SLCN Provision – Flintshire Model Mrs Sheila Davies - Learning Advisor for Speech, Language and Communication.
Aims of presentation: 1. To consider the importance of speech, language and communication training for professionals and parents. 2. To share the Flintshire model of training and service delivery.
Why is training a priority? To raise awareness of the importance of oral language development and its relationship to all areas of learning. Increasing numbers of children start school with delayed language skills. This puts them at a huge disadvantage to their peers as they struggle to learn and make friends. Many of these children will catch up with the right support.
2 children in every classroom in the UK will experience significant and persistent DLD. To empower parents and staff to facilitate support for all children. To facilitate collaborative working To encourage settings to make oral language development a priority in early years To reduce longer term risks to learning, social well-being and mental health .
Speech, language and communication underpins everything we do in life. Learning Behaviour • Cognitive intellectual development • Self-control • How the brain processes and links • Following rules information • Understanding cause, effect and • Imagination, problem solving and consequences memory Social Development Emotional Development • Sharing and belonging • Confidence • Cooperation • Self-esteem • Interacting with others • Resilience • Understanding rules • Understanding and controlling emotions • Making friends • empathy
Potential Impacts of SLCN Speech : People misunderstand what ’ s being said Have to repeat things a lot Can get frustrated, or aggressive Don ’ t enjoy talking, so can opt out Struggle to learn to read – can ’ t work out what sounds are at the beginning of words Struggle to understand or recognise rhyme Struggle to work out patterns in words to help learn to spell
Language: Don ’ t understand what ’ s said, so do things wrong Miss out on learning Tune out – working out language can be so tiring Copy other children so hide difficulties Limited talking - their message doesn ’ t get across Can ’ t share ideas or express needs Can become passive Can get frustrated Other children don ’ t want to play with them Doesn ’ t have a solid base for future learning
Communication: Don’t know how to join in Have difficulty making and keeping friends May get chosen less to play in games May get invited to fewer play dates or parties Other children may avoid them Finds playing with others difficult Following rules can be difficult, so problems in settings/school (Communication Trust)
Flintshire Provision for SLCN Specialist Universal
Flintshire Local Authority recognises the importance of speech, language and communication for pupils’ overall development. We continue to develop services to meet the needs of pupils at universal, targeted and specialist levels. In doing so, we recognise the importance of interface between specialists and the wider workforce.
Collaborative Practice An essential ingredient of our provision is collaboration. Local Authority Services and Speech and Language Therapy work collaboratively to deliver at all levels.
Flintshire’s 3 Tiered Language Outreach Specialist Small Group Approach Provision - LA + SALT Language Development Project School-based SALT Service Training, assessment, advice, skill sharing – LA + SALT + Afasic
Universal Who? This Tier is available to all, providing advice, signposting and training to parents / settings to increase awareness and understanding of speech language and communication needs (SLCN). We deliver joint local and nationally accredited training for the wider workforce, collaborating with SALT and Afasic. We provide indirect support for all children and young people through information, advice, skill sharing and training given.
Targeted Adults! Language development doesn’t happen by accident – children need adults to support their language and communication development. The skilful communication of practitioners with children is seen as an indicator of quality in early years provision. (Communications Trust) This tier includes hand’s on support for schools and pupils via the Language Development Project and school based Speech and Language Therapy services.
Language Development Project Participants: EAL service – Specialist teachers and Advisor (6 staff in total) CLASS team – Advisor and 4 specialist language outreach coordinators. 6 Language Development Teaching Assistants Up to 12 teachers from participating schools
Aims To develop the oral language skills of EAL pupils and monolingual pupils with language support needs at vocabulary, clause and sentence level within the Foundation Phase environment To employ and develop an effective team of language support assistants equipped to model and extend language within the Foundation Phase environment To enable School and LA staff the opportunity to work collaboratively to support the language needs of the above pupils
Project Outline The Language Development Assistants are allocated to up to 12 participating schools, who receive 0.5 fte hours of additional support per week. (Depending on need, we have more recently increased number of participating schools, with LDA s providing up to 3 schools with sessions. These can range between 0.2 and 0.6) Schools have to apply to be part of the project on a termly basis. LDA s rotate termly, changing schools in October, February and May. Participating schools are required to identify a member of the teaching staff (Teacher, Foundation Phase Manager, ANCO, Headteacher), to take responsibility for:
Initial meeting with project managers and staff to gain information regarding the role and expectations of language assistants. To ensure this information is shared with all school staff. Time to work collaboratively with Inclusion staff to identify pupils for support, and plan where/how support would be most effectively utilised. Agree on effective methods for monitoring impact and progress
Although overall management is by The Inclusion Service, day to day management and timetabling is the responsibility of school based staff.
Language Development Assistants 6 Teaching Assistants Employed with the specific aim of improving the expressive and receptive language skills of identified children All of the language development TA’s spent the first week of September 2013, receiving initial training on the following areas of language development; further training and support has been on-going.
Initial Training The Communication Chain Non Verbal Communication Questioning children - BLANK - moving from context embedded to context reduced Adult/Child Interaction - Modelling and Extending language through talk
Teaching ‘ concepts ’ and ‘ language structures ’ through books and play (practical activities) Using Shape and Colour Visual Strategies - Visual timetables/ fans/ photographs/ concept mapping etc Collaborative Learning Strategies - Barrier games/Talking partner activities
Additional Training E.A.L. / Monolingual Language Pedagogy. Listening and Attention Phonological Awareness Introduction to Cued Articulation Definitions of Language, Communication, Speech and Literacy. Recognising and Supporting SLCN (General Strategies) Developing Vocabulary Afasic
Pupils Identified pupils who: are learning EAL monolingual who are struggling to communicate at an age appropriate level due to language delay, developmental delay, or insufficient exposure to good language role models
Initially September 2013 – December 2013 The project has been subject to ongoing evaluation and funding reviews Very positive feedback from schools On-going evaluation provides evidence of positive impact
Where? During existing activities - Role play - Snack time - Play time - Reading area - Outside - Story time - Getting changed for PE etc BUT , needs to focus on developing the language involved in completing the task, not the organisation of the task itself
What? Oral language development not specific literacy activities involving reading and writing In addition to the current support available – needs to ‘add’ to current practice not form part of the existing organisational structure Should focus on the language development of identified children
How? Modelling Developing listening and understanding Extending Monitoring Questioning Using strategies and activities explored during the Repeating training sessions Engaging
Currently Feedback and progress data provide information which is incredibly positive. Highlights the positive benefits in terms of integration, inclusion, following routines and friendship groups, language learning, confidence and self esteem The LDAs model good practice within the classroom and are encouraged to work alongside school based TAs. Increased awareness in schools has led to staff attending training provided by LA Inclusion Officers.
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