1. Mainstream schools Ages 5-18 years Alanna Bauman, Isabelle Jones, Ruth Leavett & Susan White

2. The client group Over one million children in the UK have a communication difficulty We can say that these children have speech, language and communication needs (SLCN)

3. Statistics Only a fifth of children with SLCN reach the expected levels for their age in both English and Maths at age 11 10% of adolescents have language difficulties Only 10% of adolescents with SLCN get five good GCSEs including English and Maths Two thirds of 7-14 year olds with serious behaviour problems have a language impairment Two thirds of young offenders have language difficulties Overall figures likely to be underestimated

4. Impact of SLCN Undetected and/or untreated communication problems can lead to: Low levels of literacy Poor educational attainment Difficulties finding employment Research has shown a link between communication problems and offending by young people

5. Literacy difficulties There is a link between spoken language and speech difficulties and lower literacy levels. Limited vocabulary and difficulties understanding language affect reading ability and comprehension (ICAN, 2009). Difficulties with literacy can impact vocabulary learning and conceptual understanding.

6. Educational attainment (1) At secondary school reading and writing are the main means of teaching, learning and assessment. There is an increasing amount of figurative language used (eg. 37% instructions given by teachers contain multiple meanings) Literacy difficulties can then affect academic attainment and as a result impact educational outcomes.

7. Educational attainment (2) Nathan (2004) found that persistent speech difficulties significantly impact on educational attainment. Children who had persistent speech and language difficulties performed at a lower level than children who did not have speech and language difficulties The lower level performance was found on all measures, including reading, comprehension and maths.

8. Behavioural, emotional and social difficulties Children and young people with SLCN are at increased risk (Lindsay & Dockrell, 2012) 27-30% of children with SLCN report peer problems between 8-12 years. This figure has been found to rise to 54% for individuals aged 16 years. Children with SLCN reported feeling excluded and isolated because of their communication difficulties.

9. Why is speech and language therapy important? It is vital that children with SLCN have access to skilled support and therapy. Speech and language therapists (SLTs) have the expert knowledge and skills from specialist and unique training. SLTs have a distinct role in assessing, planning, delivering and evaluating support for children and young people with SLCN. Speech and language therapy assistants work with and under the supervision of speech and language therapists.

10. A model for effective intervention Wave 1 Everyday practice in classrooms that develops communication skills All children Wave 2 Small group additional intervention Just below age-related expectations Wave 3 Individual intervention with a trained and supported teaching assistant Struggling Intensive intervention on an individual basis with a trained language specialist Lowest attaining Schools as commissioners of speech and language therapy services Office of the Communication Champion (2011)

11. Key Documents

12. 2011 document from the I CAN Talk Series http://www.ican.org.uk/~/media/Ican2/Whats%20the%20Iss ue/Evidence/ICAN_TalkSeries10.ashxhttp://www.ican.org.uk/~/media/Ican2/Whats%20the%20Iss ue/Evidence/ICAN_TalkSeries10.ashx Emphasises the continued development of language in adolescence: to access the curriculum for complex problem solving to follow increasingly complex instructions for social interaction Highlights the limited provision for adolescents with SLCN Presents the notion that ‘early intervention’ is misinterpreted should not be exclusively applied to early years education instead should be understood as “intervening promptly before SLCN has an impact, whatever the age”

13. 2011 NACRO crime reduction charity document http://www.nacro.org.uk/data/files/speech-language- communications-954.pdfhttp://www.nacro.org.uk/data/files/speech-language- communications-954.pdf Formerly the National Association for Care and Resettlement of Offenders Concerned with the prevalence of SLCN in young offenders Stresses the importance of early intervention for children and young people with SLCN Also identify a need for identification of SLCN and support for those already in contact with Youth Justice System BUT they highlight a current lack of knowledge and support in current service provision

14. The Bercow Report (2008) A review of SLCN services for ages 0-19 years http://webarchive.nationalarchives.gov.uk/20130401151715/http://w ww.education.gov.uk/publications/eOrderingDownload/Bercow- Summary.pdfhttp://webarchive.nationalarchives.gov.uk/20130401151715/http://w ww.education.gov.uk/publications/eOrderingDownload/Bercow- Summary.pdf 5 key themes identified "Communication is crucial; Early identification and intervention are essential; A continuum of services designed around the family is needed; Joint working is critical; and The current system is characterised by high variability and a lack of equity" Better Communication Action Plan (2008) http://webarchive.nationalarchives.gov.uk/20130401151715/http://w ww.education.gov.uk/publications/eOrderingDownload/Better_Comm unication.pdfhttp://webarchive.nationalarchives.gov.uk/20130401151715/http://w ww.education.gov.uk/publications/eOrderingDownload/Better_Comm unication.pdf Better Communication Research Programme http://www2.warwick.ac.uk/fac/soc/cedar/better/

15. Useful Websites

16. ICAN http://www.ican.org.uk

17. AFASIC http://www.afasic.org.uk

18. THE COMMUNICATION TRUST https://www.thecommunicationtrust.org.uk

19. RALLI CAMPAIGN https://www.youtube.com/user/RALLIcampaign

20. Show me the money! ●We believe commissioners should invest in our services to: ●Continue providing vital services to primary school aged children ●Develop intervention programmes either directly with secondary aged children, or train teachers to address the void of service provision currently in the UK ●This will: ●Provide support to children of all ages, accurately addressing their age-specific needs ●Limit the academic, emotional and social implications of SLCN ●Limit the potential cost to society of unsupported SLCN

21. One final thought... Our service should be the commissioner’s ‘Greatest Love of All’ because: “I believe the children are our future Teach them well and let them lead the way” Houston, (1985)