Greater Manchester Early Outcomes Fund Pathways to Talking Learning Event 2 nd December 2019
Chris McLoughlin Lead DCS for GM School Readiness Programme
GM Early Years/School Readiness Vision We want every child in Greater Manchester (GM) to have the best start in life. This means that every child grows up in an environment that nurtures their development, derives safety and security from their parents / care givers, accesses high quality early years services and has a belief in their goals and their ability to achieve them. Our ambition is that every child in GM is acquires the skills necessary to negotiate early childhood, primary and secondary school and education and employment.
What is the GM Model? 1. 8-stage New Delivery Model assessment pathway 2. A range of multi-agency pathways 3. A suite of evidence based assessment tools and targeted interventions.
School readiness: The Greater Manchester Approach
Andy Burnham Mayor of Greater Manchester
Good Level of Development 2013 - 2019 • In 2015 62.4% children in GM achieved a good level of development (GLD) at the end of Reception Year, aged 5 years, this represents a significant increase on the equivalent figure of 47.3% in 2013 • In 2019 GLD as increased to 68.2% • GM remains below the England average of 71.8% GLD Results 2013-2019 100.0 90.0 80.0 Percentage achieving GLD 70.0 GM National 60.0 50.0 40.0 30.0 2012/13 2013/14 2014/15 2015/16 2016/17 2017/18 2018/19
We’re seeing positive improvements in outcomes for our disadvantaged children Pupils Eligible for Free School Meals 2016-2019 Outcomes for pupils eligible 60.0% for Free School Meals have improved consistently since 58.0% 2015. 56.0% 54.0% 52.0% Provisional 18/19 data 50.0% shows we have caught up 48.0% with the England 2015/16 2016/17 2017/18 2018/19 average. GM England
Why does early speech, language and communication matter? • The ability to communicate is recognised as the most fundamental life skill for children • It directly impacts on their ability to learn, to develop friendships and on their future life chances. • In areas of poverty over 50% of children are starting school with delayed communication skills. • When language difficulties are resolved by the age of 5, children are more likely to develop good reading and spelling skills and when leaving high school they achieve as well as their peers.
What are we doing about it
Speech, Language and Communication: Foundation Skills for Life Michelle Morris, Consultant SLT / Lead for GM Early Years SLC Pathway Michelle.morris@srft.nhs.uk @ speechiemsm
In the next 30 mins Iwill • Describe the conditions commonly referred toas Speech, Language and Communication Needs • Explain why developing these skills is soimportant • Identify the potential impact on life chances ifthese skills are not developed • Explain why the early yearsshould be the focus ofour efforts • Describe what we are doing in GMto maximize opportunities for children and young people to develop effective communication skills
Speech, Language and Communication Skills? • Being able to attend and listen • Understanding (Receptive Language)
What do we mean by Speech, Language and Communication Skills? • Being able to attend and listen • Understanding (Receptive Language) • Expressive Language • Speech production • Social use of language using language for different purposes adapting language to meet the needs of the listener/situation following the unspoken rules of communication
Speech, Language and Communication Needs Language Delay Under 5 Speech &Language years Disorders resulting from insufficient exposure to a broad range of vocabulary &language models Language Disorder Developmental associated with a Language Disorder bio-medical condition
Language Disorders Refers to speech, language and communication difficulties that create obstacles to interaction or learning in everyday life and where they are not likely to catch up i.e. the condition has not resolved by 5yrs old Approximately 10% of children and young people. 3/class Pathway will identify these children who will need universal, targeted interventions & specialist interventions Two Types – Developmental Language Disorder & Language Disorder associated with a condition
What the research tells us • 7.58% of children have DLD, a language disorder that is unexplained by any other condition (Norbury 2016) • DLD has been described as the “most common disability that no one has ever heard of” • This makes it the most prevalent neuro-disability. More common than Autism (1.1%) or stammering (1%) which everyone knows • In addition another 2.34% of children have a language disorder that is associated with another condition e.g. ASC, hearing impairment
Speech, Language and Communication Needs Language Delay Under 5 Speech &Language years Disorders resulting from insufficient exposure to a broad range of vocabulary &language models Language Disorder Developmental associated with a Language Disorder bio-medical condition
Speech and Language Delay In areas of high socio-economic needs up to 50% of children who are aged 5 years and under, experience a delay in language and communication i.e. their language skills are significantly behind that of their more advantaged peers The early years GM pathway is designed to identify and support these children as well as identifying children with SLC disorders
Number of words heard by children in different income groups Enhanced cumulative words addressed to child Professional 0 30 Million 20 Word Gap 1 0 Childs age in months Hart & Risley 1995
By 4 years of age, there is a 30 million word gap between children from the wealthiest and poorest families. By 18 months, children in different socio-economic groups display dramatic differences in their vocabularies. . By 2 years, the disparity in vocabulary development has grown significantly (Fernald, Marchman, & Weisleder 2013).
Lack of exposure to sufficient quantity and quality of language may result in language delays for many children Children living in middle and higher income homes have more opportunities to practice language skills and experience language- rich environments in comparison to children living in low income homes. Family income does not directly cause language delays. It is not who you are, but what you do that matters
Ruben (2000): Redefining the survival of the fittest Communication disorders in the 21 st Century Changes in Occupation in the USA 0.9 0.8 0.7 0.6 0.5 Manual Labour 0.4 Communication 0.3 0.2 0.1 0 1900 1950 2000
Why are the Early Years so important? 2Y ears
Timeline illustrating different rates of rapid synapse development
Attunement :synchronised interaction between parent and baby
GM Communication and Language Pathway (Update Feb 19) Difficulties such as fluency, feeding and specific medial conditions should be considered separately ASQ3: communication and ASQ3 Universal language promoting language falls in white area ASQ 3 ( SE ) advice; and no concerns re HLE Parent: use GM Green score on Well Comm Universal key messages e.g. five to recommended SLC Tool Kit thrive, social baby. tools to measure of change in use of Home Learning PCI strategies ASQ3: communication and Environment indicators language falls into Grey (group or 1:1); and/or concerns re HLE: WellComm Activities; carry out WellComm Assessment Child: Use WellComm tool 3 Parent Child interaction group; Professional Communication and months post initial judgement (skills language risks shown on Amber score on Well Targeted intervention in settings screen/interventio developed following e.g. early language group, attention EYFS tracker : Comm SLC Tool Kit n to assess where training and group (play plan where Carry out WellComm further experience) appropriate). Assessment interventions are needed; Refer to language falls into EYFS tracker EYFS tracker. black : Red Score on WellComm SALT referral/intervention apply professional SLC Tool Kit Judgement whether to Communication with SALT team carry out WellComm Parental concerns assessment 1:1 Parent Child Interaction intervention (Communication specialist services SALT Development Worker) depending on level/area of need. (SEN) Underpinned by skills and knowledge of workforce and work with other EY pathways e.g. parenting.
Central role of families & the Early identification Pathway importance of HLE and intervention Principles A multi sectorial, multi A flexible approach professional response . Everyone’s contribution is to respond to diverse SLC needs recognized Linked to other pathways e.g. PIMH Using local innovation Awareness of the importance of SLC by the citizens of GM Using the evidence to inform actions and practice Workforce Iterative development process
Early Chat Matters
Becky Bibby - Jan Robinson Deborah James GM Pathways to Talking Project Team
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