The Reading Journey

A lifelong love of reading is important for so many areas of well being, yet many people lack literacy skills, contributing to some of the biggest societal problems. Sue Wilkinson shows how The Reading Agency is bridging the gap for vulnerable children and adults so they develop the skills to access the power, importance, life-changing and life-enhancing impact of reading.

Reading. For some of us, it is the door opener to new worlds and new ideas, the source of hours of pleasure, entertainment and enjoyment, and a skill we use every day to access information, make decisions, manage our lives, health, money and relationships. When you see reading like this it becomes hard to imagine what life is like if you don’t have this skill, if you struggle with reading, and if being asked to read for ten minutes every day to and with your child fills you with dread.

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In this article Roger Catchpole from YoungMindsin Schools explains how the YMiS programme might help.YoungMinds inSchoolsYoungMinds in Schools (YMiS)aims to improve outcomesfor children and young peoplewith behavioural, emotionalor social difficulties (BESD)by enabling school staff  tobecome more confident andcompetent in working withthem and by supporting wholeschool approaches to emotionalwellbeing.With funding from the Departmentfor Education through its SpecialEducational Needs and Disability(SEND) work, the programme seeksto bring together the perspectives ofprofessionals, parents, children andyoung people in the development oftraining and a comprehensive suiteof  resources to support learning.YMiS supports staff  to work with therelationships between emotional andcognitive development and betweenemotional wellbeing, literacy andlearning.The ProgrammeLed by YoungMinds, the childrenand young people’s mental healthcharity, YMiS will work initiallywith four pilot clusters of  schools,offering training in areas such as;attachment, neuroscience andlearning, perspectives on behaviourand therapeutic story writing.We will offer consultancy to thesenior leadership teams, supportthem to establish local steeringgroups and engage more fully withspecialist services such as CAMHSand Educational Psychology in theirarea, facilitating the establishment ofsustainable models of  practice thatcan then be shared across the sector.Our national steering groupchaired by Neil Humphrey, Professorof  Psychology of  Education atManchester University and expertsfrom across the field of  SEN andeducation, will help us ensure that thesupport we offer is evidence informedand relevant to the real issues faced inschools.The whole schoolOur experience of  working withschools, and their partners in health,social care and the voluntary andcommunity sector, strongly suggeststhat whole school approaches aremost effective in creating sustainablechange.  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Inclusion

YoungMinds in Schools

23 Dec 2011

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      string(5714) "contributing factor towards the persistenteducational divide in England, which sees thousands of children from low-incomefamilies significantly underperform at school each year.Furthermore, among poorer children, those who were the best readers at age ten go onto earn 20 per cent more per hour on average at age 40 than those with the weakestreading skills. This could be equivalent to an extra day’s wages each week. A 20 percent increase in hourly pay for those on the lowest incomes would make the differencebetween earning the minimum wage and the living wage.The solutionThe report calls on politicians to ensure that by 2020, all nurseries, especially thoseserving disadvantaged children, have at least one graduate trained in the early years.It estimates that this would require 11,000 more graduates. 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Leadership

SLT 6.5 Report Update

11 May 2015

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      string(5362) "face-to-face school-based training, action research models, online support, websites and enquiry helplines. We have also built up a 500 strong network of professional licensed tutors to cover the whole of the UK. These tutors are able to train staff in early years settings, primary schools and secondary schools to use our interventions.In support of children experiencing delayed language, we have developed a series of three interventions: Early Talk Boost (for three to four-year-olds), Talk Boost KS1 (for four to seven-year-olds) and Talk Boost KS2 (for eight to ten-year-olds).  These programmes support staff in early years settings and primary schools to deliver nine- or ten-week programmes designed for small group work, as well as some whole-class activities.  The first of these interventions to be developed, Talk Boost KS1, in 2012, has now built up four years of evidence.  Eighty-two per cent of children who participated reached the expected levels in understanding and using vocabulary—meaning that they no longer needed extra help—after just one ten-week intervention.  This is a remarkable achievement and, with so many children experiencing delayed language, we must find ways to share these interventions across the country.We are currently working with parents with very young children (two to three-year-olds) to find out the best ways for them to access the information they need.  Any future programme for these children will be co-produced, incorporating feedback and information from parents. In this way, we aim to ensure that our programmes will be valued and used by those who need them most.  I CAN is very interested in working in partnership with other organisations who want to support children and young people with communication difficulties, and we are constantly looking for opportunities to share our practice with others.  Last year, over 400,000 people visited our Talking Point website, which contains a wide range of information and advice about children’s speech, language and communication development.With so many children affected by communication difficulties, it is imperative that the sector works closely together to provide more support and reach out to more children and their families.  In this article, we have attempted to show the direct links between SLCN and SEND.  However, this is not just an issue affecting children with special educational needs or disabilities.  Good language at the age of five is the single most important factor in helping children escape poverty.  Supporting children with communication difficulties is an issue that affects all of society and, therefore, requires a society-wide response.Bob Reitemeier is Chief Executive of children’s communication charity I CAN. From 2002 to 2011, he was Chief Executive of The Children’s Society, during which time, he commissioned and oversaw The Good Childhood Inquiry—the first independent inquiry to examine the issues surrounding childhood today.ReferencesDepartment for Education (2016) Schools, pupils and their characteristics: January 2016. [online] Available at: gov.uk/government/statistics/schools-pupils-and-their-characteristics-january-2016 [Accessed 11 October 2016].Law, J., Rush, R., Schoon, I. and Parsons, S. (2009) Modeling Developmental Language Difficulties from School Entry into Adulthood: Literacy, Mental Health and Employment Outcomes. Journal of Speech, Language and Hearing Research, vol. 52(6).Lee, W. (2013) A Generation Adrift. [pdf] Available at: thecommunicationtrust.org.uk/media/31961/tct_genadrift.pdf [Accessed 11 October 2016].Association of Teachers and Lecturers (2016) Lack of funding means SEND pupils aren’t adequately supported. [press release] 12 August. Available at: atl.org.uk/media-office/2016/send-pupils-not-adequately-supported.asp [Accessed 11 October 2016].Law, J., Peacey, N. and Radford, J. (2000) Provision for children with speech and language needs in England and Wales: facilitating communication between education and health services. London: Department for Education and Employment.I CAN (2016) I CAN Impact Report 2015/16. [pdf] Available at: ican.org.uk/~/media/Ican2/What%20We%20Do/About%20us/ICAN_ImpactReport_2016.ashx [Accessed 11 October 2016].Save the Children (2014) Read on, Get on: How reading can help children escape poverty. [pdf] Available at: savethechildren.org.uk/sites/default/files/docs/Read_On_Get_On.pdf [Accessed 11 October 2016].Waldegrave, H. (2013) Quality childcare: Improving early years childcare. [online] Available at: policyexchange.org.uk/publication/quality-childcare-improving-early-years-childcare [Accessed 11 October 2016].Durkin, K. and Conti-Ramsden, G. (2010) Young people with specific language impairment: A review of social and emotional functioning in adolescence. Child Language Teaching and Therapy, vol. 26(2), pp.105-121.Jerome, A.C., Fujiki, M., Brinton, B. and James, S.L. (2002) Self esteem in children with specific language impairment. Journal of Speech, Language, and Hearing Research, vol. 45, pp.700-714.The Centre for Social Justice (2011) No excuses: A review of educational exclusion. [online] Available at: centreforsocialjustice.org.uk/publications/no-excuses [Accessed 11 October 2016]."
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ADHD

Helping children communicate

28 Oct 2016

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      string(5659) "Vol 3.3 n www.teachingtimes.comPolicy: conditionsEvery Child Journal40Over a million children have speech, languageand communication needs and the impact on theirdevelopment is startling. Clare Geldard analysesan issue that is racing up the policy agenda.Communicationand the PolicyagendaSpeech, language and communicationunderpin all areas of a child’s developmentfrom birth. In the classroom, spokenlanguage is the primary medium throughwhich teachers teach and children learn. Childrenneed their language and communication skills tointeract with their peers, to make and maintainfriendships and develop their thoughts and ideas.Competence in language is closely associated withliteracy development, academic performance,behaviour at school and emotional wellbeing.Image suppliedby ICANwww.teachingtimes.com n Vol 3.3Policy: conditions Every Child Journal41Speech, language and communication needs (SLCN) affect over a million children in theUK today. A very significant proportion of language difficulties can be long-term andpersistent – in other words children and young people won’t ‘grow out of it’.1 In someareas, particularly areas of social deprivation, an additional 50 per cent of children arestarting school with poor language which affects their ability to access their education,make friends and achieve their potential. But with targeted and timely support, thesechildren have the potential to catch up to their peers.2Unaddressed, speech and language difficulties carry with them high risk ofproblems with literacy, numeracy and learning; difficulties with social relationships andbehaviour; and – in the worst case – offending. In adolescents and young adults, thesedifficulties are strongly associated with mental health problems. People with speech andlanguage difficulties are significantly over-represented in the young offender and prisonpopulations. SLCN represent a significant risk factor for social exclusion.Without support at the earliest opportunity when difficulties arise, SLCN can go onto become more significant. Evidence shows that children who have a few months’ gapin their oral language skills at age 5 from their expected age level will have a five yeardifference in their reading age by the age of 14.3 Likewise, only a quarter of children withSLCN reach the expected levels for their age in English and Maths at age 11. In 2010, only11 per cent of pupils with SLCN achieved five or more GCSE grades A*-C including Englishand mathematics.4 We know that SLCN is an issue in schools across the UK; in 2011, 24.2per cent of primary aged pupils with a statement of special educational needs (SEN) werestatemented because of their SLCN, making SLCN the most prevalent identified form ofSEN in primary schools.Review of servicesIn September 2007, the Secretaries of State for Children, Schools and Families and Healthasked John Bercow MP to lead an independent review of services for children and youngpeople with SLCN. The Review, supported by an advisory group which included thechildren’s communication charity I CAN , undertook extensive evidence gathering. TheBercow Review in July 2008 found inconsistent provision to support children with SLCN.While there were pockets of good practice, the Review found the system to supportchildren with SLCN to be characterised by high variability and a lack of equity, particularlyin the context of their access to speech and language therapy (SLT). It also found serviceswere not ‘joined up’ in the ways they supported children’s SLCN, particularly health andeducation. In December 2008, the Government launched the Better CommunicationAction Plan which outlined how it would improve services for children and young peoplewith SLCN. Now known as the Better Communication Research Programme , BCRP is dueto be reporting in the coming weeks.Another recommendation from the Review was a national year of communication (in2011) which also saw the appointment of a ‘communication champion’, Jean Gross, whoreported at the end of her two years in this role. The report, Two Years On, acknowledgedthe progress that had been made as a result of the national year of communication5. Grosssaw an increased awareness of the centrality of good communication skills to children’slearning, wellbeing and life chances, and identified some measurable improvements inchildren’s speech, language and communication skills.Over the last four years, Government policy has seen some promising moves forchildren’s communication: the need for teachers to be proficient in teaching ‘articulacy’6and a requirement that teachers support children’s communication, as well as literacyand numeracy, in the revised Ofsted evaluation framework. However, with a move awayfrom guidance on pedagogy, there remains much to be done to ensure that the reviewednational curriculum and revised SEN code of practice7 have an appropriate focus onchildren’s speech, language and communication.“Unaddressed,speech andlanguage difficultiescarry with themhigh risk ofproblems withliteracy, numeracyand learning;difficulties withsocial relationshipsand behaviour; and– in the worst case– offending.”http://www.ican.org.ukhttps://www.education.gov.uk/publications/standard/publicationdetail/page1/DCSF-00632-2008https://www.education.gov.uk/publications/standard/publicationdetail/page1/DCSF-00632-2008http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_091972http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_091972"
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Inclusion

Communication and the Policy agenda

21 Dec 2012

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