Leadership

Survey of Paediatric Audiology Provision in England 2018

This report by the National Deaf Children’s Society reveals mounting problems in children’s audiology, as one in five deaf children face delays and a third miss school.

The report reveals that more than half of audiology services don’t know how many deaf children they see and a similar number are missing the Government’s target for children’s hearing aid repairs.

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Leadership Briefings 10.10(118)"
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      string(5082) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.RIGHT FROM THE STARTKeywordsNewborn,hearing,screeningprogramme,diagnosis,support,identification,teachers, SpeechLanguageTherapists,pre-schooldevelopment,GCSEsSummaryNewborn hearing screening programme was fully rolled out 10 years ago across England, butthere is still much to do to ensure that high quality early years support is in place followingdiagnosis. This report by the National Deaf Children’s Society shows the benefits of the testare being undermined by a lack of early years support for deaf babies and their families.The new data shows many families have little to no support after identification and issues accessinglocal services such as Teachers of the Deaf and Speech Language Therapists. Deaf children are nothitting pre-school development targets because they are being failed.Nearly 6.7 million babies have been screened since the newborn hearing programme was introduced,which has meant every week an average of 12,645 babies are screened of which 34 will be identifiedas deaf. Prior to this, children born deaf were often not identified until aged three or older, well pastthe critical ages for learning to read, write and make friends. An undiagnosed deaf child aged threewill only know 25 words, compared to the 700 words hearing child of the same age will know.Most babies born deaf are identified within a few weeks, however many are being let down becausethey are not receiving the level of support needed at this critical development stageMain Findings: ■ Just under a third (31%) of parents don’t feel they got the support they needed to make sure theirchild made good progress after being identified through newborn hearing screening. ■ The report also found a quarter (25%) of parents said they didn’t get any general advice onlanguage and communication development, following identification. ■ Over a fifth (22%) of parents said they couldn’t access the support they needed from Teachersof the Deaf who play a pivotal role in supporting their child’s education in the early years and atschool. ■ There are more than 45,000 deaf children living in the UK. Four babies are born deaf every day inthe UK. ■ More than 22,000 children in the UK have moderate to profound hearing loss in both ears. Morethan 20,000 children in the UK have mild hearing loss or deafness in one ear ■ One in five (770,000) pre-school children have glue ear at any one time. Eight out of ten childrenWeek Commencing 30th May 2016http://www.ndcs.org.uk/document.rm?id=11562Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.will experience glue ear before the age of 10. Glue ear is a build-up of sticky fluid behind theeardrum that prevents sound passing through the ear as well at it should. It is often but notalways linked with ear infections. Glue ear and ear infections are the most common reason forchildren to visit their GP. ■ Deaf children can do anything other children can do, given the right support. Without this support,deaf children and young people are vulnerable to isolation, abuse, bullying, poor self-esteem andlow levels of achievement. ■ Deafness is not a learning disability yes despite this deaf children are almost twice as likely to failto achieve five GCSEs, grades A* to C (including English and Maths), when compared with otherchildren.Recommendations: ■ The Government protect and invest in paediatric audiology services and support them to becomeaccredited so that parents can be sure their child is getting the best possible audiology support. ■ The Government and local authorities continue to protect funding for specialist education servicesfor deaf children, in recognition of the vital role that specialist Teachers of the Deaf play inensuring deaf children achieve the best possible outcomes in the early years. ■ Local authorities review the provision of communication support available to families in their areato ensure that the varying needs of families can be met at any one time. ■ Local authorities ensure that radio aids are more readily available to parents of deaf children sothat they can support their child’s spoken language and communication development. ■ The Government should take action to ensure there is sufficient provision across all localauthorities for specialist childcare for deaf children, and that mainstream staff receive the trainingand advice they need to effectively include deaf children. This should include action to supportparents with transport costs and to improve the listening environments of childcare settings.WEB LINKRight From The Starthttp://www.ndcs.org.uk/document.rm?id=11562"
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Leadership

Right From The Start

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Coping mediates the relationship between emotional intelligence (EI) and academic achievement. Contemporary Educational Psychology, 36(1): 60-70, p. 60.Davis, H.A. (2003). Conceptualizing the role and influence of student-teacher relationships on children’s social and cognitive development. Educational Psychologist, 38(4): 207-234.Tucker, C. M., Zayco, R. A., Herman, K. C., Reinke, W. M., Trujillo,M., & Carraway, K. (2002). Teacher and child variables as predictors of academic engagement among low-income African American children. Psychology in the Schools, 39: 477-488.Immordino-Yang (2016); van der Hoeven Kraft, K, J., Srogi, L., Husman, J., Semken, S., & Fuhrman, M. (2011). Engaging students to learn through the affective domain: A new framework for teaching in the geosciences. Journal of Geoscience Education, 59: 71-78; Shaughnessy, J. (2012). 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Journal of Child Psychology and Psychiatry, 51: 799-808.Havighurst, S., Wilson, K., Harley, A., Kehoe, C., Efron, D., & Prior, M. (2012). Tuning into kids: Reducing young children’s behavior problems using an emotion coaching parenting program. Child Psychiatry and Human Development (2): 247-264.Gottman et al. (1997).Havighurst et al. (2012); Katz, L., & Windecker-Nelson, B. (2006). Domestic violence, emotion coaching and child adjustment. Journal of Family Psychology, 20: 56-67. Katz, L.F., & Hunter, E.C. (2007). Maternal meta-emotion philosophy and adolescent depressive symptomatology. Social Development, 16: 343-360.Katz, L.F., Hunter, E., & Klowden, A. (2008). Intimate partner violence and children’s reaction to peer provocation: The moderating role of emotion coaching. Journal of Family Psychology, 22(4): 614-621; Katz et al. (2006); Cunningham, J.N., Kliewer, W., & Garnder, P.W. (2009). 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Developing Resilience with Emotion Coaching

4 Dec 2018

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      string(5137) "taketime to developtrusting relationships. All felt it was vital to develop a relationship with the parents, before broaching any concerns regarding their child’s development. In early years staff oftenraised concerns relatedto speech and language and/or social communication,with one SENCO noting that it was more challenging for parents to hear thattheir child is experiencingdifficulties in theseareas, as opposedto cognition and learning which may be raisedin a primary setting. Uniqueness of early yearsEarly years SENCOs could be working with three and four yearolds, or from birth to five years.  Thereare many different attendance patterns so a child may be at nursery part time orattend multiple settings. SENCOs pointed out that this could create a delay inidentifying SEN within the setting and/ or a delay in accessing support from multi-agencies:‘But you’ve only had them for a year and by the time you [ have] waited to let themsettle in… then you have your concerns, then you need a couple of reviews to say,actually what we’re putting in place isn’t working, time has gone and they are movingon [to school].’ On the other hand, they felt that early years settings wereflexible and met children’s needs without further interventions.  Some felt that some children’s needs becamemore apparent in a more formal school setting, where there were differentexpectations, different staffing levels and potentially less flexibility with provision.Some SENCOs experienced ‘professional frustration’ where theyfelt their in-depth knowledge of the child and family, and evidenced views werenot often given sufficient ‘weight’ in comparison to the view of a multi-agencyprofessionalWorking with multi-agency professionalsThis varied and finance was a constraint. ‘We also have reallygood links with [the] speech and language therapist. They are great. They come andsee the children in the setting and then work with practitioners supporting themon strategies and things,’ said one but another cited ‘long waiting lists and accessto support ‘did not appear joined up’, with another SENCO remarking that due tothe waiting times a child could be ‘well on their way to school’ before an assessmentis made and before they get any additional support.’Some had regular visits and were supported through assessmentsand observations; others took part in multi-agency meetings where decisions weretaken for immediate implementation. Some SENCOs cited a tension between themoral obligation to provide the correct support for a child whilst settingswere under financial pressure.RecommendationsThere should be more  targeted guidance relevant to the different early years’ settingsThere should be fair  representation of all early years’ settings in local and national policy      reviews to ensure that issues, and good practice, can be identified and      taken into account for all future policy making decisionsThere should be guidance on    the time allocated to the early years SENCO role in different settingsThere should be a job  description, specific for the early years SENCO roleThere should be more work   undertaken to develop understanding of the early years SENCO role across   the education, health and care sectorsThe sector needs to share good practice developed by early years SENCOs, particularly in relation to   developing family relationshipsThe sector needs to share  good practice demonstrated by early years SENCOs, in relation to  developing inclusive environments Agencies should share information  from the progress check at aged two between the child’s providers as    standard practiceThe report has come at a time when many nurseries are struggling. According to the Institute for Fiscal Studies,  a quarter of the nation’s nurseries were running at a deficit during lockdown: ‘The pandemic has hit demand for childcare hard: during the lockdown, when only vulnerable children and those with key worker parents were able to access childcare, fewer than 250,000 children 0 to 4 were attending childcare on a given day, compared to around 1.4 million before the pandemic. Since June, the sector has been allowed to serve all children in England, but even before the summer holidays, take-up peaked at 420,000 children.’A Nursery Workforce Survey and Report | 2019 (ndna.org.uk) showed that even then private and voluntary nursery employers are struggling to recruit Level 3 staff nurseries were struggling to recruit Level 3 staff, the backbone of the serviceThose that survive will need to provide an even more inclusive service than before and there is evidence aplenty in this useful report to set them on the right track. Identifying Special Educational Needs In The Early Years, nasen, 2020Challenges for the childcare market: the implications of COVID-19 for childcare providers in England -Jo   Blanden, Claire Crawford, Elaine Drayton, Christine Farquharson, Megan Jarvie and Gillian Paull NDNA Workforce Survey for England 2019 results"
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Child Assessment

Identifying Special Educational Needs In The Early Years

30 Nov 2020

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For each of these, boys were morelikely than girls to be satisfied with the amount of information they had. The proportions of pupilswho felt their school gave them enough information increased from Year 7 until Year 9, afterwhich the levels were stable. ■ 88% of participating schools provided information about the provision of teaching and otherinformation about smoking, drinking alcohol and drug use. All of these said that they taught pupilsabout smoking and drinking alcohol, and almost all said that they taught about drug use. ■ Most pupils had lessons on smoking, drinking and drug use at least once a year, although thisproportion varied between 87% and 99% according to the school year and the topic.Smoking ■ In 2014, less than one in five 11 to 15 year olds (18%) said that they had smoked at least once.This was the lowest level recorded since the survey began in 1982, and continues the declinesince 2003, when 42% of pupils had tried smoking. ■ 3% of pupils reported that they smoked at least one cigarette a week, the survey definition ofregular smoking. This is at a similar level to 2013, and confirms the decline since 2002, when10% of pupils were regular smokers. ■ The prevalence of smoking increased with age. The sample did not include any 11 year olds whosmoked regularly, and less than 0.5% of 12 year olds were regular smokers. Thereafter, theproportions increased with age, up to 8% of 15 year olds.Week Commencing 3rd August 2015http://www.natcen.ac.uk/media/1006810/Smoking-drinking-drug-use-2014.pdfhttp://www.natcen.ac.uk/media/1006810/Smoking-drinking-drug-use-2014.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/359483/DFE-RR286_-_Are_free_schools_using_innovative_approaches.pdfLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents. ■ Regular smoking was associated with other risky behaviours: drinking alcohol, taking drugs andtruancy. The influence of family and friends was also important. ■ Over a fifth (22%) of pupils had used e-cigarettes at least once. This included most pupils whosmoked cigarettes regularly (89%). E-cigarette use was considerably lower among pupils whohad never smoked (11%). ■ One in ten (10%) of pupils had used water pipe tobacco at least once. ■ Pupils who smoked were most likely to obtain cigarettes by being given them by other people;64% of current smokers. Just under half (46%) said that they bought cigarettes in shops, despitethe law which prohibits the sale of cigarettes to young people aged under 18. ■ The proportion of all pupils (not just smokers) who have tried to buy cigarettes in a shop has fallenfrom 10% in 2008 to 4% in 2014. Two-fifths (42%) of pupils who had tried in the last year alwayssucceeded in buying cigarettes. ■ The majority of pupils who smoked had asked someone to buy them cigarettes from a shop in thelast year (87% of regular smokers, 49% of occasional smokers). 91% of pupils who had done thishad been bought cigarettes at least once. ■ Among regular smokers, 46% had been smoking for at least a year. 56% had made an attempt togive up smoking but had not succeeded. ■ 81% of pupils reported having either a family member or a friend who smoked. This was morelikely for smokers (97% of regular smokers, 94% of occasional smokers) than non-smokers(46%). ■ Pupils who lived with other people who smoked were more likely to smoke themselves. In the lastyear, 64% of pupils reported being exposed to second hand smoke either in someone’s home(including their own) or in a car. ■ Pupils are less likely to condone smoking by someone of their age than in 2003. In 2014, 26%thought that it was OK to try smoking to see what it was like, compared with 48% in 2003. Therehas been a similar decline in the proportions who thought it was OK to smoke once a week. ■ Pupils were most likely to believe that their peers smoked to look cool in front of their friends(85%). Smokers were more likely to believe that people of their age smoked because of itseffects, for example, to cope with stress or because it gave them a good feeling. Non-smokerswere more likely to believe people of their age smoked in response to social pressures. ■ Parents were the most often named source of helpful information about smoking cigarettes (75%).Drinking alcoholLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential"
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Leadership

Survey of Smoking, Drinking and Drug Use among Young People in England

29 Jul 2015