1. Speech, language and communication needs (SLCN)
The case for support
Bercow: Ten Years On - improving outcomes for children and young people with SLCN

2. Speech, language and communication: Essential life skills
Language at age two predicts reading, maths and writing when children start school
Vocabulary at age five is the most important factor affecting literacy at age 11
Good language, particularly vocabulary at 13, is a strong predictor of better outcomes at GCSE
Good communication skills are rated as the most important employability skills needed for young people entering their first job
Use one or some of these statements – choose the one most relevant to you. Find more in an information sheet on
Language at age two predicts reading, maths and writing when children start school.
(Roulstone, S. et al. (2011) The Role of Language in Children’s Early Educational Outcomes, Department for Education, Research Report DFE- RR134)
Early language is the single most important factor in influencing literacy levels at age 11. More important than behaviour, peer relationships, emotional wellbeing, positive interaction and attention.
(Save the Children (2016) The Lost Boys: How boys are falling behind in their early years)
Good language, particularly vocabulary at 13, is a strong predictor of better outcomes at GCSE.
(Spencer, S., Clegg, J., Stackhouse, J., & Rush, R. (2017). Contribution of spoken language and socio-economic background to adolescents’ educational achievement at age 16 years. International Journal of Language & Communication Disorders, 52, 2, )
Good communication skills are rated as the top/most important employability skills needed for young people entering their first job – from a survey of schools, employers and politicians. (Asdan Employability and skills forum (2012) virtual think tank survey results)
Bercow: Ten Years On - improving outcomes for children and young people with SLCN

3. Children & young people with SLCN
10% of children and young people have long-term SLCN
7.6% have developmental language disorder
In some areas of deprivation, at least 50% of children and young people have SLCN.
7.6% of children and young people have developmental language disorder (DLD). Language difficulties are their main or primary difficulty/need.
(Norbury et al (2016) The impact of nonverbal ability on prevalence and clinical presentation of language disorder: evidence from a population study. Journal of Child Psychology and Psychiatry)
As many as 50% of children in some areas of deprivation start school with delayed language (Locke, A., Ginsborg, J. & Peers, I. (2002) Development and Disadvantage: implications for early years IJLCD Vol 37:1, The Communication Trust (2012) Evaluation of Talk of the Town)
Bercow: Ten Years On - improving outcomes for children and young people with SLCN

4. The impact of SLCN support case study
Worcestershire
Integrated commissioning for core offer
Direct commissioning for additional activity
SLCN pathway
Strong local leadership
Evidence-based programmes
Impact measured and used. Since
Children at risk of SLCN have decreased by 20%
84% of health visitor referrals now under 3 (35% in 2010)
This is a case study included in the Bercow: Ten Years On report
Worcestershire promotes One Service, One solution. Based on a thorough needs analysis, the Local Authority and NHS jointly commission core speech and language therapy services using The Balanced SystemTM framework with a clear role of SLTs at each level. Schools and settings, each with a named speech and language therapist, can then commission additional activities as top ups. Evidence-based programmes are well embedded into an SLCN pathway meaning there are clear routes for early identification, information and resources.
As a result:
Children at risk of SLCN in targeted early years settings have decreased on average by 20%
Children are identified earlier - 84% of health visitor referrals are now made under the age of three, compared to 35% in 2010
Bercow: Ten Years On - improving outcomes for children and young people with SLCN

5. The impact of SLCN support case study
One Multiple Academy Trust:
Improved identification by looking at expected prevalence and "red flags"
Uses school data and language measures to track progress
Carries out intervention in and out of the classroom
Provides professional development for a more skilled and confident teaching staff
Carries out training and level 3 qualifications for support staff, maximizing impact
This is a case study from the Bercow: Ten Years On report
Bercow: Ten Years On - improving outcomes for children and young people with SLCN

6. The impact of SLCN support case study
Early intervention in Knowsley
Second most deprived LA in England and Wales
All staff I CAN trained BUT parental engagement a real issue
Integrated pathway: community nursing, children’s centres, speech and language therapy
HV home visit aged 1-3, referral to children’s centre for Chatterbox programme
Impact: 247 referred on to pathway, 89% engaged
72% reached age related outcomes
17% = children with SEND
Read more about this case study on and download oral evidence transcripts. Knowsley team presented evidence on 18th September at the session on language and social disadvantage
Bercow: Ten Years On - improving outcomes for children and young people with SLCN

7. The impact ......of no support
Children with poor early language at age five are four times more likely to struggle with reading at age 11.
Only 15% of children with a language difficulties achieved expected level in reading, writing and Maths at the end of primary school compared with 61% of their classmates.
20.3% of pupils with SLCN gain 4/C grade or above in English and maths at GCSE. Nationally, 63.9% of all pupils achieve this level.
With poor early language at age five you are four times more likely to struggle with reading at age 11. (Save the Children (2016) The Lost Boys: How boys are falling behind in their early years)
Only 15% of children with a language difficulties achieved expected level in reading, writing and Maths at the end of primary school compared with 61% of their classmates. (DfE KS2 STAS results 2017)
The attainment at GCSE of pupils with SLCN is significantly lower than their peers. 20-3% of pupils with SLCN gain 4/C grade or above in English and maths at GCSE. Nationally, 63.9% of all pupils achieve this level. (DfE GCSE results 2017)
Bercow: Ten Years On - improving outcomes for children and young people with SLCN

8. The wider impact
81% of children with emotional and behavioural disorders have unidentified language difficulties
Young people referred to mental health services are three times more likely to have SLCN than those who have not been referred
Children with poor vocabulary skills are twice as likely to be unemployed when they reach adulthood
60% of young offenders have low language skills
81% of children with emotional and behavioural disorders have unidentified language difficulties (Hollo A, Wehby J.H, Oliver R.M. (2014) Unidentified Language Deficits in Children with Emotional and Behavioral Disorders: A Meta-Analysis. Exceptional Children 80(2): )
Young people referred to mental health services are three times more likely to have SLCN than those who have not been referred (Cohen, N. Farnia, F. And Im-Bolter, N. Higher order language competence and adolescent mental health Journal of Child Psychology and Psychiatry 54:7 (2013), pp 733–744)
Children with poor vocabulary skills are twice as likely to be unemployed when they reach adulthood (Law, J. et al (2009) Modelling developmental language difficulties from school entry into adulthood: literacy, mental health, and employment outcomes. Journal of Speech, Language and Hearing Research, 52(6): )
60% of young offenders have low language skills (Bryan K Freer J and Furlong C (2007) Language and communication difficulties in juvenile offenders IJLCD s, Vol. 42, No. 5, Pages )
Bercow: Ten Years On - improving outcomes for children and young people with SLCN

9. Bercow: Ten Years On reported:
Communication is crucial – but public awareness is poor
Strategic system wide approaches to supporting SLCN are rare
Services are inaccessible and inequitable
Support should be based on what makes a difference
Too many children with SLCN are missed
Five key themes emerged from the review. The evidence showed:
Communication is crucial to children’s life chances. Yet awareness of its importance among the public and decision makers is not sufficient.
Strategic system-wide approaches to supporting SLCN are rare; very often SLCN does not feature in national or local policies.
Services that are inaccessible and inequitable. Too often support for children’s SLCN is planned and funded based on the available resources, rather than what is needed, leading to an unacceptable level of variation across the country. A postcode lottery.
Support that makes a difference is based on the evidence of what works. However, service design and cuts frequently do not take account of the evidence we have.
Too many children with SLCN are being missed, and are not getting the vital support they need.
Bercow: Ten Years On - improving outcomes for children and young people with SLCN

10. A reminder.... 10% of children and young people have long-term SLCN
7.6% have developmental language disorder
In some areas of deprivation, at least 50% of children and young people have SLCN.
Bercow: Ten Years On - improving outcomes for children and young people with SLCN

11. In [your area] Number of children
Number of children with long-term SLCN
Number of children with delayed language
Number of children in [your area] reported with long term SLCN
Working out the number of children with SLCN in your area
Go to
Click on ‘Local Authority Interactive Tool’ (LAIT)
If asked for a password select Read Only
In the ‘Security warning’ click on ‘Options’ and select ‘Enable this content’
Go to the ‘LA Context’ tab. Use the drop down arrow at the top to select your area
In the top table you will see the total number of pupils across the age ranges OR
go to
Download the table ‘Local Authority and Regional Tables’ go to Table 7D and use the total in column U for all children.*
To calculate the number of children with long term SLCN work out 10% of this figure**
To calculate the number of children with developmental language disorder (DLD) work out 7.6% of this figure
For reported figures go to
Download ‘Local Authority Tables’
Go to Table 16 for number of children with SEND reported by Primary Need.
*As these figures only include children in school or LA maintained nurseries they will be an underestimate of the number of children.
**If this is an area of deprivation up to 50% of children could have delayed language
Bercow: Ten Years On - improving outcomes for children and young people with SLCN

12. In [your setting] [Number of] pupils
[Number of] pupils with long-term SLCN
[Number of] pupils with delayed language
[Number of] children identified with SLCN
[Number of] children identified with delayed language
Working out the number of children with SLCN in your School
How many pupils do you have on role?
Work out 10% of this figure-10% of children have long term SLCN
Work out 7.6% of this figure-7.6% of children have developmental language delay (DLD)
*If your school is in an area of deprivation up to 50% of children could have delayed language
Use you SEND register to find out how many children are identified as having SLCN as a primary need
How many children are on SEN support?
Bercow: Ten Years On - improving outcomes for children and young people with SLCN

13. Things could be different
Bercow: Ten Years On - improving outcomes for children and young people with SLCN

14. [your action here]
In here, type in what you would like to happen in your area, setting or school
Bercow: Ten Years On - improving outcomes for children and young people with SLCN