Recovering The Lost Boys of St. Helens

A campaign called BLUSH is trying to lift young males out of their shocking language delay. Kathryn Boothroyd and Julie Hoodless report.

Young boy with teacher learning language skills

‘The Lost Boys’ a report published by Save The Children in July 2016 highlighted that there isn’t a single location in England where boys are outperforming girls in early language skills, or even coming close. And the report stated that the gender gap is at its most extreme in St. Helens, where boys start primary school over 17 percentage points behind their female peers.

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      string(2557) "to support the child’s understanding of language as they look at books together, either on a one-to-one basis or with a group of children. Teachers are encouraged to develop their own Blank templates based on the examples in the BLUSH boxes. Library staff use the skills learned on the training to improve the delivery of Read and Rhyme times in libraries. BLUSH is used to assess a child’s level of language and support understanding at the child’s level, as well as to facilitate development to the next level of language complexity. The provision of the question templates in the BLUSH boxes has enabled teachers and early years staff to implement this soon after the training session, so as to maximise the embedding of learning into everyday practice.The project is still being evaluated, but early feedback from teachers demonstrated that BLUSH has really helped them to put Blank into practice to support and develop children’s understanding in a way that they haven’t been able to do before. ‘As we have a provision for ASD and MLD pupils, the BLUSH materials have been extremely useful in working with the children. Additionally, the Speech & Language Therapy Service also recommended use of the materials, which made it really meaningful and purposeful. At our school we have used BLUSH to assess pupils’ comprehension at different levels and use it to address speech and language targets. We have also used the questioning examples to work on questioning in other areas of their learning’—Meena Viswanathan, SEN teacher, Rectory PrimaryThe partnership is paying dividends in terms of further work. Early Years support is of particular focus for both services, and future work is being planned around Speech and Language delivery from Libraries. This involves further improvements to Read and Rhyme times using the ASCEL (Association of Children’s and Education Librarians) quality toolkit, improving maternal mental health using techniques around pre-natal reading and singing and launching a new project, EmpathyLab, where books are used to instil empathy in children. It is an invaluable partnership that can only bring positive outcomes for the children of St Helens. Kathryn Boothroyd, is the Library Service Manager at St Helens Libraries.Julie Hoodless is the St Helens Paediatric Speech and Language Therapy Team Leader."
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Leadership

Reclaiming the Power of Speech

23 Jan 2019

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      string(5884) "to lectures you do not understand, and you might also get a bit wriggly! Watch these students when a whole class instruction is given. Do they respond to the language or rely on strategies such as copying others or being told again? To drill a little deeper, take the child aside and read them a short paragraph from a class book (ideally without showing pictures) and have a brief discussion. Depending on the incidence figures used, DLD (at 7.5%) is between 5 and 7 times more common than Autism Spectrum Disorder (ASD). The two conditions do have many features in common. They are both communication-related, and both may present in a variety of different ways. Students with ASD frequently have language difficulties, much like their peers with DLD. Similarly, some students with DLD may have social interaction difficulties, which are a key feature of ASD. A diagnosis of Language Disorder associated with ASD may also be given, so discriminating between the two can be very hard, but in general, restricted interests (a key feature of ASD) are not associated with DLD. Rather than dwell too much on the diagnosis, it is advised for school staff to take a functional approach.So once their needs are identified, what support do children and young people with DLD require in the classroom? 1. First and foremost is understanding. Language is everywhere and so it is crucial to learning, but a day of working so hard just to keep up is exhausting. At some point the student with DLD may reach overload. Having staff and peers who understand is an important first step.  2. Think about language. The classroom is a fantastic language learning environment, but also presents with many challenges for those with DLD. By thinking carefully about key words to be learned and simplifying instructions, the language used will be more effective.  3. Understanding of both written and spoken language can be supported by visuals and real objects. These might be formal symbols or a sketch on a mini whiteboard. The visuals help to anchor learning when the words get to be too much.  4. Evidence suggests that children with DLD need to hear words 2 to 3 times more than their typically developing peers. So, repetition is key.3 This might involve a brief pre-teaching of vocabulary before a crucial lesson or an opportunity to re-hear a story that has been read to the class.   5. Provide structure for expressive language. Story frames, ‘Talk for Writing’ and mind maps are all great examples of how simple visual frameworks can provide the support that students need to get their informal language into the more formal style required in school. Whichever you choose, teach it with simple examplesbefore applying it to more complex curriculum demands. ConclusionOne noticeable impact of the terminology mess, prior to the consensus around Developmental Language Disorder, has been the poor service provision. With lack of terminology comes lack of clarity, and without clarity, awareness, public profile and funding all suffer. The Bercow 10 Years on Review repeated the national review of speech, language and communication needs that was conducted by the now Speaker of the House of Commons, John Bercow (led on 10 years ago).4 Along with other SEN services, provision has been eroded, but this has been particularly acute for those not eligible for EHCP (Education, Health and Care Plan), and many children and young people with DLD fall into this category. DLD is a lifelong condition that does have serious lifelong impacts. Children and young people with DLD who are well supported can have very good outcomes. A young person who understands their own condition and is surrounded by family, staff and friends who also understand it, is far less likely to exhibit challenging behaviour. With adjustments in school, they are far more likely to stay in education. But the evidence suggests that to make change with language function, it requires long term and highly skilled interventions.5 This is a big ask when the two major funders of Speech and Language Therapy, the NHS and schools, are both so strapped for cash.The long-term objective is to ensure there are high levels of awareness of Developmental Language Disorder among professionals, families, young people and children. We have just started on this process, but October raising awareness of DLD days of 2018 and 2019 each really engaged, enthused and informed around 1 million people across the world. Please join in raising awareness of DLD, so we can ensure that they are identified and supported early and we don’t need Speech and Language Therapists in Youth Offending Teams. Stephen Parsons is Chair of the National Association of Professionals concerned with Language Impairment in Children (NAPLIC).ResourcesAfasic.org.uk – UK charity supporting families of children and young people with Speech, language and communication needs, including DLD.Naplic.org.uk – National organisation for professionals who work with children and young people with DLD. Naplic.org.uk/dld – Curated page with links to free, reliable information about DLD.NotesBishop, D. V. M., Snowling, M., Thompson, P. Greenhalgh, T., & CATALISE Consortium. (2016). “CATALISE: A multinational and multidisciplinary delphi consensus study. Identifying language impairments in children.” PLOS ONE, 11(12): e0168066. https://doi.org/10.1371/journal.pone.0158753Norbury, C., Gooch, D., Wray, C., Baird, G., Charman, T., Simonoff, E., Vamvakas, G. & Pickles, A. (2016). “The impact of nonverbal ability"
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Childfile

Child File: Addressing Developmental Language Disorder (DLD)

4 Dec 2018

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      string(443) "... www.teachingtimes.comThis month’s Child FileAll schools –particularly earlyyearsIntegrated working with other services – identification of  children with additional needs as early as possibleFor example, speech and language therapy, child and adolescent mental health services, family support services, intensive behaviour support, sexual health services,counselling services, drug and alcohol services ..."
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      string(5727) "This month’s Child FileExtended services The provision of extended services within and between schools and other settings has been a major step forward in prioritizing the needs of the child. It is anacknowledgment that in order to ensure the welfare of children and provide them with   an education they can access their broader needs and those of their familyneed to be considered.These child file materials look at the extended services agenda. They include:Child File 6.2  The core offer – a summary of  what the core offer is and examples of  what the provision might includeChild File 6.3  Areas for development – it is important that the cluster of  schools and other settings works together to consider what provision is available alreadyand what omissions there might be. Not all settings will need to or can provide everything. Signposting is an important feature of  the provision of  extended services.This worked example, shows how a setting might structure its own audit and feed in to the overall cluster plan. Child File 6.4  Finding out about the community – the provision of  extended services is a significant part of  the setting’s contribution  to community cohesion.In order to address the needs of  the community it is important for the setting to understand its catchment. This pro forma can be used as the form for collatinginformation.Child File 6.5  Other agencies within the community – part of  signposting is having an available directory of  all services available. This includes statutory,community and voluntary and private organizations. This is a starting point for listing those who you need as a ready reference.CHILD FILE 6.1http://www.teachingtimes.comThis month’s Child FileThe core offerThe core offer is the provision that all children and their families should have access to in and around their school. It includes:Primary Schools High-quality childcare 8am-6pm, 5 days a week, 48 weeks a year. Combined with a varied menu of  activities.For example, breakfast clubs, after-school clubs, holiday clubs, pre-school facilities, crèches, sports clubs, study support, arts and crafts workshops, dance and dramaclubs, ICT clubs, gifted and talented programmes, music tuition, cookery, activities weeks,  self-esteem programmes, inter-school competitions, intergenerationalactivitiesSecondary Schools Varied menu of  study support and enrichment activitiesFor example, homework clubs, study support, sports clubs, chess clubs, music tuition,  foreign languages, dance and drama, arts and crafts,  volunteeringopportunities, enterprise education, ‘catch up’ or ‘stretch’ activities, gifted and talented programmes, holiday clubs,  youth offer,   advice on drugs and health issues,school sport partnerships, sports leaders, Duke of  Edinburgh Award, computer games club, self-esteem programmes, inter-school competitions, intergenerationalactivities, babysitting coursesAll schools Access to parenting support and parenting programmesSignposting to national and local sources of  information, advice and support through family learning sessionsFor example, new parents evening, transition evenings, family information service, school newsletters, share programme, behaviour management information,keeping up with the children, dads and lads, PTA events (fetes, barbecues, bingo, barn dances), parents’ coffee morning, reading in class, volunteering in school,school nurse drop-in, parents evening, family literacy and numeracy programmes, translation services, toy libraries, parents’ forum, parent governors, internetsafety sessionsCHILD FILE 6.2http://www.teachingtimes.comThis month’s Child FileAll schools –particularly earlyyearsIntegrated working with other services – identification of  children with additional needs as early as possibleFor example, speech and language therapy, child and adolescent mental health services, family support services, intensive behaviour support, sexual health services,counselling services, drug and alcohol services, teenage pregnancy services, domestic violence teams, local police, relate,   bereavement services, special educationalneeds support services, educational social worker services,   connexions,   social services, educational psychologists, therapeutic services,   drop in health sessions,credit unionsAll schools Community access to appropriate facilities. Access to adult learningFor example, ICT clubs (including e-mail, internet, digital photography), sports, arts,   community and voluntary groups, martial arts groups,  first aid courses,nutritional awareness courses, managing finances courses, jobhunting (interviews and CVs) guidance,   adult learners’ weeks, local colleges and training providers,fitness/ aerobics classes,   language courses,   recycling programmes,   book clubs,   life skills courses, intergenerational activities, ESOL, adult and communitylearninghttp://www.teachingtimes.comThis month’s Child FileCHILD FILE 6.3Areas for developmentThis table can help a cluster identify what is available in an area and what is missing. 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Special Needs

Child File 6.1 - Extended Services

9 May 2010

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      string(5922) "good attalking but not so good at listening.” From this came astaff development programme on how to modify adultlanguage (‘chunking’ instructions, using visual supportsand so on), and work in classes on listening skills. At theend, children repeated their classroom observations andfound positive changes.The case studies of work at Watercliffe Meadow andElizabeth Garrett Anderson (see below) provide furtherexamples of whole school developments. What theyall seem to have in common is a multi-level approach,working simultaneously at the levels of everyday classroomcurriculum practice, ‘catch-up’ interventions for groups ofchildren, and more specialist interventions for those withthe greatest difficulties (see figure 1). Also evident is thepartnership with local speech and language therapy services.I am finding an increasing trend for schools to commissionthese services, as in the Coventry and Waltham Forestexamples below.First, though, let’s look at Watercliffe Meadow PrimarySchool in Sheffield, where the headteacher and her staffhave a shared vision about the importance of meeting55www.teachingtimes.com n Vol 3.1InclusionCurriculum Innovationchildren’s speech, language and communication needs– with good reason. In January 2010, 29 out of 39 childrenin the school’s nursery, due to start their reception year inSeptember 2010, had language levels of 18 months to 2years 6 months on the Early Years Foundation Stage ‘Agesand Stages’ measure.The school’s strategy to tackle language needs includesworking with parents and carers, good systems foridentifying language needs and careful tracking of children’sprogress. There is an absolute expectation that all parentsand carers will come into school for workshops when theirchildren start nursery. The first workshop is aptly titled ‘It’sgood to talk’. It includes the experience of trying to talk witha spoon in your mouth, to get across important messagesabout the use of dummies.Everyday learning and teaching is reviewed anddeveloped to make sure it promotes language development.The school uses some of the extra time they have bought infrom the Sheffield speech and language therapy service toprovide training and model ways of working. In key stages1 and 2, after training from the education writer and adviserFigure 1: A multi-level approachSpecialistInterventionsSmall-group intervention for children who need additional helpEveryday practice in classrooms that develops communication skillsIndividual childrenSome childrenAll childrenPie Corbett, there is a ‘Talk across the curriculum’ approachin all classes.There are well-planned interventions to provide extrahelp for children who need it. In nursery and receptionclasses there are language groups which pre-teach keyvocabulary a week before the children are going to meet it ina new topic. The ‘Talking Partners’ small group interventionfrom Education Bradford runs in the reception year to year 4.Working with therapistsAt Elizabeth Garrett Anderson Language College in Camden,London, staff have worked with the local speech andlanguage therapy service to improve pupils’ attainment bybuilding their communication skills. Work is at three levels– individual therapy for pupils with significant difficulties,targeted small group work, and whole-school approaches tolearning and teaching in classrooms. All year 7 pupils havebeen screened and those needing help with communicationskills access six-week modules of small group work. Thereare modules, for example, on active listening, and socialcommunication skills.56 Vol 3.1 n www.teachingtimes.comInclusion Curriculum InnovationThe national year of communication 2011: some ideas for schoolsAn adult Communication Champion in every school – and pupil champions tooAmbassadors for Talk in each subject departmentHave a talk-only day in school – no writing!Learning each other’s languages – from sign language to Teen Teach (pupils teach adults text speak, street talk and Facebook lingo)to home languagesMind your language – practitioner/teacher word count challenge, to see who can use concise ways of getting an idea or instructionacrossPodcasting, soapboxes, debates and Speakers’ CornersSchool and class MOTs for communication-friendly environments, carried out by pupilsnnnnnnnSpeech and language therapists team-teacheveryday lessons, working with one faculty at a time,and highlighting ways of adapting questioning styles,supporting pupils’ listening skills, and developing the skillsneeded for group discussion. Science staff, for example,have focused on how to improve explanations throughclearer definitions of terms and increased repetition. Eachpupil and class involved is monitored carefully to evaluatethe impact of the programme. Evidence to date showsimproved learning and behaviour. Pupils describe thebenefits as increased ability to listen and focus, and havingan expectation now that they should understand what theyhear in a lesson.In Coventry, a cluster of schools commissioned a‘Language Acquisition and Competence’ team, madeup of teachers and speech and language therapists. Themotivation was the low levels of language at entry toprimary school and the subsequent impact that had onachievement.The therapists work directly with individual children andhelp staff support pupils across the curriculum. The teamhave developed resources such as ‘Chatter Cards’ whichcan be attached to buggies and provide ideas for parentsand carers on developing their child’s communication skills.Another resource is ‘Science Speak’, a file"
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Leadership

Championing communication skills

4 May 2011

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