Appendix 1 SPEECH LANGUAGE AND COMMUNICATION NEEDS (SLCN) Roles and Responsibilities All Key Stages Description of Need Speech and Language Therapist(SLT) Class Teacher (CT) and school staff SEN Specialist Support Service Specialist Teacher Team (STT), Educational Psychologists (EP) In School Support Team (ISST) Parents/Carers Universal and targeted (Level 1 and 2 Descriptors) Level 1: Child has mild speech and/or language delay/disorder Level 2: Child has mild to moderate speech and/or language delay/disorder. Scores on standardised tests below 16th and above 5th percentile The speech and language therapist will assess the child and offer advice about support strategies to parents and school staff. Management will include: Liaison with parents/carers to allow for the implementation of a home programme At Level 1, general advice on targets through a written report At Level 2, for children who have speech difficulties courses of individual or group therapy At level 2 for children who have language difficulties advice on general strategies and targets for the IEP; advice on curriculum access if necessary Demonstration/ modelling of strategies Quality first teaching (QFT) The school needs to ensure that good practise in speech, language and communication is embedded in QFT across the school. Continuing Professional Development (CPD) needs to be in place to support this. Regular contact with the parents needs to put in place. Inclusion Development Plan (IDP) The IDP (Speech and Language and Communication) is an appropriate tool for staff training and should form the basis of individual and whole school CPD in SLCN (see end of document for links to documents and web sites) Generally not applicable except for consultation meetings (see below) General Support Parents and carers will support the development of the child’s speech, language and communication skills at home by: Attending meetings or appointments at school or clinic Being aware of changes in the child’s speech and language and sharing these with professionals as appropriate Sharing with the school strategies that they know work well for their child. Working with the school to support progress to the next educational stage.
Enhanced and Targeted (Level 3 Descriptors) Child has significant speech and /or language delay/disorder. Score on standardised tests are below 5th percentile The speech and language therapist will assess the child and offer advice about support strategies to parents and school staff. Management will include: Liaison with parents/carers to allow for the implementation of a home programme Courses of individual or group therapy in episodes during the school year and/or therapy programmes delivered by school staff Advice on general strategies and targets for the IEP; advice on curriculum access if necessary of strategies School to continue with good practise (as above). QFT teaching for SLCN needs to continue to be implemented and monitored by the school. Small group Interventions need to continue. Continued regular contact with parents. Speech and Language Descriptors The descriptors should continue to be used by the school. The need to be recommendations implemented, progress monitored and ‘next step’ targets set accordingly. CAF referral For referrals to go forward the school will need to provide evidence of the impact of the SLCN interventions and QFT for SLCN that have been in place for a sustained period (2 terms) If the school is uncertain if a referral is the right path, the case can first be discussed at a consultation meeting (see above). Once a referral has been accepted the school needs to work in liaison with other agencies. Recommendations from agencies need to be implemented and monitored. Response to CAF referral (Team Around the Child) Shared dialogue with other agencies, school and parents. Holistic responses to needs. Monitoring of impact. CAF Referral Participation with the SENCo or other professionals in the CAF process. Contact with the Specialist Teacher Team staff and the School Support Staff. Attending Team Around the Child meetings. This will provide opportunity for open dialogue with professionals around your aspirations for your child.
Training and school staff School should select staff who have specialist skills to work with the child e.g. SENCo, ELKLAN trained teaching assistants. (Link any issues around training in SLCN to school CPD programme.) Transition Programmes to be put in place to support transition e.g. from Foundation to KS1; KS1 and KS2; between primary and secondary school; KS3 and KS4: post 16 decisions and any other event of significant change for a child e.g. change of family circumstance. Training Strategic support for targeted schools identified through Strategic Forum. Input into Programme such as ELKLAN, Talking Partners, Talking Maths etc. Modelling of good practise. Transition Specialist support and advice at times of significant change for a child where despite interventions from the school there are still concerns for the child’s well being through transition. Courses and Support Groups Consideration of participation in parent support groups or courses. Availability can be discussed with the SENCo, Specialist Teacher Team or Speech and Language Therapists. Transition For parents of Y5 and Y6 children consideration of attendance at a transition meeting. (contact SENCo or Specialist Teacher Team for dates) Parents to alert school to other times of change in the child life that may affect their child’s well being and progress at school
Severe and Complex (Level 4 Descriptors) Child has severe speech and/or language delay/disorder. Score on standardised tests are below 2nd percentile The speech and language therapist will assess the child and offer advice about support strategies to parents and school staff. Management will include: Liaison with parents/carers to allow for the implementation of a home programme Courses of individual or group therapy in episodes during the school year and/or therapy programmes delivered by school staff Advice on general strategies and targets for the IEP; advice on curriculum access if necessary of strategies Individual Programmes Highly individualised adaptations to curriculum, pedagogy and environment (which include some 1:1 specialised teaching and learning opportunities) should be implemented and monitored. In some cases this may require that the child is referred for a statement. Where there are continuing concerns it may be appropriate to involve the EP. Enhanced Resource Centre Links For a small minority of statemented children with the highest need across the county it may be appropriate to make a referral for a placement at an Enhanced Resource Centre or outreach support from the Centre. Ongoing Specialist Advice in Response to Need. Continued advice and support as agreed through Team Around the Child or Statement Annual Reviews and Interim Reviews. Liaison with EP, especially around statemented children. As above plus For parents or carers of children with statements attendance at Annual Review Meetings and Interim meetings. This will provide an opportunity for open dialogue with professionals around parental aspirations for the child.