Benefits of having speech and language support for your setting
Growing numbers of schools and early years provisions are either singly or in clusters working with independent practices to improve provision by commissioning additional support over and above a core offer provided by the NHS or Local Authority. Settings are using their pupil premium funding to commission services.
Head Teachers and setting managers consistently report that SLC needs are an increasing problem and local NHS services are overwhelmed and unable to provide support. NHS departments:
- have long waiting lists
- mainly operate under a consultative model, meaning that most children with SLC needs do not receive direct therapy
- offer a service which is resource-led, as opposed to child-led
- only support those with the most severest of need or those who have statements of SEN/EHC plans
- have frequent staff turn-over
This approach being adopted by NHS departments means that numerous children are being discharged and it is often those with mild and moderate difficulties who are easiest to remedy and make best progress if supported early.
As many children do not meet the threshold for support parents and professionals are led to believe the child's needs are not significant or warrant intervention
There is substantial evidence that SLT intervention improves SLC difficulties (BCRP)
A common feature of most successful schools was the attention they gave to developing speaking and listening in classrooms (Ofsted 2010, 2011)
Primary children with poor reading comprehension make better improvements when provided withan intervention to develop their oral language than they did when provided with an intervention directly targeting reading comprehension skills (Snowling et al 2010)
Improved academic attainment in kiteracy and maths. The barrier for many children in achieving level 4+ in English at the end of KS2 is their lack of oral language to support reading comprehension and writing
Improved behaviour. Good language skills act as a protective factor which reduces the likelihood of poor school attendance, truancy, delinquency and substance misuse (Snow 2000)
It narrows the gap in achievement between children from disadvantaged backgrounds and their more affluent peers. A recent casestudy published by GL Assessment demonstrates the impact of speech and language therapy intervention on 'narrowing the gap' in just 1.5 academic terms.
Growing numbers of schools and early years provisions are either singly or in clusters working with independent practices to improve provision by commissioning additional support over and above a core offer provided by the NHS or Local Authority. Settings are using their pupil premium funding to commission services.
Head Teachers and setting managers consistently report that SLC needs are an increasing problem and local NHS services are overwhelmed and unable to provide support. NHS departments:
- have long waiting lists
- mainly operate under a consultative model, meaning that most children with SLC needs do not receive direct therapy
- offer a service which is resource-led, as opposed to child-led
- only support those with the most severest of need or those who have statements of SEN/EHC plans
- have frequent staff turn-over
This approach being adopted by NHS departments means that numerous children are being discharged and it is often those with mild and moderate difficulties who are easiest to remedy and make best progress if supported early.
As many children do not meet the threshold for support parents and professionals are led to believe the child's needs are not significant or warrant intervention
There is substantial evidence that SLT intervention improves SLC difficulties (BCRP)
A common feature of most successful schools was the attention they gave to developing speaking and listening in classrooms (Ofsted 2010, 2011)
Primary children with poor reading comprehension make better improvements when provided withan intervention to develop their oral language than they did when provided with an intervention directly targeting reading comprehension skills (Snowling et al 2010)
Improved academic attainment in kiteracy and maths. The barrier for many children in achieving level 4+ in English at the end of KS2 is their lack of oral language to support reading comprehension and writing
Improved behaviour. Good language skills act as a protective factor which reduces the likelihood of poor school attendance, truancy, delinquency and substance misuse (Snow 2000)
It narrows the gap in achievement between children from disadvantaged backgrounds and their more affluent peers. A recent casestudy published by GL Assessment demonstrates the impact of speech and language therapy intervention on 'narrowing the gap' in just 1.5 academic terms.