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Graduated Approach - Speech Language and Communication Needs

SEND Local Offer

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This Guidance is written regarding the 2015 SEND Code of Practice and The Communication Trust's Communicating the Code

The Communication Interaction Team (CIT), like The Communication Trust, follows a social model of disability. This model recognises that any needs a child or young person (CYP) may have do not need to be disabling if those around them understand their needs and can remove the barriers that get in the way of learning and wellbeing.

The CIT Language Team support children and young people in mainstream schools/settings aged 4 to 19 years with speech, language and communication needs (SLCN) and Developmental Language Disorder (DLD).

This Guidance outlines how the CIT Language Team supports schools/settings at the Universal, Targeted and Specialist levels of the SEND Graduated approach to inclusion. We can be involved at all stages of the assess-plan-do-review cycle.

This guidance also suggests how schools/settings can support children and young people with speech, language and communication needs in schools/settings.

 

SEND Code of Practice

The SEND Code of Practice (January 2015) defines speech, language and communication needs as follows:

Communication and Interaction

Children and young people with speech, language and communication needs (SLCN) have difficulty communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication. The profile for every child with speech, language and communication needs is different and their needs may change over time. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives.

 

Universal

Definition: Support that should be available to all children to promote speech, language and communication development; and to enable effective early identification of children who may be struggling.

The CIT Language Team supports by:

  • Providing training and information
  • Consulting with staff to discuss general strategies/differentiation
  • Keeping the CIT webpage and Local Offer updated
  • Responding to emails/phone calls for general speech, language and communication needs advice and signposting
  • Providing information on particular areas of speech, language and communication needs such as vocabulary/phonological awareness etc

Schools/settings can support by:

Understanding the SEND Code of Practice in relation to speech, language and communication needs.

Communicating the Code helps all those involved with children and young people (CYP) with speech, language and communication needs fulfil their responsibilities effectively under the SEND Code of Practice. 

Signing up for the Communication Commitment, a free resource to support all children and young people's language and communication skills.

Developing an awareness of speech, language and communication needs through free online professional training. See also the SLC Framework.

Asking children and young people questions at the right developmental level.

Identifying speech, language and communication needs effectively. See also RADLD.

Understanding 'ages and stages' of typical language development to inform planning and differentiation. See also Progression Tools and ICAN's Progress Checker.

Using appropriate resources/strategies/interventions to support speech, language and communication needs at the Universal level.

Finding out about the children and young people's views on their speech, language and communication needs. See also a brief guide to SLCN.

Having a 'Communication Friendly' environment.

Talking to parents about children and young people's SLCN. See also Afasic.

Becoming a Language Champion or a Language Leader.

Supporting trainees and newly qualified teachers.

Monitoring and tracking children and young people's progress and early years.

 

Targeted 

Definition:  Support to describe additional or different support or intervention for children who are struggling with elements of speech, language and/or communication; this may be individual or group support.

The CIT Language team supports by:

  • Holding consultative planning meetings with SENCOs
  • Providing transition support/advice at all key stages
  • Providing Early Years 'bespoke' DLD/transition training for schools/settings
  • Providing training on particular interventions such as Colourful Semantics or topics requested by schools/settings
  • Attending multi-disciplinary meetings to advise on children and young people not already known to the team 
  • Contributing to TAMs/EHATs/EHCPs 
  • Carrying out observations to inform advice/interventions
  • Carrying out standardised language assessments
  • Advising on targeted interventions such as language groups
  • Advising on teaching strategies to support speech, language and communication needs
  • Supporting schools/settings with 'SMART' targets for IEPs, PEPs and Provision Maps
  • Advising on differentiation/adaptations
  • Providing written feedback via emails or reports
  • Meeting with parents

Schools/settings can support by:

Using appropriate resources/strategies/interventions to support speech, language and communication needs at a targeted level.

Find out more about the children and young people's speech, language and communication needs using the Progress Checker, Progression Tools, CIT's SLCN checklist or Round Robin.

Involving children and young people in supporting others with speech, language and communication needs

Making effective referrals to Speech and Language Therapy Teams.

Gaining an accredited qualification. See also Elklan.

 

Specialist 

Definition: The specialist level includes individualised assessment, intervention and support from specialist practitioners (such as Speech and Language Therapists) in order for the child to make progress

The CIT Language Team supports by:

  • Carrying out standardised language assessments
  • Writing language assessment reports for MASPs and EHCPs 
  • Delivering training in specialist areas of speech, language and communication needs such as DLD or Paget Gorman Signed Speech (PGSS)
  • Demonstrating teaching strategies to support significant language needs such as DLD
  • 1:1 teaching to target particular receptive/expressive language needs
  • Working jointly and intensively with Speech and Language Therapists (SALTs) to support a CYP's particular language needs
  • Attending and advising on TAMS/EHCP reviews
  • Providing personalised transition advice for CYP
  • Linking with the Specialist Language Support Centres
  • Attending DLD multi-agency focus group to share developments to inform practice
  • Meeting with parents of CYP with SLCN/DLD

Schools can support by:

Using appropriate resources/strategies/interventions to support speech, language and communication needs at a specialist level.

Knowing when/how to seek additional support. See also guidance for primary and secondary.

Making effective referrals to Speech and Language Therapy Teams.

 

Links to external websites

Find out more about Augmentative and alternative communication (AAC). See also Makaton.

Find out more about research and development in speech and language.

 


 

Continue reading

 

Help and support

If you have any questions about Developmental Language Disorders (DLD), please email SENAdmin@plymouth.gov.uk or call 01752 307409.

 

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This page is part of Plymouth's Local Offer and was last updated on 3 May 2022

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