Leadership

Preparing For Literacy: Improving Communication, Language And Literacy In The Early Years

This guidance report from the Education Endowment Foundation (EEF) reviews the best available research to offer early years professionals practical “do’s and don’ts” to make sure all children start school with the foundations they need to read and write well.

The report considers how a wide range of different activities – like singing, storytelling and nursery rhymes – can help to develop children’s early reading. It offers seven recommendations designed to support early years professionals to improve the communication, language and early literacy skills of all their pupils – particularly those from disadvantaged homes. Previous analysis by the EEF found there was already a 4.3 month gap between poorer pupils and their classmates before school starts.

Create an account to read this article

£7.00+ VAT

One-off purchase

Purchase and Download today

Register for free

No Credit Card required

Register for free
Access to 3 free articles
Free TeachingTimes Report every month

array(8) {
  ["distinct_key"]=>
  string(10) "post#43900"
  ["title"]=>
  string(38) "Unlocking Talent, Fulfilling Potential"
  ["categories"]=>
  array(1) {
    [0]=>
    string(10) "Leadership"
  }
  ["url"]=>
  string(54) "https://www.teachingtimes.com/unlocking-talent_020118/"
  ["post_date_timestamp"]=>
  int(1514979943)
  ["objectID"]=>
  string(12) "post-43900-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(268) "Vulnerable children, including those in care and those with SEND are particularly likely to underperform at school. This DfE report recognises the extra help these children need and pledges a review of the ‘children in need’ system.
Leadership Briefing 12.05 (137)"
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(453) "... support early language development. Form a partnership with Public Health England to enable health visitors and early years practitioners to identify and support children’s early speech, language and communication needs. Provide £50 million funding to create more high-quality school-based nursery provision for disadvantaged children. Identify communities with ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(38) "Unlocking Talent, Fulfilling Potential"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(268) "Vulnerable children, including those in care and those with SEND are particularly likely to underperform at school. This DfE report recognises the extra help these children need and pledges a review of the ‘children in need’ system.
Leadership Briefing 12.05 (137)"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5491) "The social mobility strategy provides a focus on closing the education gap between rich and poor children. However, it will be a challenge for the Government to deliver a step change in social mobility in the face of on-going cuts to benefits and public services, and the projected dramatic rise in child poverty over the next five years. To be effective, this strategy must form part of a wider cross-Government commitment to a country that works for all children. Main Points:Identify and spread evidence-based home learning environment programmes that support early language development. Form a partnership with Public Health England to enable health visitors and early years practitioners to identify and support children’s early speech, language and communication needs. Provide £50 million funding to create more high-quality school-based nursery provision for disadvantaged children. Identify communities with low take-up of early education – particularly for disadvantaged children – and provide bespoke support to improve this. Develop and deliver a comprehensive offer of support to improve early language and literacy – especially for disadvantaged pupils. Spread best practice to where it is needed, including from high performing local authorities to underperforming areas. Improve the outcome goals in reception, with a particular focus on reducing burdens and strengthening literacy and numeracy in the early years. Identify and share best practice on what should be taught in reception year. Ensure the accountability regime gives full credit to what teachers and leaders achieve in challenging schools. Ensure that the consequences of accountability are about securing the right support at the right time, rather than simply imposing punitive sanctions or structural change. Introduce smarter incentives to train, attract and retain the best teachers in challenging areas. Provide £30 million in tailored support to schools with disadvantaged intakes that are facing significant recruitment and retention challenges. Provide an enhanced offer of early career support by strengthening qualified teacher status (QTS), and support clearer career pathways and improved professional development for all teachers. Transform the quality of professional development available in challenging areas, by investing over £115 million in evidence-based approaches. Prioritise the growth and coverage of high quality MATs and Teaching Schools in challenging areas. Provide £300 million of targeted, evidence-based school improvement support for underperforming schools across the country. Increase access to the most effective curriculum support in more challenging areas and schools.Extending the reach of the free school programme to benefit more areas of educational underperformance. Make sure our system can benefit from the full range of expertise from across the education sector. Prioritise work to understand the needs of the most vulnerable children and how best to improve their outcomes. Transform the quality of Alternative Provision (AP) and special provision. Ensure that disadvantaged pupils can access the core academic subjects that unlock opportunity. Spread evidence-based approaches to supporting disadvantaged pupils. Young people who currently choose a technical route face a fragmented and confusing system.Young people who have fallen behind their peers by age 16 then find it harder to catch up and have options shut off. Young people from less advantaged backgrounds are less likely to enter high quality higher education. Actions:Introduce the first T levels from 2020.Review higher technical education at level 4 and 5. Incentivise more employers to provide quality apprenticeships through the apprenticeship levy. Develop and increase the take-up of degree apprenticeships.Develop a further education improvement support structure. Invest in further education college leaders to raise standards. Establish new Institutes of Technology. Invest the resources and capacity needed to make further education colleges centres of excellence for maths and English. Introduce a new transition year, with English and maths as a key component, for 16-year-olds who are not ready for more advanced academic or technical study or employment. Ensure higher education providers spend their access and participation funding effectively, targeting low participation areas. Improve transparency of widening participation practices to encourage applications to the most selective higher education institutions. Ensure every young person has at least seven encounters with employers during their education. Improve the quality of careers advice in school.Improve the advice available outside of education to young people and adults, including those who need the most support. Provide an Essential Life Skills programme in targeted areas, alongside a national mentoring programme. Introduce a National Retraining Scheme.  Improve adult basic skill provision. Provide more flexible provision to develop advanced skills. WEB LINK Unlocking Talent, Fulfilling Potential KeywordsSocial mobility, talent, potential, SEND, vulnerable children, underperform, children in need, child poverty, best practice"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(10) {
        [0]=>
        string(5) "early"
        [1]=>
        string(5) "years"
        [2]=>
        string(9) "improving"
        [3]=>
        string(13) "communication"
        [4]=>
        string(8) "language"
        [5]=>
        string(8) "literacy"
        [6]=>
        string(12) "professional"
        [7]=>
        string(11) "development"
        [8]=>
        string(6) "social"
        [9]=>
        string(12) "disadvantage"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Leadership

Unlocking Talent, Fulfilling Potential

3 Jan 2018

array(8) {
  ["distinct_key"]=>
  string(10) "post#93718"
  ["title"]=>
  string(37) "Making  Research  Usable For Teachers"
  ["categories"]=>
  array(4) {
    [0]=>
    string(5) "Blogs"
    [1]=>
    string(24) "Professional Development"
    [2]=>
    string(8) "Research"
    [3]=>
    string(23) "Teachers as Researchers"
  }
  ["url"]=>
  string(89) "https://www.teachingtimes.com/evidence-informed-teaching-and-teacher-professional-status/"
  ["post_date_timestamp"]=>
  int(1617985234)
  ["objectID"]=>
  string(12) "post-93718-2"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(181) "Is research out of touch with the very people who need to use its insights – teachers? Karen Wespieser argues for a more authentic connection between researchers and the classroom"
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(487) "... 2009:6. https://www.campbellcollaboration.org/education-updates/reduction-of-bullying-in-schools.html. Accessed 07/11/2019. [iv] Education Endowment Foundation (2018a) Preparing for Literacy: Improving Communication, Language and Literacy in the Early Years’, London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/tools/guidance-reports/preparing-for-literacy/. Accessed ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(6) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(37) "Making  Research  Usable For Teachers"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["author"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(15) "Karen Wespieser"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(181) "Is research out of touch with the very people who need to use its insights – teachers? Karen Wespieser argues for a more authentic connection between researchers and the classroom"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(2203) "different ways that researchers can be present in schools – as governors, as mentors, as readers, as researchers-in-residenceEngage outside of your echo-chamber by following hashtags on social media not just individuals.Karen is a social researcher and has worked in the education sector for twenty years. She is passionate about increasing and communicating the use of evidence in education to positively impact the lives of young people. Karen is the Chief Operations Office at Teacher Tapp and Parent Ping, a school governor, trustee of education charity Parentkind, and a mum of two. In December 2020 she was awarded an MBE for services to children and young people with special educational needs and disabilities, particularly during the COVID-19 response.References[i] The Economist. (2018). England has become one of the world’s biggest education laboratories. https://www.economist.com/britain/2018/03/31/england-has-become-one-of-the-worlds-biggest-education-laboratories. Accessed 07/11/2019. [ii] Connolly, P., Keenan, C., & Urbanska, K. (2018). The Trials of Evidence-Based Practice in Education: A Systematic Review of Randomised Controlled Trials in Education Research 1980-2016. Educational Research. https://doi.org/10.1080/00131881.2018.1493353. Accessed 07/11/2019. [iii] Farrington, D. P., Ttofi, M. M. School-Based Programs to Reduce Bullying and Victimization. Campbell Systematic Reviews 2009:6. https://www.campbellcollaboration.org/education-updates/reduction-of-bullying-in-schools.html. Accessed 07/11/2019. [iv] Education Endowment Foundation (2018a) Preparing for Literacy: Improving Communication, Language and Literacy in the Early Years’, London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/tools/guidance-reports/preparing-for-literacy/. Accessed 07/11/2019.[v] Education Endowment Foundation (2018b) Metacognition And Self-regulated Learning, London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/tools/guidance-reports/metacognition-and-self-regulated-learning/. Accessed 07/11/2019."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(7) {
        [0]=>
        string(5) "early"
        [1]=>
        string(5) "years"
        [2]=>
        string(9) "improving"
        [3]=>
        string(13) "communication"
        [4]=>
        string(8) "language"
        [5]=>
        string(8) "literacy"
        [6]=>
        string(6) "social"
      }
    }
    ["categories"]=>
    array(4) {
      [0]=>
      array(3) {
        ["value"]=>
        string(5) "Blogs"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(4) {
        ["value"]=>
        string(42) "Professional Development"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(2) {
          [0]=>
          string(12) "professional"
          [1]=>
          string(11) "development"
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(8) "Research"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [3]=>
      array(3) {
        ["value"]=>
        string(23) "Teachers as Researchers"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["tags"]=>
    array(2) {
      [0]=>
      array(3) {
        ["value"]=>
        string(12) "Non homepage"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(8) "Research"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Blogs

Making Research Usable For Teachers

9 Apr 2021

array(8) {
  ["distinct_key"]=>
  string(10) "post#40066"
  ["title"]=>
  string(46) "Nipping the effects of disadvantage in the bud"
  ["categories"]=>
  array(1) {
    [0]=>
    string(10) "Leadership"
  }
  ["url"]=>
  string(70) "https://www.teachingtimes.com/nippingtheeffectsofdisadvantageinthebud/"
  ["post_date_timestamp"]=>
  int(1351598410)
  ["objectID"]=>
  string(12) "post-40066-1"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(222) "To avoid the consequences of disadvantage, Bradford have
launched All Aboard, an intervention programme that meets
the developmental needs of children in the Early Years with
commendable success."
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(481) "... area of ‘Communication, Language and Literacy’ is significantly higher thanthat of the control group, suggesting that All Aboard is a powerful intervention forsupporting children’s language development in the early years.http://www.education.gov.uk/childrenandyoungpeople/earlylearningandchildcare/delivery/education/a0068102/early-years-foundation-stage-eyfshttp://www.education.gov.uk ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(4) {
      ["value"]=>
      string(55) "Nipping the effects of disadvantage in the bud"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(12) "disadvantage"
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(222) "To avoid the consequences of disadvantage, Bradford have
launched All Aboard, an intervention programme that meets
the developmental needs of children in the Early Years with
commendable success."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(3) {
        [0]=>
        string(5) "early"
        [1]=>
        string(5) "years"
        [2]=>
        string(12) "disadvantage"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5854) "Aboard pilot projectand to support theroll out of All Aboard in these eight different settings. Training included an overviewof the background to and theoretical basis of All Aboard, organisational issues such asplanning and delivering the sessions and evaluation procedures.All Aboard was delivered for a total of twelve weeks in each of the settings, withthree one hour enhanced sessions being delivered each week. Six children from eachsetting were chosen to participate, although some nurseries chose to run All Aboardboth during both morning and afternoon sessions, thus involving up to 12 children. Theformat of the All Aboard sessions was consistent with the original pilot project, but thecontent varied between settings depending on the setting’s planning and the children’sindividual needs and interests.Results of the AllAboard projectChildren’s progress wasmeasured at the beginningand the end of the projectusing the settings’ ‘MyLearning Picture’ data(linked to progress on theEarly Years FoundationStage – EYFS) andcomparison made with aparallel Early Years cohort.A qualitative statementwas also provided by theteachers about each of thechildren’s responses to theAll Aboard intervention,and feedback gatheredfrom the parents.In total, EYFS datawas collected on 33 children. Nationally, children are expected to make one fullpoint progress in each of the areas of Learning and Development over a twelve-month period. This is regarded as ‘good’ progress. Proportionally this equates toapproximately 0.3 points per term. As All Aboard ran for two terms, good progresswould be shown by children making progress greater than or equal to 0.6 points.The results show that children in the All Aboard group made greater progressover a similar time period to the children in the control cohort. This suggests thatthere is a value-added element to implementing the All Aboard programme, and thatAll Aboard is successful in improving outcomes for vulnerable children.Graph 1Graph 1 indicates that All Aboard children made above expected levels of progress(0.6 points) in all areas. While most progress was made in the area of ProblemSolving, Reasoning and Numeracy, the difference between the All Aboard result andthe control group is relatively small (0.1 point). Similarly although progress in PSEis higher than the control group, this is also by only 0.1 point. The progress madein the area of ‘Communication, Language and Literacy’ is significantly higher thanthat of the control group, suggesting that All Aboard is a powerful intervention forsupporting children’s language development in the early years.http://www.education.gov.uk/childrenandyoungpeople/earlylearningandchildcare/delivery/education/a0068102/early-years-foundation-stage-eyfshttp://www.education.gov.uk/childrenandyoungpeople/earlylearningandchildcare/delivery/education/a0068102/early-years-foundation-stage-eyfshttp://www.education.gov.uk/childrenandyoungpeople/earlylearningandchildcare/delivery/education/a0068102/early-years-foundation-stage-eyfs94Vol 4.2School Leadership Todaywww.teachingtimes.comPrimaryFileLeadershipResourcesGraph 2Graph 2 shows that comparing the progress of the All Aboard Children with Englishas an additional language to that made by the children with English as an additionallanguage in the control group, All Aboard children made greater progress.In contrast, All Aboard children with English as their first language made lessprogress than the similar children from the control group. The exception to this is inCommunication Language and Literacy, where the All Aboard Children made greaterprogress.95Vol 4.2School Leadership Todaywww.teachingtimes.comPrimaryFileLeadershipResourcesQualitative feedbackThis feedback was collected from the Early Years practitioners working with the childrenin the All Aboard group. Feedback fell into three key areas: increased confidence,improved social skills and increased attention and concentration.Increased confidence was the most common aspect commented upon in relation tochildren’s progress. Comments were made about children’s social confidence:“Jamila is quite different in the classroom to how she is during ‘All Aboard’ sessionsand with mum in the reception area. Her language in the Nursery rooms is still notforthcoming but during ‘All Aboard’ sessions she has said a friend’s name and in thereception area will converse quite happily with staff showing she can speak in fullsentences and hold a two-way conversation. Her body language in class is much moreresponsive now and she looks happier – smiles, nods and also relaxed with both adultsand children.”Practitioners also commented that children were more confident about tacklingnew skills in the All Aboard group:“Mark never attempted to make marks or draw pictures.His mum said that at home he would never entertain colouringor drawing pictures. Again it was nearly halfway through theprogramme when Mark started to draw an M. Now he is makinggood progress when writing his name and he now spends timedrawing pictures.”Children were reported as having developed new friendshipsthrough the All Aboard group, and developed social skills thathelp them interact with the other children:“Eve started out in the group as a child who would only talkabout her own interests. She didn’t listen to the other children orjoin in with their discussions. She kept herself separate from theothers in the group. Then during a circle time she was asked totake turns choosing a toy animal from a bag and say the sound ofthe animal. Eve found"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(8) {
        [0]=>
        string(5) "early"
        [1]=>
        string(5) "years"
        [2]=>
        string(9) "improving"
        [3]=>
        string(13) "communication"
        [4]=>
        string(8) "language"
        [5]=>
        string(8) "literacy"
        [6]=>
        string(11) "development"
        [7]=>
        string(6) "social"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Leadership

Nipping the effects of disadvantage in the bud

30 Oct 2012

array(8) {
  ["distinct_key"]=>
  string(10) "post#44346"
  ["title"]=>
  string(22) "Communicating for Life"
  ["categories"]=>
  array(5) {
    [0]=>
    string(10) "Conditions"
    [1]=>
    string(6) "Family"
    [2]=>
    string(13) "Mental Health"
    [3]=>
    string(13) "Special Needs"
    [4]=>
    string(9) "Wellbeing"
  }
  ["url"]=>
  string(51) "https://www.teachingtimes.com/communicatingforlife/"
  ["post_date_timestamp"]=>
  int(1536575548)
  ["objectID"]=>
  string(12) "post-44346-2"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(367) "Students who have speech, language and communication needs are not receiving the support they need to achieve their potential. Caroline Wright discusses the results of a new report that shows a decline in educational practices that support verbal communication skills development and highlights what can be done to improve this ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(448) "... an area of pronounced social disadvantage. International Journal of Language and Communication Disorders, 46(6): 657–664.        McCool S and Stevens IC. (2011). Identifying speech, language and communication needs among children and young people in residential care. International Journal of Language and Communication Disorders, 46(6): 665–674.        Norbury, C ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(6) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(22) "Communicating for Life"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["author"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(15) "Caroline Wright"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(406) "Students who have speech, language and communication needs are not receiving the support they need to achieve their potential. Caroline Wright discusses the results of a new report that shows a decline in educational practices that support verbal communication skills development and highlights what can be done to improve this crucial area for many vulnerable students."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(3) {
        [0]=>
        string(13) "communication"
        [1]=>
        string(8) "language"
        [2]=>
        string(11) "development"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5309) "language after the reception year, the most effective schools made use of the available tools, such as the Cognitive Abilities Test (CAT), to track pupils’ progress in spoken language.9. Listening to children and young people: In line with the ethos of the Children and Families Act (2014), schools should involve children and young people with SLCN in discussions about their support. There are resources which schools can use to support consultation with children and young people with SLCN on the Bercow: Ten Years On website.10. Embedded in policy: School leaders advised us that having a whole school speech, language and communication policy did not necessarily guarantee positive change and could become a tick box exercise. Instead, speech, language and communication should be embedded in other policies, such as literacy, behaviour and wellbeing policies. In the report we specifically recommend that school leaders should ensure that the importance of spoken language is reflected in their school’s special educational needs (SEN) information report.Local good practiceThe Academies Enterprise Trust ran a pilot project across eight of its academies, building early identification into their regular data analysis and prioritising a whole school approach linked to their SEN strategy. They:Improved identification by looking at expected prevalence and ‘red flags’Used school data and language measures to track progressCarried out intervention in and out of the classroomProvided professional development for a more skilled and confident teaching staffCarried out training and level 3 qualifications for support staff, maximising impactIf you work in a school or other education setting, we encourage you to use this list as a starting point for a discussion about the way you currently support children and young people with SLCN, and any actions you could take to improve that support. Resources to support you are available: www.bercow10yearson.com/schools-and-colleges/ What next for Bercow: Ten Years On?The RCSLT and I CAN are continuing to work together to pursue the implementation of the recommendations within the report, and will publish an update on progress in March 2019. We hope you will join us in making a commitment to take action which will improve support for children and young people with SLCN. If you would like to see change happen at a national level, you may wish to sign the petition calling on the Government to implement the recommendations, which has been tabled on the Parliament website and will remain open until 26 September 2018: https://petition.parliament.uk/petitions/215643 Caroline Wright is the Policy Adviser at the Royal College of Speech and Language Therapists.References        Bryan K., Freer J. ,& Furlong C. (2007). Language and communication difficulties in juvenile offenders. International Journal of Language and Communication Disorders, 42(5): 505–520.        Department for Children, Schools and Families. (2008). The Bercow Report: A review of services for children and young people (0–19) with speech, language and communication needs. http://dera.ioe.ac.uk/8405/7/7771-dcsf-bercow_Redacted.pdf        Hollo, A,. Wehby, J.H., & Oliver R.M. (2014). Unidentified language deficits in children with emotional and behavioral disorders: A meta-analysis. Exceptional Children 80(2): 169–186.        Law, J., McBean, K. & Rush, R. (2011). Communication skills in a population of primary school‑aged children raised in an area of pronounced social disadvantage. International Journal of Language and Communication Disorders, 46(6): 657–664.        McCool S and Stevens IC. (2011). Identifying speech, language and communication needs among children and young people in residential care. International Journal of Language and Communication Disorders, 46(6): 665–674.        Norbury, C.F., Gooch, D., Wray, C., Baird, G., Charman, T., Simonoff, E., Vamvakas, A. & Pickles, A. (2016). The impact of nonverbal ability on prevalence and clinical presentation of language disorder: Evidence from a population study. Journal of Child Psychology and Psychiatry, 57(11): 1247–1257.        Ripley, K. & Yuill, N. (2005). Patterns of language impairment and behaviour in boys excluded from school. British Journal of Educational Psychology, 75: 37–50.Further reading        Developmental language disorder: Suffering in Silence by Adi Bloom, TES, 2 February 2018: https://www.tes.com/news/suffering-silence-1        What Works database: https://www.thecommunicationtrust.org.uk/whatworks         Education Endowment Foundation: Oral language interventions https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/oral-language-interventions/        RCSLT guide to employing a speech and language therapist – what schools need to know: https://www.rcslt.org/speech_and_language_therapy/commissioning/employing_an_slt"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(9) {
        [0]=>
        string(5) "early"
        [1]=>
        string(5) "years"
        [2]=>
        string(13) "communication"
        [3]=>
        string(8) "language"
        [4]=>
        string(8) "literacy"
        [5]=>
        string(12) "professional"
        [6]=>
        string(11) "development"
        [7]=>
        string(6) "social"
        [8]=>
        string(12) "disadvantage"
      }
    }
    ["categories"]=>
    array(5) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Conditions"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(6) "Family"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(13) "Mental Health"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [3]=>
      array(3) {
        ["value"]=>
        string(13) "Special Needs"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [4]=>
      array(3) {
        ["value"]=>
        string(9) "Wellbeing"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["tags"]=>
    array(12) {
      [0]=>
      array(3) {
        ["value"]=>
        string(6) "Bercow"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(4) {
        ["value"]=>
        string(29) "Communication Skills"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(false)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(13) "communication"
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(18) "effective practice"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [3]=>
      array(3) {
        ["value"]=>
        string(5) "I CAN"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [4]=>
      array(4) {
        ["value"]=>
        string(26) "Language Disorder"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(false)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(8) "language"
        }
      }
      [5]=>
      array(4) {
        ["value"]=>
        string(28) "Language Impairment"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(false)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(8) "language"
        }
      }
      [6]=>
      array(3) {
        ["value"]=>
        string(21) "looked after children"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [7]=>
      array(4) {
        ["value"]=>
        string(58) "Royal College of Speech & Language Therapists"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(false)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(8) "language"
        }
      }
      [8]=>
      array(3) {
        ["value"]=>
        string(4) "SLCN"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [9]=>
      array(4) {
        ["value"]=>
        string(37) "social disadvantage"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(2) {
          [0]=>
          string(6) "social"
          [1]=>
          string(12) "disadvantage"
        }
      }
      [10]=>
      array(4) {
        ["value"]=>
        string(25) "Social Wellbeing"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(false)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(6) "social"
        }
      }
      [11]=>
      array(4) {
        ["value"]=>
        string(36) "Speech and Language Therapy"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(false)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(8) "language"
        }
      }
    }
  }
}

Conditions

Communicating for Life

10 Sep 2018

Cookie	Duration	Description
cookielawinfo-checbox-analytics	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Analytics".
cookielawinfo-checbox-functional	11 months	The cookie is set by GDPR cookie consent to record the user consent for the cookies in the category "Functional".
cookielawinfo-checbox-others	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Other.
cookielawinfo-checkbox-necessary	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookies is used to store the user consent for the cookies in the category "Necessary".
cookielawinfo-checkbox-performance	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Performance".
viewed_cookie_policy	11 months	The cookie is set by the GDPR Cookie Consent plugin and is used to store whether or not user has consented to the use of cookies. It does not store any personal data.

Create an account to read this article

£7.00+ VAT

Register for free

Cookies