SLCN Provision Flintshire Model Mrs Sheila Davies - Learning - - PowerPoint PPT Presentation

SLCN Provision – Flintshire Model

Mrs Sheila Davies - Learning Advisor for Speech, Language and Communication.

Aims of presentation:

• 1. To consider the importance of speech,

language and communication training for professionals and parents.

• 2. To share the Flintshire model of training

and service delivery.

To raise awareness of the importance of oral language development and its relationship to all areas of learning. Increasing numbers of children start school with delayed language skills. This puts them at a huge disadvantage to their peers as they struggle to learn and make friends. Many of these children will catch up with the right support.

Why is training a priority?

2 children in every classroom in the UK will experience significant and persistent DLD. To empower parents and staff to facilitate support for all children. To facilitate collaborative working To encourage settings to make oral language development a priority in early years To reduce longer term risks to learning, social well-being and mental health.

Speech, language and communication underpins everything we do in life. Learning

• Cognitive intellectual development
• How the brain processes and links

information

• Imagination, problem solving and

memory

Behaviour

• Self-control
• Following rules
• Understanding cause, effect and

consequences

Social Development

• Sharing and belonging
• Cooperation
• Interacting with others
• Understanding rules
• Making friends

Emotional Development

• Confidence
• Self-esteem
• Resilience
• Understanding and controlling

emotions

• empathy

Potential Impacts of SLCN

Speech:

People misunderstand what’s being said Have to repeat things a lot Can get frustrated, or aggressive Don’t enjoy talking, so can opt out Struggle to learn to read – can’t work out what sounds are at the beginning of words Struggle to understand or recognise rhyme Struggle to work out patterns in words to help learn to spell

Language:

Don’t understand what’s said, so do things wrong Miss out on learning Tune out –working out language can be so tiring Copy other children so hide difficulties Limited talking - their message doesn’t get across Can’t share ideas or express needs Can become passive Can get frustrated Other children don’t want to play with them Doesn’t have a solid base for future learning

Communication:

Don’t know how to join in Have difficulty making and keeping friends May get chosen less to play in games May get invited to fewer play dates or parties Other children may avoid them Finds playing with others difficult Following rules can be difficult, so problems in settings/school (Communication Trust)

Flintshire Provision for SLCN

Specialist Universal

Flintshire Local Authority recognises the importance of speech, language and communication for pupils’ overall development. We continue to develop services to meet the needs of pupils at universal, targeted and specialist levels. In doing so, we recognise the importance of interface between specialists and the wider workforce.

Collaborative Practice

An essential ingredient of our provision is collaboration. Local Authority Services and Speech and Language Therapy work collaboratively to deliver at all levels.

Flintshire’s 3 Tiered Approach

Language Outreach Specialist Small Group Provision - LA + SALT

Language Development Project School-based SALT Service Training, assessment, advice, skill sharing – LA + SALT + Afasic

Universal

This Tier is available to all, providing advice, signposting and training to parents / settings to increase awareness and understanding of speech language and communication needs (SLCN). We deliver joint local and nationally accredited training for the wider workforce, collaborating with SALT and Afasic. We provide indirect support for all children and young people through information, advice, skill sharing and training given.

Who?

Targeted

Adults!

Language development doesn’t happen by accident – children need adults to support their language and communication development. The skilful communication of practitioners with children is seen as an indicator of quality in early years provision.

(Communications Trust)

This tier includes hand’s on support for schools and pupils via the Language Development Project and school based Speech and Language Therapy services.

Language Development Project

Participants: EAL service – Specialist teachers and Advisor (6 staff in total) CLASS team – Advisor and 4 specialist language

• utreach coordinators.

6 Language Development Teaching Assistants Up to 12 teachers from participating schools

Aims

To develop the oral language skills of EAL pupils and monolingual pupils with language support needs at vocabulary, clause and sentence level within the Foundation Phase environment To employ and develop an effective team of language support assistants equipped to model and extend language within the Foundation Phase environment To enable School and LA staff the opportunity to work collaboratively to support the language needs of the above pupils

Project Outline

The Language Development Assistants are allocated to up to 12 participating schools, who receive 0.5 fte hours of additional support per week. (Depending on need, we have more

recently increased number of participating schools, with LDA s providing up to 3 schools with sessions. These can range between 0.2 and 0.6)

Schools have to apply to be part of the project on a termly

• basis. LDA s rotate termly, changing schools in October,

February and May. Participating schools are required to identify a member of the teaching staff (Teacher, Foundation Phase Manager, ANCO, Headteacher), to take responsibility for:

Initial meeting with project managers and staff to gain information regarding the role and expectations of language assistants. To ensure this information is shared with all school staff. Time to work collaboratively with Inclusion staff to identify pupils for support, and plan where/how support would be most effectively utilised. Agree on effective methods for monitoring impact and progress

Although overall management is by The Inclusion Service, day to day management and timetabling is the responsibility of school based staff.

6 Teaching Assistants Employed with the specific aim of improving the expressive and receptive language skills of identified children All of the language development TA’s spent the first week

• f September 2013, receiving initial training on the

following areas of language development; further training and support has been on-going.

Language Development Assistants

Initial Training

The Communication Chain Non Verbal Communication Questioning children - BLANK - moving from context embedded to context reduced Adult/Child Interaction - Modelling and Extending language through talk

Teaching ‘concepts’ and ‘language structures’ through books and play (practical activities) Using Shape and Colour Visual Strategies - Visual timetables/ fans/ photographs/ concept mapping etc Collaborative Learning Strategies - Barrier games/Talking partner activities

Additional Training

E.A.L. / Monolingual Language Pedagogy. Listening and Attention Phonological Awareness Introduction to Cued Articulation Definitions of Language, Communication, Speech and Literacy. Recognising and Supporting SLCN (General Strategies) Developing Vocabulary Afasic

Pupils

Identified pupils who:

• are learning EAL
• monolingual who are struggling to communicate at an

age appropriate level due to language delay, developmental delay, or insufficient exposure to good language role models

Initially September 2013 – December 2013 The project has been subject to ongoing evaluation and funding reviews Very positive feedback from schools On-going evaluation provides evidence of positive impact

During existing activities

• Role play
• Snack time
• Play time
• Reading area
• Outside
• Story time
• Getting changed for PE etc

BUT, needs to focus on developing the language involved in completing the task, not the organisation of the task itself

Where?

Oral language development not specific literacy activities involving reading and writing In addition to the current support available – needs to ‘add’ to current practice not form part of the existing

• rganisational structure

Should focus on the language development of identified children

What?

Modelling Extending Questioning Repeating Engaging Developing listening and understanding Monitoring Using strategies and activities explored during the training sessions

How?

Currently

Feedback and progress data provide information which is incredibly positive. Highlights the positive benefits in terms of integration, inclusion, following routines and friendship groups, language learning, confidence and self esteem The LDAs model good practice within the classroom and are encouraged to work alongside school based TAs. Increased awareness in schools has led to staff attending training provided by LA Inclusion Officers.

Example - FP Language Development Training Week for School Based Staff

Date Areas to be covered am pm Mon

9.00 – 9.15 Start Why is oral language important? – The impact on learning. Understanding language, communication, speech and literacy  Communication Chain 1.00pm – 3.15 Language Development and Progression Non Verbal Communication

Tues

 Listening and Attention  Phonological awareness  Cued Articulation  Developing Vocabulary

Wed

 Adult child interaction and modelling techniques  Differences between first and second language development.  Developmental questioning techniques using the BLANK framework.

Thurs

AFASIC 11.30 – 12.15 Workshop 1 Using visual resources / strategies. 1.00 - 1.45 Workshop 2 Collaborative learning techniques – Barrier games etc 2.00 – 2.45 Workshop 3 Mind mapping

Fri

 Shape and Colour  Resource Preparation  Next Steps  Evaluation  Presentation

All of the above are offered as individual sessions to schools. So far, we have had 118 delegates from approximately 50 primary schools who have attended the week course. Originally designed for FP we adapted and also deliver a course for KS2 All Early Entitlement Settings in Flintshire have attended a 2 day training program ‘Language Development in the Early Years’ throughout March 2017 (110 delegates).

One thing I noticed, though (JEAN GROSS), was that early years practitioners often do not realise that they themselves are the best resource of all – How adults interact with children is the single biggest factor influencing how children actually use resources and take part in activities, and how far language will be promoted.

Jean Gross – Time to Talk

Specialist

Specialist Intervention is provided by Flintshire Communication Language Advice and Support Service (C.L.A.S.S.)

Communication Language Advice and Support Service (C.L.A.S.S.)

This service is divided into 4 stages: Stage 1: Advice / Guidance from Learning Advisor. Stage 2: Two terms time-limited outreach. Stage 3: Language Outreach. Stage 4: Speech and Language Resource Provision.

Stage 1

Available at Universal and Targeted Tiers of Provision Learning Advisor Consultation with relevant personnel. Assessment / Advice / Guidance / Training. Targets provided. School to implement strategies and monitor.

Stage 2 – Specialist

This is a joint service provided by Flintshire LA and Speech and Language Therapy (Betsi Cadwaladr University Health Board) Accessed via a specialist speech and language therapy report indicating pupil displays significant SLCN and may benefit from CLASS outreach service. Schools submit documentation to CLASS termly Panel Meeting. Criteria not met, CLASS feed back to school. Criteria met pupil accesses Stage 2 Provision.

Stage 2 - 2 terms, 2 sessions a week joint service

from Specialist SALT and Specialist Language Outreach Coordinator, closely monitored and assessed approximately every 4 weeks. SLA issued. Possible Outcomes of Stage 2 Provision:- Exit Criteria Met. Pupil transferred to another service. Pupil accesses St 3 Language Outreach. Statutory Assessment Requested – Consideration for Lang Resource Provision.

Stage 3

Language Outreach - 2 sessions a week joint service from Specialist SALT and Specialist Language Outreach Coordinator, closely monitored and assessed approximately every 8 weeks. New SLA issued. Possible Outcomes of Stage 3 Provision:- Exit Criteria Met. Pupil transferred to another service. Statutory Assessment Requested – Consideration for Lang Resource Provision.

Learning Advisor / Manager 2 Specialist Speech and Language Therapists 4 Specialist Language Outreach Coordinators

Language Outreach Team

Stage 4

Statement issued - pupil accesses placement at Language Resource. Annual Review to determine on-going need and future provision. Flintshire has 3 Resource Provisions, all located in Mynydd Isa. Mynydd Isa Primary School hosts the Foundation Phase and KS 2 Resources. Argoed High School hosts the Secondary Resource.

Collaborative Working

At universal, targeted and specialist levels, support is most effective when all have shared awareness and targets can be reinforced in the classroom and at home.

Communication is everyone’s responsibility!