1. Welcome to our presentation on: Mainstream Primary and Secondary School Provision of Speech, Language and Communication Services

2. Some of the things we will discuss: The importance of communication and how having SLCN can massively impact a child’s life What would improve services and why it can be difficult to do so Other risk factors, such as social deprivation, demands and capacities

3. Bercow Report 2008 Identified 5 key themes Communication is crucial Early identification and intervention are essential Continuum of services designed around the family is needed Joint working is critical Current system is characterised by high variability and lack of equity

4. Communication – An Essential Life Skill Approximately 7% 5 year olds entering school in England in 2007 had SLCN SLCN may be a child’s primary education need. Children with SLCN commonly have problems with reading, writing & accessing the curriculum

5. Recommendations Training the workforce Strengthening the evidence base Better Communication Research Programme (BCRP)

6. Better Communication (2008) Communication is a must have skill for children and young people and is in the bedrock of learning. Language and communication difficulties affect 7-10% of all children.

7. The Basics: RCSLT Education staff should be able to incorporate SLT aims Intervention should facilitate access to the National Curriculum Collaborative working strategies are most effective.

8. Funding – Please sir we need more!!

9. Primary school Evidence suggests that speech and language skills that are not well developed in the early school years impact on education attainment, employment and well being. Providing services in school enables services to target all children and may reduce inequality in access to services.

10. Political context New national curriculum Children and families bill Some key policies are up for review Financial difficulties General election 2015

11. Secondary Schools: ICAN ‘A focus on speech, language and communication is seen by some as the key for young people to fit into society, making a case for it to be central to raising attainment, socialization and increasing life chances.’ ICAN Talk Series: Issue 10

12. Communication skills in adolescence (ICAN) Young people need effective speech, language and communication needs for: Access to a wide range of life choices Healthy emotional development Socialisation

13. Increase the risk of emotional, social and behavioural difficulties Increase risk of mental health issues Lower academic achievement affecting future employment prospects http://www.youtube.com/watch?v=WxB1gB6K-2A Poor communication skills

14. Poor Language Associated with Social Deprivation

15. Secondary School Studies Inner city secondary schools have poorer outcomes than schools in less deprived areas 75% of pupils had communication difficulties Twice as many unidentified language difficulties

16. Demands vs. Capacities CapacitiesDemands Abstract Vocabulary Social Demands Complex Conversation ExpressiveReceptive

17. The challenge Over 1M children in UK have a communication difficulty Attainment V Inclusion

18. The role of the third sector Support the workforce Provide information and resources Raise awareness Shape policy

19. Conclusion

20. References continued Lee, W., (2008). Speech Language and Communication and primary school aged children ( Issue 6). Retrieved on March 4th 2014, form : http://www.ican.org.uk/~/media/Ican2/Whats%20the%20Issue/Evidence/6%20Speech%20%20Langua ge%20and%20Communication%20Needs%20and%20Primary%20School%20aged%20Children.ashx http://www.ican.org.uk/~/media/Ican2/Whats%20the%20Issue/Evidence/6%20Speech%20%20Langua ge%20and%20Communication%20Needs%20and%20Primary%20School%20aged%20Children.ashx Morgan, L. (2008). Speech, language and communication and the children's workforce. Retrieved on March 20 th 2014, from: http://www.ican.org.uk/~/media/Ican2/Whats%20the%20Issue/Evidence/5%20ICT%20SLC%20and%20 Childrens%20Workforce.ashx http://www.ican.org.uk/~/media/Ican2/Whats%20the%20Issue/Evidence/5%20ICT%20SLC%20and%20 Childrens%20Workforce.ashx Pullen, P., & Justice, L. M. 2003. Capitalizing on the preschool years: Strategies for increasing literacy prerequisites. Intervention in School and Clinic.39(2), 87-98.Capitalizing on the preschool years: Strategies for increasing literacy prerequisites RCSLT (2006) Communicating Quality, 3 rd edition, RCSLT: London. RCSLT. (2011). Guidance on quality standards for local authority and schools as commissioners of speech and language services in UK. Retrieved 4 th March 2014, from: http://www.rcslt.org/docs/quality_standards_scools_2011 http://www.rcslt.org/docs/quality_standards_scools_2011

21. References Afasic, Home page: http://www.afasic.org.uk/http://www.afasic.org.uk/ Bercow Report (2008): A Review of Services for Children and Young People (0-19) with Speech, Language and Communication Needs, available at : http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/standard/publicationde tail/page1/DCSF-00632-2008 [19.03.14] http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/standard/publicationde tail/page1/DCSF-00632-2008 Communication Trust, Home page: https://www.thecommunicationtrust.org.uk/https://www.thecommunicationtrust.org.uk/ Gascoigne, M.T. (2012). Better Communication: Shaping speech, language and communications services for young people. Retrieved on March 4 th 2014, from : http://www.rcslt.org/speech_and_language_therapy/commissioning/better_communicationhttp://www.rcslt.org/speech_and_language_therapy/commissioning/better_communication GOV.UK (2012), Better Communication Research Programme, available at : https://www.gov.uk/government/collections/better- communication-research-programme [19.03.14]https://www.gov.uk/government/collections/better- communication-research-programme Hope, M. (2014). Feature: Special educational Needs. Bulletin. London: RCSLT I CAN. (2011). Speech Language and Communication in Secondary Age Pupils (Issue 10). Retrieved on March 10 th 2014, from: www.ican.org www.ican.org