAT, including staff with an interest who are keen to lead on communication within their school/department or school group. Communication leads then support dissemination of learning.
Lots of the SENCos I’ve worked with use their SENCo qualification to focus on SLCN; one used her master’s to audit staff confidence and competence in identifying and supporting pupils with SLCN. This was then used to prioritise specific whole school training, focus on teaching and intervention. Another used their studies to identify language and literacy links; then to put interventions in place to support the language foundations for literacy. Another looked at making oracy inclusive across early years provision.
Where there is internal expertise, professional development can be through coaching models. A school group I worked with identified three members of staff in each school. Each group planned lessons together, observed each other and provided feedback. External expertise from a speech and language consultant supported their work and collaboration between schools. It was a great way to build expertise across the Trust that could then be cascaded more widely.
Capture and develop best practice in teaching and intervention
We have some great examples of how at school and/or MAT level, a strategic approach has supported school leaders to both capture and develop great practice. Their leadership has made all the difference in supporting collaboration and improved practice for children with SLCN across the Trust/school.
As speech and language therapists, it makes our work so much more effective. We have a clear strategic work plan in place – obviously adaptable and flexible, but with a clear direction of travel and strong advocates and leaders for communication at all levels.
These leaders are able to plan strategically and put into practice what we know works best for children with SLCN:
A long-term view is taken, and approaches are bespoke to each school and community
School leaders plan strategically and are involved and interested
School systems are used to identify need and to embed best practice, reflect and support collaboration
There are champions (with clout and passion) in schools
Teachers understand the importance of language for learning and have a range of effective strategies they use in the classroom
Evidenced approaches and interventions are used to ensure children with SLCN can access learning and make progress
Professional learning is supported and shared
Parents are informed and involved
Progress and Outcomes are captured and used to inform next steps
Speech and Language Therapists collaborate with teaching staff and take account of the educational context
We’d love to hear from schools taking this strategic approach and the difference it makes for their children. We’re happy to share some specific examples if people are interested.
[1] https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/implementation
[2] Early language is more important than behaviour, peer relationships and emotional wellbeing in influencing literacy levels at age 11. Vocabulary skills at 13 strongly predict GCSE results at 15.
[3] https://www.lingospeech.co.uk/post/understanding-the-relationship-between-semh-and-slcn-in-children