jean gross cbe, 2018 - sage journals · percentage of health visitors seeing a rise in numbers of...
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Jean Gross CBE, 2018
Over 2,500 people responded to the consultation
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Our evidence found a lack of awareness and information about speech, language and communication in general and more specifically about SLCN
More than three quarters of parents and carers said information about SLCN was either not easily available or not available at all
95% of survey respondents felt that central government’s contribution to raising standards and improving outcomes for children and young people with SLCN is either not clear or in need of strengthening
53% of survey respondents did not feel that the way children learn in schools supports their spoken language development
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Very Easy6%
Quite Easy21%
Quite Difficult
28%
Very Difficult
45%
Percentage of health visitors
Seeing a rise in numbers of chhildren with SLCN
Not seeing a rise
• NHS Clinical Commissioning Groups
• Local authorities
• Schools and settings
02/08/2018PRIVATE & CONFIDENTIAL
77%practitioners
felt involvement
good
29%parents felt involvement
good
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The vast majority of NHS speech and language therapy services said their commissioner measured the performance of their service on outputs – such as the number of children seen – compared with around a third who were measured on the impact of their service
Only 15% of survey respondents felt that data was regularly collected and shared
Big gap between the 7.6 % with Developmental Language Disorder and 3% PLASC numbers for Y1 in same year
Not identified
Identified but not followed up
DNA or WNB?
Not identified by schools
Identified but not followed up
DNA or WNB?
• Expertise in schools and early years staff
• Effective school commissioning
• Alternative and Augmentative Communication
A more confident workforce
Then Now
Expertise of school and EY staff is good/excellent
30% 48%
Access to SLCN training is good/excellent
32% 39%
© Better Communication CIC, 2016 www.bettercommunication.org.uk
• Expertise in schools and early years staff
• Effective school commissioning
• Alternative and Augmentative Communication
75% no longer needed direct support
Y7 Communication Curriculum in one school- ‘Y7 catch up funding is used effectively… pupils with SLCN make stronger progress than other groups’ (Ofsted)
Commissioned an expert SLTAudit and new approach to systematic identificationTraining and interventions
• Expertise in schools and early years staff
• Effective school commissioning
• Alternative and Augmentative Communication
• Expertise in schools and early years staff
• Effective school commissioning
• Alternative and Augmentative Communication
• Public awareness
• Provision for children
• Focus on communication and language in curriculum, assessment and accountability systems for schools
• Expertise in schools and early years staff
• Effective school commissioning
• Alternative and Augmentative Communication
• Public awareness
• Provision for children
• Focus on communication and language in curriculum, assessment and accountability systems for schools
Because the teacher is telling us to be quick when we are trying to ask questions. It doesn’t help at all
I haven’t got time to wait
while you finish your sentence
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What they say What they mean
We welcome the Bercow Ten Years On report and it raises some important issues
What they say What they mean
We are considering the report’s recommendations and will respond appropriately in due course.
What they sayWhat they mean
The recommendations are very timely… They come at time when we are considering the report ‘Autism and education in England’ and considering our response to Dame Christine Lenehan's review of residential special schools.. We shall consider all of these reports carefully and are committed to responding to Dame Christine Lenehan's review. We will take that opportunity to set out how the government will continue working to achieve the vision of a reformed SEND system.
What they say What they mean
A lot of progress has been made since the original Bercow report was carried out 10 years ago.
“That is why I am putting early language and literacy, closing the word gap, right at the top of my to do list.”
616 words per
hour
1251 words per hour
2153words per hour
yes yes yes yes yes
no no no no no no no
no no no no
yes yes yes yes yes yes
yes yes yes yes yes yes
no no no no no no no
yes yes yes yes yes yes
yes yes yes yes yes yes
yes yes yes yes yes yes
yes yes yes yes yes yes
yes yes yes yes yes yes
yes yes
no no no no no
Hart and Risley, Meaningful Differences, 1995
New baseline assessment at four to include spoken language
New pilot revisions to communication and language ELGs have a special focus on increasing depth and breadth of vocabulary
Department of Health, Public Health England and DfE working together
To pilot a new tool to assess children’s language at two
Devise and fund Health Visitor training on early language
Disseminate a model ‘Pathway’ of how different agencies can work together locally in the early years
DfE £5m for trials to discover what works to improve home learning environment
DfE £50 million to improve early language and literacy provision - a new national network of English Hubs to enhance Reception and KS1practitioners’ professional development
£8.5 million for local government peer review programme – school readiness, especially communication and language
“Over the years, the government has funded the development of resources and training materials to ensure that the schools workforce is equipped to support pupils with specific types of SEND, including those with SLCN. A more strategic approach is now needed to ensure that knowledge is embedded in the educational workforce and that good practice is disseminated and widely understood.”
“A new schools’ workforce contract has recently been awarded to Nasen in partnership with UCL, to encourage schools to prioritise SEND within their continuous professional development (CPD) and school improvement plans, and to equip them to identify and meet their training needs. This contract will look across all types of impairment, including SLCN, and will undertake a gap analysis of training and resources for the educational workforce.”
Ofsted’s next thematic report from LA joint Ofsted/CQC inspections will be about access to specialist therapies (2019)
Meetings with Ofsted in July about new school inspection framework and training for inspectors
ICAN talking with Education Endowment Foundation about evaluating whole-school approaches
Ofsted’s next thematic report from LA joint Ofsted/CQC inspections will be about access to specialist therapies (2019)
Meetings with Ofsted in July about new school inspection framework and training for inspectors
ICAN talking with Education Endowment Foundation about evaluating whole-school approaches
Cross-government strategy for children?
Public Health England campaign, and data system for local areas?
Funding for a national programme of training for school staff on SLCN?
CQC/Ofsted joint SEND inspections? Ofsted school inspection framework? Teacher early career development?
Mental Health strategy?
Training for local commissioners?
The Communication Trust- What Works, SLCF?
Top down or bottom up?
Recommendations
Calls to action
Supporting resources
02/08/2018 PRIVATE & CONFIDENTIAL
Top down or bottom up?
Recommendations
Calls to action
Supporting resources
02/08/2018 PRIVATE & CONFIDENTIAL
Key features of
effective school-based models
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√ or x
Pupils tell you what SLCN support they feel makes a difference
A lead in school for speech, language and communication
A cross school policy for pupils’ speech, language and communication
A rolling programme of workforce development
Speech and language therapist is part of school team
Know the impact of SLCN interventions
A three wave model of support for pupils’ SLCN
All staff know how to identify and support pupils with SLCN
There are systems in place to track spoken language
Key features of effective services
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Key features What it looks like in Worcestershire
Don’t see SLCN in isolation SLTs are integrated into educational settings.
They go where the children go.
Joined up Integrated commissioning. LA/NHS
commission core, add-ins directly from
schools/settings
Strong local leadership Emma! engagement from local MPs
Workforce development Language for Learning, Communication TAs,
identified SLT for each school/setting
Relationships and
communication
Close relationships with educational
colleagues
The role of SLT is critical Clear at each level of the model
Coproduction Collaborative development of the SLCN
pathway
Making the case Impact data at a population level
Use information sheet to check out your school’s SEN information report re SLCN… use suggested wording to make changes.
Use information sheet, email template and presentation to convince your local commissioner/headteacher of the need for a focus on spoken language.
Use presentation for primary or secondaryschools to share information about progress in spoken language, and the impact of SLCN support with Ofsted inspectors
Use resources to ask children and young people what support they prefer
TCT Communication Champions summer 2018
Shared report with research school network
used the tool to create local stats to share with
schools and locality heads
Read the report, highlighted it at our department leads
meeting and shared with whole team
Shared report with AHP Strategic Lead,
he took presentation away to share with
commissioners
