Child File – The Graduated Response: making it effective in an early years setting – Part 2

Child File - The Graduated Response: making it effective in an early years setting - Part 2

Following on from the theoretical presentation of the graduated response in the last issue, this case study show how one primary school is putting it into practice.
As you read and reflect on it consider:

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#43678"
  ["title"]=>
  string(56) "Achieving best value from your Pupil Premium allocations"
  ["categories"]=>
  array(3) {
    [0]=>
    string(9) "Inclusion"
    [1]=>
    string(9) "Inclusion"
    [2]=>
    string(27) "Inclusion and Pupil Premium"
  }
  ["url"]=>
  string(62) "https://www.teachingtimes.com/ecj61-pupil-premium-allocations/"
  ["post_date_timestamp"]=>
  int(1497961882)
  ["objectID"]=>
  string(12) "post-43678-2"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(153) "Brian Lamb examines why parents should be at the centre of good school practice on SEND if you want to improve attainment and outcomes."
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(343) "... additional time devoted to these meeting daunting by the end of the pilot many schools were planning to role the approach out on a whole school basis due to the dramatic impact this was having on the positive culture of engagement within the school. (Humphries 2011). The structured conversation was ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(6) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(56) "Achieving best value from your Pupil Premium allocations"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["author"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(14) "Brian Lamb OBE"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(153) "Brian Lamb examines why parents should be at the centre of good school practice on SEND if you want to improve attainment and outcomes."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(3) {
        [0]=>
        string(6) "school"
        [1]=>
        string(4) "send"
        [2]=>
        string(4) "send"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5851) "KS2 and 3.6 APS for secondary schools. The overall longitudinal changes were as follows in table 1. Table 1: Longitudinal changes in yearly APS among target group pupils from 20111-2015, source, PwC, 2016Schools also improved attendance and behaviour with a reduction in exclusions and increased parental engagement. (PWC 2016)The parental involvement element of the approach was progressed by an open dialogue approach developed through a series of structured conversations between the classroom teacher and parents which provided a platform from which parents could effectively engage in the learning process. The conversation allowed parents to discuss their aspirations and also share their knowledge of their child with teachers and professionals. There were a number of key stages. The explore stage enabled a better understanding of the pupil and his/her needs, existing provision, what had worked well in the past and what barriers there were to achievement. At the focus stage, the aim was to be explicit about the nature of aspiration and need, to clarify key issues and their impact on progress, and to identify priorities. At the plan stage it was for parents and staff to plan, agree and set challenging but achievable targets that addressed the key identified issues and may also be used for assessing progress. Parents would also be encouraged to contribute ideas for how they might support progress. The emphasis was on setting targets that were not too complex or detailed and were framed in accessible, jargon-free language. The final review stage was used to summarise the key points of the meeting, clarify the next steps and arrange dates for further meetings or communication. The evaluation showed that the structured conversion built;More effective and constructive partnerships between Parents/Carers and the school community;Enhanced Parent/Carer, pupil, and teacher aspirations for pupil achievement;Improved quality of information-flow between Parents/Carers and the school;Increased confidence and the ability to address barriers to pupil achievement and outcomes;Contributed to significant improvements in progression.The approach was “effective in giving parents a voice that was listened to, changing the dynamic of teacher– parent relationships and allowing effective school–home partnerships to be developed. Significantly, the benefits were seen in schools without pre-existing positive relationships with parents,” (Lendrum et al, 2013, Humphries et al., 2011) It was noted that it was important to ensure that structured conversations happened at least twice a year but ideally more. In the research programme these conversations were usually once a term and for duration of between half an hour and three quarters of an hour on average. “the frequency of SCs, the emphasis on giving parents a voice and listening to this, sharing the setting of targets and the focus on positive achievements are also important factors.” (Lendrum 2013) While schools initially found the additional time devoted to these meeting daunting by the end of the pilot many schools were planning to role the approach out on a whole school basis due to the dramatic impact this was having on the positive culture of engagement within the school. (Humphries 2011). The structured conversation was also popular with parents, and has remained so in analysis done since by PWC on the programme. (PWC 2016)  Parental Engagement and the SEND Reforms SEN Support The Children and Families Act embodies the principles of parental engagement at the core of its requirements in Section 19 of the Act and links this strongly to ensuring better outcomes which is then followed through in the Code of Practice (CoP) (DfE 2014, 2015) The CoP (2015) acknowledges that the Achievement for All approach formed the basis of the requirements for a whole school approach outlined in the schools chapter of the code of practice. “This (AfA) demonstrates that when a whole-school approach to supporting pupils with SEN is taken, along with effective engagement with parents, there can be a clear impact on attainment.” (DfE 2015 p276)  The CoP directly reflects the learning from the structured conversation in both the content and the way the graduated approach follows the same steps as the structured conversation;“6.48 Where it is decided to provide a pupil with SEN support, the parents must be formally notified, although parents should have already been involved in forming the assessment of needs…. The teacher and the SENCO should agree in consultation with the parent and the pupil the adjustments, interventions and support to be put in place, as well as the expected impact on progress, development or behaviour, along with a clear date for review.”The assessment should then be reviewed on a regular basis as part of the graduated approach;“6.65 Where a pupil is receiving SEN support, schools should talk to parents regularly to set clear outcomes and review progress towards them, discuss the activities and support that will help achieve them, and identify the responsibilities of the parent, the pupil and the school. Schools should meet parents at least three times each year.”  (DfE 2015) Further that;“6.66 These discussions can build confidence in the actions being taken by the school, but they can also strengthen the impact of SEN support by increasing parental engagement in the approaches and teaching strategies that are being used. Finally, they can provide essential information on the impact of SEN support"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(12) {
        [0]=>
        string(3) "afa"
        [1]=>
        string(5) "early"
        [2]=>
        string(12) "intervention"
        [3]=>
        string(4) "plan"
        [4]=>
        string(8) "families"
        [5]=>
        string(3) "pre"
        [6]=>
        string(6) "school"
        [7]=>
        string(4) "send"
        [8]=>
        string(10) "structured"
        [9]=>
        string(12) "conversation"
        [10]=>
        string(10) "supporting"
        [11]=>
        string(4) "send"
      }
    }
    ["categories"]=>
    array(3) {
      [0]=>
      array(4) {
        ["value"]=>
        string(18) "Inclusion"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(9) "inclusion"
        }
      }
      [1]=>
      array(4) {
        ["value"]=>
        string(18) "Inclusion"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(9) "inclusion"
        }
      }
      [2]=>
      array(4) {
        ["value"]=>
        string(36) "Inclusion and Pupil Premium"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(false)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(9) "inclusion"
        }
      }
    }
    ["tags"]=>
    array(4) {
      [0]=>
      array(3) {
        ["value"]=>
        string(18) "Improving Outcomes"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(20) "parental involvement"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(4) {
        ["value"]=>
        string(13) "SEND"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(2) {
          [0]=>
          string(4) "send"
          [1]=>
          string(4) "send"
        }
      }
      [3]=>
      array(4) {
        ["value"]=>
        string(41) "structured conversation"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(2) {
          [0]=>
          string(10) "structured"
          [1]=>
          string(12) "conversation"
        }
      }
    }
  }
}

Inclusion

Achieving best value from your Pupil Premium allocations

20 Jun 2017

array(8) {
  ["distinct_key"]=>
  string(10) "post#43649"
  ["title"]=>
  string(35) "Maintaining momentum of SEND reform"
  ["categories"]=>
  array(8) {
    [0]=>
    string(10) "Conditions"
    [1]=>
    string(6) "Family"
    [2]=>
    string(9) "Inclusion"
    [3]=>
    string(9) "Inclusion"
    [4]=>
    string(13) "Pastoral Care"
    [5]=>
    string(12) "Safeguarding"
    [6]=>
    string(15) "Special Schools"
    [7]=>
    string(16) "The Learning Gap"
  }
  ["url"]=>
  string(68) "https://www.teachingtimes.com/ecj56-maintainingmomentum-send-reform/"
  ["post_date_timestamp"]=>
  int(1497957719)
  ["objectID"]=>
  string(12) "post-43649-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(163) "Two years into the new SEN and Disabilities system, how do we maintain the changes that are making a difference? A personal view from practitioner Dr Simon Jenner."
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(356) "... person’s needs. EHC plans are applicable to 0-25 year olds, post statutory school age where the young person is in education or training. Early years settings, schools and colleges have new duties, for instance the application of a graduated response to SEN.Joined up approaches to SEND, for ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(6) {
    ["title"]=>
    array(4) {
      ["value"]=>
      string(44) "Maintaining momentum of SEND reform"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(2) {
        [0]=>
        string(4) "send"
        [1]=>
        string(4) "send"
      }
    }
    ["author"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(12) "Simon Jenner"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(163) "Two years into the new SEN and Disabilities system, how do we maintain the changes that are making a difference? A personal view from practitioner Dr Simon Jenner."
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5851) "On the 1st September 2014, the biggest changes for a generation in the field of SEN and Disabilities were introduced in England and Wales by the government. These were part of the 2014 Children and Families Act and arose out of work undertaken by the Department for Education and partners. The old system of SEN had not substantially changed since the Warnock Report (1978) informed the 1981 Education Act. This had led to the introduction of Statements of SEN, an emphasis on needs, rather than categories of SEN and an increased emphasis on inclusion. For those early years and school age children and young people who met the threshold, Statements of SEN outlined individual needs and the appropriate provision to meet these. There was an associated legal obligation that these would be met within education contexts.  In 1993 tribunals were established (now first tier SEN and Disability Tribunal) to rule on any disputes between parents and local authorities on the statutory assessment of SEN or the Statement.A government Green Paper (DFE 2011) raised significant concerns with the old system, the adversarial nature of it for some families, lack of joined up service delivery and participation in decision making by children, young people (CYP) and their families. Such were already highlighted by the Lamb Inquiry (DCSF, 2009). Many conversations commenced with the provision that was required, rather than looking at needs and working together to meet these. The adversarial nature of interactions were often driven by conversation commencing with desire for particular resources, rather than with problem solving to meet the needs of CYP. Following the Green Paper work occurred with range of families, charities, for instance the Centre for Child Development (2016) and pathfinder authorities (outlined in Mott MacDonald, 2015) to develop and trial new systems.  There has been much written about the changes, which have been substantial and are described fully in the DFE SEND Code of Practice 0-25 (2015). In summary the major changes have been:Significant culture changes, with children/ young people and their families being fully involved in decisions about their own plans and provision within the local area. This was at the level of co-production, far more involvement than past examples of consultation. Other, related, culture changes were the person centred nature of assessments of individual CYP, being aspirational about outcomes and having an outcome focus throughout. Preparing for adulthood was seen as central, with any approaches having long term aims towards this being successful, even for those who were many years from reaching adulthood. The introduction of education, health and care (EHC) plans for those with the most significant special educational needs. Plans are applicable within an education setting and outline how health and care can support the child/ young person’s needs. EHC plans are applicable to 0-25 year olds, post statutory school age where the young person is in education or training. Early years settings, schools and colleges have new duties, for instance the application of a graduated response to SEN.Joined up approaches to SEND, for instance during assessment and strategic joint commissioning.Early intervention is seen as key.Within the local area a local offer has to be introduced, outlining what is available for children / young people with SEND, and their families, locally. This has to be far more than a list of provision, being a two way conduit of information on the local services and any perceived gaps, to aid joint commissioning. New ways of supporting parents and children/ young people, for instance an approach to mediation before a tribunal appeal can be heard.Over the past two years the initial enthusiasm for the approaches has dimmed in some quarters. The shadow children’s minster in May 2016 announced a review of SEND (Children & Young People Now 10-5-16). This has not currently progressed due to the leadership election within the Labour Party, but demonstrated some concerns that were occurring around how much the old system had changed and if the hoped for reforms were making a difference. Parent led websites such as Special Needs Jungle (2016) have raised issues about the full implementation of the Act, especially the ethos change associated with it and parent/ CYP involvement in their own individual and local area strategic plans. In contrast there has been continued enthusiasm, for instance from partners like the Centre for Child Development and positive feedback from some parent forums (local groups of parents who work with the local authority and health providers) via the 2015 Contact a Family survey DFE (2015a). Questions have to be therefore asked, at these early stages has the hoped for changes occurred and, if so, how sustainable are they?  I will give a personal view on this, which will be generally hopeful, but with some caveats of caution. The key foundation of the changes is the cultural shifts outlined in the initial two bullet points above. If these have not occurred the move back to a paper based system, where things are done to, rather than with people, will slip back. The dangers of this are described in more detail below. Tony Blair famously said when first elected, when asked what is main proprieties were, “education, education, education”. For the SEND changes it is “ethos, ethos, ethos” followed by “outcomes, outcomes, outcomes”. Locally in Blackpool, where I work,"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(11) {
        [0]=>
        string(5) "early"
        [1]=>
        string(12) "intervention"
        [2]=>
        string(3) "ehc"
        [3]=>
        string(4) "plan"
        [4]=>
        string(8) "families"
        [5]=>
        string(9) "inclusion"
        [6]=>
        string(6) "school"
        [7]=>
        string(4) "send"
        [8]=>
        string(12) "conversation"
        [9]=>
        string(10) "supporting"
        [10]=>
        string(4) "send"
      }
    }
    ["categories"]=>
    array(8) {
      [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(4) {
        ["value"]=>
        string(18) "Inclusion"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(9) "inclusion"
        }
      }
      [3]=>
      array(4) {
        ["value"]=>
        string(18) "Inclusion"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(9) "inclusion"
        }
      }
      [4]=>
      array(3) {
        ["value"]=>
        string(13) "Pastoral Care"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [5]=>
      array(3) {
        ["value"]=>
        string(12) "Safeguarding"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [6]=>
      array(3) {
        ["value"]=>
        string(15) "Special Schools"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [7]=>
      array(3) {
        ["value"]=>
        string(16) "The Learning Gap"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["tags"]=>
    array(4) {
      [0]=>
      array(3) {
        ["value"]=>
        string(13) "child-centred"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(3) "DfE"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(5) "EHCPs"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [3]=>
      array(3) {
        ["value"]=>
        string(23) "person-centred planning"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Conditions

Maintaining momentum of SEND reform

20 Jun 2017

array(8) {
  ["distinct_key"]=>
  string(10) "post#44523"
  ["title"]=>
  string(60) "Child File: Addressing Developmental Language Disorder (DLD)"
  ["categories"]=>
  array(3) {
    [0]=>
    string(9) "Childfile"
    [1]=>
    string(10) "Conditions"
    [2]=>
    string(9) "Inclusion"
  }
  ["url"]=>
  string(52) "https://www.teachingtimes.com/developmentaldisorder/"
  ["post_date_timestamp"]=>
  int(1543937575)
  ["objectID"]=>
  string(12) "post-44523-1"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(164) "Chair of the National Association of Professionals concerned with Language Impairment in Children (NAPLIC) dispels some myths about Developmental Language Disorder."
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(315) "... 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 ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(6) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(60) "Child File: Addressing Developmental Language Disorder (DLD)"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["author"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(15) "Stephen Parsons"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(164) "Chair of the National Association of Professionals concerned with Language Impairment in Children (NAPLIC) dispels some myths about Developmental Language Disorder."
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5686) "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"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(9) {
        [0]=>
        string(5) "early"
        [1]=>
        string(12) "intervention"
        [2]=>
        string(4) "plan"
        [3]=>
        string(8) "families"
        [4]=>
        string(3) "pre"
        [5]=>
        string(6) "school"
        [6]=>
        string(4) "send"
        [7]=>
        string(10) "supporting"
        [8]=>
        string(4) "send"
      }
    }
    ["categories"]=>
    array(3) {
      [0]=>
      array(3) {
        ["value"]=>
        string(9) "Childfile"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(10) "Conditions"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(4) {
        ["value"]=>
        string(18) "Inclusion"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(9) "inclusion"
        }
      }
    }
    ["tags"]=>
    array(9) {
      [0]=>
      array(4) {
        ["value"]=>
        string(12) "AfA"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(3) "afa"
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(20) "Communication Skills"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(5) "I CAN"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [3]=>
      array(3) {
        ["value"]=>
        string(8) "language"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [4]=>
      array(3) {
        ["value"]=>
        string(17) "Language Disorder"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [5]=>
      array(3) {
        ["value"]=>
        string(19) "Language Impairment"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [6]=>
      array(3) {
        ["value"]=>
        string(49) "Royal College of Speech & Language Therapists"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [7]=>
      array(3) {
        ["value"]=>
        string(27) "Speech and Language Therapy"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [8]=>
      array(3) {
        ["value"]=>
        string(21) "Youth Offending Teams"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Childfile

Child File: Addressing Developmental Language Disorder (DLD)

4 Dec 2018

array(8) {
  ["distinct_key"]=>
  string(10) "post#44353"
  ["title"]=>
  string(39) "SENDing Students on the Road to Success"
  ["categories"]=>
  array(5) {
    [0]=>
    string(9) "Inclusion"
    [1]=>
    string(9) "Inclusion"
    [2]=>
    string(7) "Post-16"
    [3]=>
    string(13) "Special Needs"
    [4]=>
    string(9) "Wellbeing"
  }
  ["url"]=>
  string(51) "https://www.teachingtimes.com/roadtosuccessforsend/"
  ["post_date_timestamp"]=>
  int(1536576070)
  ["objectID"]=>
  string(12) "post-44353-1"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(360) "... are well on their path to adulthood. For SEND students, this can be a particularly challenging time as they are forced to navigate increased independence and considerations of work and higher level studies. Lainy Russell of Achieving Further offers simple solutions for teachers supporting students through this important transition time."
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(391) "... home and even telephone conversations or Skype sessions where possible.4 Inclusiveness, where students are on study programmes and are within programmes designed specifically around SEND requirements, are well managed. Inclusion in such things as drama/reading/group work/activities/debates/community engagement/work experience and projects in mainstream curriculum ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(6) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(39) "SENDing Students on the Road to Success"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["author"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(13) "Lainy Russell"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(408) "By the time students are in Post-16 education, they are well on their path to adulthood. For SEND students, this can be a particularly challenging time as they are forced to navigate increased independence and considerations of work and higher level studies. Lainy Russell of Achieving Further offers simple solutions for teachers supporting students through this important transition time."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(3) {
        [0]=>
        string(4) "send"
        [1]=>
        string(10) "supporting"
        [2]=>
        string(4) "send"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5660) "managing provision for students who miss lessons due to ill health since tight deadlines within the curriculum delivery make it challenging. Many successful teachers have used technology to help: online communication, sending work home and even telephone conversations or Skype sessions where possible.4 Inclusiveness, where students are on study programmes and are within programmes designed specifically around SEND requirements, are well managed. Inclusion in such things as drama/reading/group work/activities/debates/community engagement/work experience and projects in mainstream curriculum, however, are the things that can tax some of the most motivated teachers. Don’t do everything alone, ask for help from colleagues, support staff, family and online. Ask professionals for guidance and don’t be afraid to discuss possible solutions with the student that you could try together. Even if they don’t work, you will learn with the student what does work, and that will be a positive experience for both you and the student. You may even include some of the class in solving the issues depending on the situation – young people often suggest ingenious ideas.5 Learning Support Assistants vary greatly in experience and knowledge, and this is an essential provision that needs to be in focus. The spectrum of support can move from ‘too hands off’ to ‘too hands on’. Students, particularly in post-16, need to gain as much independence in all areas of their education and life as possible, especially if they are aspiring to access HE and/or employment.  So how can the success of learning support intervention be measured in a meaningful way with unambiguous evidence of impact on outcomes? Firstly, we need to know what outstanding learning support looks like. We need to define it in quantifiable terms and have a system of observation and review that informs us of progress and effectiveness. It is worth spending time on this piece of work, including looking at the staff you have and their skills, providing relevant and meaningful CPD activities and ensuring there is high quality team work between learning support staff and teaching staff. Involve the student in feedback of their support, in a way that gives real and true responses that are helpful in developing provision.6 Written work should be adapted appropriately for students with poor hand function, both for handwriting and keyboard use. Writing can slow students down and often the correct equipment may not be accessed. In negotiating Education and Health Care Plans (EHCPs) at the start of their college life, obtaining the right equipment and professional input is essential. The set up for a student with SEND starts from pre-enrolment.  Mainstream or vocational teachers can be nervous about adaptations and their uses, as they may not be trained or fully supported in their use, and many learn on the job. This can mean that students do not have a good start to their college education. Staff need time to ‘play’ with equipment so they are fully comfortable in its use and they can see how their curriculum can be adapted. Support from professionals in assistive technologies is also advisable.7 Verbal communication may be challenging for some students, and teachers tend to learn as they go, having had little training in speech, language and communication techniques. This can leave both the student and teacher frustrated. This is such a big area because of the array of verbal and cognitive issues a student may have. Staff must get a full understanding from the professionals about each student. No two will be identical and each will have personal preferences as to how they wish to communicate, down to small details like whether you can help with finishing their sentences or not. Some students welcome it to speed things up, others are very frustrated by this. It is not only our job to communicate, it is our job to develop that communication. Often up until this point in their lives, the language used will have been quite child-like, but as students grow into adults, the language needs to develop with their age. If you imagine learning a foreign language at school, then stopping and 10 years later had to use the same language to communicate with adults, you can see the problem. Education at all ages is about the whole person, not just the subject they are learning.8 Pace is important. The speed at which you deliver information is crucial to their understanding and ability to fully join in to learning activities. However, if students have comprehension challenges and/or delayed language, this becomes a basic need for learning. Differentiation should be happening naturally in all classes, but attention needs to be given, especially if students need more time. Find small activities they can do alone to allow them time to be able to work things out for themselves. It is often too tempting to do things, or too much for them, and then they don’t get the real experience of experiential learning. In the end this actually hinders their success and growth.The final wordThere is so much information out there to help staff in all roles achieve success with students who have SEND, but what we need to ensure is that we are providing age-appropriate environments and experiences in a safe and developmental way. We also need to focus on extending students’ abilities that they will need in their adult life, looking at opportunities for work and higher-level studies where possible. Where students are more likely to live in supported accommodation, possibly"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(6) {
        [0]=>
        string(12) "intervention"
        [1]=>
        string(9) "inclusion"
        [2]=>
        string(3) "pre"
        [3]=>
        string(6) "school"
        [4]=>
        string(4) "send"
        [5]=>
        string(4) "send"
      }
    }
    ["categories"]=>
    array(5) {
      [0]=>
      array(4) {
        ["value"]=>
        string(18) "Inclusion"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(9) "inclusion"
        }
      }
      [1]=>
      array(4) {
        ["value"]=>
        string(18) "Inclusion"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(9) "inclusion"
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(7) "Post-16"
        ["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(9) {
      [0]=>
      array(3) {
        ["value"]=>
        string(17) "Achieving Further"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(4) {
        ["value"]=>
        string(12) "AfA"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(3) "afa"
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(8) "colleges"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [3]=>
      array(4) {
        ["value"]=>
        string(26) "EHC Plan"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(2) {
          [0]=>
          string(3) "ehc"
          [1]=>
          string(4) "plan"
        }
      }
      [4]=>
      array(3) {
        ["value"]=>
        string(5) "I CAN"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [5]=>
      array(3) {
        ["value"]=>
        string(7) "Post-16"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [6]=>
      array(4) {
        ["value"]=>
        string(13) "SEND"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(2) {
          [0]=>
          string(4) "send"
          [1]=>
          string(4) "send"
        }
      }
      [7]=>
      array(3) {
        ["value"]=>
        string(10) "strategies"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [8]=>
      array(4) {
        ["value"]=>
        string(33) "supporting SEND"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(3) {
          [0]=>
          string(4) "send"
          [1]=>
          string(10) "supporting"
          [2]=>
          string(4) "send"
        }
      }
    }
  }
}

Inclusion

SENDing Students on the Road to Success

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