Pathways to Talking Learning Event 2 nd December 2019 Chris - - PowerPoint PPT Presentation

Greater Manchester Early Outcomes Fund Pathways to Talking

Learning Event 2nd 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%

30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0 2012/13 2013/14 2014/15 2015/16 2016/17 2017/18 2018/19

Percentage achieving GLD

GLD Results 2013-2019

GM National

We’re seeing positive improvements in outcomes for our disadvantaged children

Outcomes for pupils eligible for Free School Meals have improved consistently since 2015. Provisional 18/19 data shows we have caught up with the England average.

48.0% 50.0% 52.0% 54.0% 56.0% 58.0% 60.0% 2015/16 2016/17 2017/18 2018/19

Pupils Eligible for Free School Meals 2016-2019

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
• n 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 years resulting from insufficient exposure to a broad range

• f vocabulary &language

models

Speech &Language Disorders Developmental Language Disorder Language Disorder associated with a bio-medical condition

Language Disorders

Refers to speech, language and communication difficulties that create

• bstacles 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

• 7.58% of children have DLD, a language disorder that is unexplained by any
• ther 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

What the research tells us

Speech, Language and Communication Needs

Language Delay Under 5 years resulting from insufficient exposure to a broad range

• f vocabulary &language

models

Speech &Language Disorders Developmental Language Disorder Language Disorder associated with a bio-medical condition

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

Speech and Language Delay

20 1

Childs age in months

30 Million Word Gap

Number of words heard by children in different income groups

Professional

Hart & Risley 1995 Enhanced cumulative words addressed to child

.

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

• pportunities 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

0.9 0.8 0.7 0.6 0.5 0.4 0.3 0.2 0.1 1900 1950 2000

Manual Labour Communication

Ruben (2000): Redefining the survival of the fittest Communication disorders in the 21st Century Changes in Occupation in the USA

2Y ears

Why are the Early Years so important?

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 ASQ 3 (SE)

Green score on Well Comm SLC Tool Kit Amber score on Well Comm SLC Tool Kit Red Score on WellComm SLC Tool Kit Communication with SALT team Universal language promoting advice; Universal key messages e.g. five to thrive, social baby. WellComm Activities; Parent Child interaction group; Targeted intervention in settings e.g. early language group, attention group (play plan where appropriate). SALT referral/intervention 1:1 Parent Child Interaction intervention (Communication Development Worker)

ASQ3: communication and language falls in white area and no concerns re HLE EYFS tracker ASQ3: communication and language falls into Grey and/or concerns re HLE: carry out WellComm Assessment Parental concerns Professional judgement (skills developed following training and experience)

Underpinned by skills and knowledge of workforce and work with other EY pathways e.g. parenting.

Home Learning Environment indicators Refer to language falls into black : apply professional Judgement whether to carry out WellComm assessment specialist services SALT depending on level/area of

• need. (SEN)

Communication and language risks shown on EYFS tracker : Carry out WellComm Assessment Parent: use GM recommended tools to measure of change in use of PCI strategies (group or 1:1); Child: Use WellComm tool 3 months post initial screen/interventio n to assess where further interventions are needed; EYFS tracker.

Early identification and intervention Central role of families & the importance of HLE A multi sectorial, multi professional response . Everyone’s contribution is recognized Linked to other pathways e.g. PIMH Awareness of the importance of SLC by the citizens of GM Workforce development Iterative process Using the evidence to inform actions and practice A flexible approach to respond to diverse SLC needs Using local innovation

Pathway Principles

Early Chat Matters

Becky Bibby - Jan Robinson Deborah James

GM Pathways to Talking Project Team

GM Early Outcomes Fund

• DfE Programme established the Early Outcomes Fund in

November 2018 worth approx £6.5m

• Overall ambition of the fund is to increase the number of LAs

starting a transformation journey to improve the collective

• peration of local services in securing good early language
• utcomes for children
• The fund has 3 key aims:
• To increase leadership focus at LA level on the key issue or early

language

• To enable LAs to undertake work to improve their services and how

they are delivered

• To resource evaluation and partnership working amongst LAs that

will spread innovation around the wider system

GM Early Outcomes Project

• GM Pathways to Talking
• Shared bid submitted by Salford in partnership with 10 localities

and the Greater Manchester Combined Authority

• Theory of change: We have an existing SLC pathway - why are

Communication and Language Outcomes age 5 years not improving more rapidly in GM?

• Awarded £1.5 million for 2 priorities:
• To evaluate implementation of the existing GM SLC pathway
• To increase the scale and pace of SLC pathway implementation

Working across 10 GM localities

• Funded project leadership roles in each locality to ensure capacity

to identify locality strengths, priorities and develop and implement a locality plan

• Every locality multi-agency team has completed a self assessment

– GM Pathways to Talking Stocktake

• Each locality project lead has developed their own Theory of

Change to address locality priorities and allocated funding linked to a locality implementation plan

• Building on existing relationships within GM with a strong focus
• n peer support and challenge

Sharing the learning across GM

• 10 locality stock-takes – identified areas of strength as well as gaps.
• Recognised the learning that we want to share and celebrate within and
• utside GM.
• Best practice themes:
• Strong Leadership and Commissioning of the SLC pathway at scale
• Engagement of early years settings and schools
• Implementation and impact of GM stage 4b assessment at 18 months and use of

WellComm to identify speech, language and communication needs and provide early interventions

• Working with families and communities with English as an Additional Language
• A coordinated programme of workforce development for SLC
• Supporting improved parent: child interactions through early communication groups

Working from the inside out Lister is going on inside something – that’s where transformational change is crafted John Shotter – practical philosopher in organisational change says we need to ask, what are people going on inside of?

Halve the word gap

4-Pillar delivery

Broadcast, marketing and messaging

bbc.co.uk/tinyhappypeople @bbctinyhappypeople

Frontline professionals Community activation

Digital

www

Content categories

Hook Activities Science

Entice, engage curiosity Wow the audience Practical, easy things to do

Bradford

Pilots 1 & 2

GM and across the UK Testing tone and feel of content, and routes to market Parents, front line professionals, community groups Website and Instagram channel

Manchester Stockport Salford Bolton Wigan PILOT 1 Swindon Inverness Nottingham NI - Traveller Community Bridgend

Where we are now

Oct 2019 Soft launch

Greater Manchester / GMCA Blueprint for rest of UK Endorsements Working towards full launch March 2020

Full launch ambitions

Gtr Manchester Coastal Cornwall Belfast Glasgow

5 hyper local hubs across the UK Big commercial collaborations 400+ films and 30+ articles Additional website sections – professional area, wellbeing Wider BBC

Merthyr Tydfil

Ella’s experience

Ella’s experience

Ella’s experience

Ella’s experience

Ella’s experience

Ella’s experience

GM Pathways to Talking

Next Steps

What are our GM priorities?

• Digitisation of early years data and shared access across multi-

agency services

• Strategic engagement of all sectors of the early years workforce
• Aligning the SLC pathway with other pathways to ensure a joined

up offer for GM families