Resources and Training. Age Range: Pre-School 0-5 UNIVERSAL

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1 SEN: SLCN Speech, Language and Communication Need Definition: SLCN refers to any difficulty communicating with others. This includes difficulties understanding spoken language, putting sentences together, unclear speech and communicating appropriately in social situations. Also includes stammering and voice problems. Age Range: Pre-School 0-5 UNIVERSAL Leadership 1 senior named member of staff who knows about SLCN Whole setting awareness of implications of speech, language and communication difficulties 1 named member of staff who knows about SLCN specifically and who can advise and support other staff All staff have access to appropriate training e.g. Communication, Language and Speech in the EYFS (Early Years Foundation Stage), and setting reviews skills and knowledge of staff Communication friendly Setting has a clear understanding that communication and language are one of the three prime areas which underpin all other learning Setting has a clear understanding of Communication Friendly Environments (CFE), has implemented changes as needed and maintains a CFE Within the setting : Opportunities are routinely provided across all areas of learning and care for age appropriate interaction and communication Active promotion of age appropriate attention and listening skills Visual strategies in place to support age appropriate communication development Appropriate seating/positioning with good visual access The commenting approach is used in adult child interactions Staff understand the links between play and language development Babies and children are encouraged in their communicative attempts Pre school children are encouraged to communicate and develop friendships with their peers and Training Training Communication, Language and Speech in the Early Years Foundation Stage training (contact Julie Attwood ) Elizabeth Jarman resources Visual cue cards ICAN resources e.g. Learning To Talk DVD Little books e.g. Little book of story telling Speechmark publications e.g. Early Communication skills Visual cue cards

2 Age appropriate speech sound development opportunities e.g. babble play, noise making Babies and children are encouraged in their communicative attempts Pre school children are encouraged to communicate and develop friendships with their peers Age appropriate speech sound development opportunities e.g. babble play, noise making, action rhymes, rhythm activities, rhyme activities etc Age appropriate book sharing and story telling opportunities Language for negotiation is encouraged at an age appropriate level RCSLT (Royal College of Speech and Language Therapists) website The Communication Trust website Setting has clear procedures for base-lining communication development and identification of those at risk of SLCN Engaging with Parents Use of learning journey Two year development check

3 TARGETED All strategies outlined in Universal approaches should be consulted Staff have access to specific training for SLCN e.g. Language For Learning, Makaton Setting has clear procedures for regular monitoring of progress e.g. EYFS and/or Development Matters/ e tracker Setting has clear procedures to request support from external agencies, e.g. Speech and Language Therapy, SEYS (Specialist Early Years Service). This will include specialist assessment and provision of advice, strategies and programmes for the setting as required Setting has clear policies and procedures to support children with SLCN at all points of transition Within the setting for example: Robust key worker and key group system is in place and used Time allowed for processing information Opportunities for listening and following age appropriate specific instructions Amount of language based content in activities reduced Language use carefully considered and accompanied by visual support For Preschool children individual visual timetable to support understanding of daily structure Development of key vocabulary in context Opportunities to develop social skills and interaction, improving confidence Strategies in place to help child manage frustration and anxiety As required: Setting of targets and implementation of IEP (Individual Education Plan) taking into account the advice from external agencies e.g. Speech and Language Therapy service, SEYS, with regular monitoring, feedback and review Strategies recommended by Speech and Language Therapist and other professionals implemented by setting staff Targeted individual/small group support As above+ Training: Language for Learning training and resources (or contact Phoebe Kent ) Attention and Listening training (Contact Sandra Bamber ) ICAN resources e.g. communication cook book First,next,last boards STASS publications e.g. Language Steps Speechmark publications E.g. Working with children s language. The Language GAP Sue Gowers, Libby Sisson & Lindsay Waters Attention and Listening Cue Card Task management boards Receptive Language Information Carrying Words

4 Engaging with parents Feedback to parents regarding strategies used and progress Use of developmental journal as appropriate Language steps Expressive Language Colourful Semantics Stems Semantic links Task management boards Adult- Child Interaction Big Leap activities Black Sheep Press Communicating Print Makaton Speech : Metaphon Nuffield Symbols Syllable Awareness Auditory Discrimination Scrap books Big Leap Games Dysfluency Adult Child Interaction British Stammering Association website

5 SPECIALIST All strategies outlined in Universal and Targeted approaches should be consulted Staff have access to highly specialist training for individual e.g. AAC (Augmentative and Alternative Communication) specific communication system Personalised support - support provided as detailed in EHCP Engaging with parents Co ordinate Annual review, including relevant professionals and parents As above + AAC High tech/low tech Total communication; objects of reference, signing, symbol use. Intensive interaction. Specific SLI (Specific Language Impairment) strategies Communication books