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Erica Bridges
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1 If you need this in alternative format please contact the Academy Approved by Teaching & Progress Committee May 2016 For Review May 2019

2 MONKS COPPENHALL ACADEMY Speech, Language, Communicationand English as an Additional Language Policy Mission Statement To be the best we can in mind, body and spirit. Introduction Speech, Language and Communication impairments (SLCI) and English as an Additional Language (EAL) are problems that an individual has in the way they communicate with other people, or how other people understand them. There may be a variety of reasons for this and the difficulty may not always be obvious. At Monks Coppenhall Academy we aim to identify issues with SLCI early and to provide interventions and an environment so that our children are able to manage their difficulties and communicate with confidence. Children who are learning English as an additional language have skills and knowledge about language similar to monolingual English speaking children. Their ability to participate in the full curriculum may be in advance of their communicative skills in English. The Purpose of the Policy This policy serves to guide the Academy on how it is best to support the needs of all children with SLCI and EAL. It is to ensure that these are identified, monitored and supported within the Academy learning environment in a timely manner. Also to ensure that all staff within the Academy have access to the necessary basic level of training needed to support these children. It aims to provide guidance on the adaptation of the Academy environment, where needed, in meeting the needs of the children with SLCI and EAL and for working collaboratively with parents/carers and professionals to facilitate a holistic approach for individuals. Key staff members responsible for meeting children s needs and managing this policy will also be identified. Procedures All children starting at Monks Coppenhall Academy in the Early Years classes will have their speech and language screened through the use of GAPs test. This is carried out by the Speech and Language Therapist within the first half term at the Academy. Children starting at Monks Coppenhall Academy in a different year of entry, presenting with speech and language difficulties will also be screened using GAPs test. Children identified as needing support in the area of speech, language and communication development should have their needs discussed with parents/carers and consent gained for assessment by a Speech and Language Therapist. Speech, Language, Communication & EAL Policy Page 2

3 A referral will then be made to the local NHS Speech and Language Therapy Department/Therapist both for assessment and advice. In addition, the Academy will support children s language development through a Narrative Therapy Programme with identified Early Years and Year 1 children. All children in Early Years and KS1 have the opportunity to participate in a language programme delivered through music. This is known as Quavers. Monks Coppenhall Academy supports children with English as an Additional Language by:- Developing their spoken and written English Preparing resources(when necessary), that support the development of the children s English language skills Providing a range of reading materials that highlight the different ways in which English is used Ensuring that there are effective opportunities for talking and that talking is used to support writing Providing support through video or audio materials, dictionaries and translators, readers and scribes where necessary within the budgetary constraints of the Academy Using the home or first language where appropriate Careful planning of their needs by class teacher Valuing the child s home language As children approach periods of transition within year groups it is important that necessary strategies (both verbal and visual) be implemented in advance to prepare children for the forthcoming changes to routine, staff and environments. At all times it is important to ensure that children have access to the curriculum through the adaptation of the learning environment and the use of strategies to facilitate access. Staff Training All Academy staff undergo training in communication to facilitate children s access to the language of learning and their abilities to express themselves. Existing staff should receive a refresher to keep current practise up-to-date Specific staff training needs should be evaluated on an ongoing basis, depending on the needs of the children within the Academy. This training should be informed by an audit of learners needs. Risk Assessment A child s emotional, mental, social and educational wellbeing may well be compromised if their CLCI and EAL needs are not met. Within Monks Coppenhall Academy the need for early intervention and continued provision to ensure whole child wellbeing is recognised as imperative. Parental Involvement It is Monks Coppenhall Academy s policy to involve parents/carers in decisions made concerning their children and how areas of concern are being addressed. Parental/Carer consent will be obtained before making a referral to any outside Speech, Language, Communication & EAL Policy Page 3

4 agency and, where possible, parents/carers will be included in any relevant training undertaken within the Academy. Parents/carers will also be supported in accessing services outside the Academy. Where necessary and within the budgetary constraints of the Academy, a translator may be used to support parents/carers in meetings. Responsibilities of the Senior Management Team It is the responsibility of the Academy s Senior Management Team to monitor the implementation of the Speech, Language and EAL Communication Policy and to identify and address the training needs of staff within the budgetary constraints of the Academy. Responsibilities of the SENCo It is the responsibility of the SENCo to support the staff and Senior Leadership Team (SLT) in implementing and monitoring the Speech, Language, Communication and EAL Policy. The teacher and SENCo will liaise with all professionals involved with a child and keep records of children s progress in relation to speech and language. The SENCo and Speech and Language Specialists will lead on all initiatives as agreed by the SLT and support the delivery of training. In addition, they will advise and support Academy staff as appropriate and disseminate information on models of good practice. Responsibilities of Academy Staff It is the responsibility of all staff to implement the Speech, Language, and EAL Communication Policy. It is the responsibility of Academy staff to ensure they have attended all recommended training relating to SLCI and EAL. Also, to highlight to the SENCo if this has not been done. Where recommendations have been received by outside agencies, staff are responsible for implementing these recommendations and working towards meeting the objectives. Staff should maximise all opportunities for children to communicate throughout the Academy day. Outcomes This policy will promote the excellent ethos of Monks Coppenhall Academy. It will underpin excellent teaching, learning and progress. It will promote the high standards and expectations set out in the Academy s aims and Code of Conduct. This policy should be read in conjunction with: Anti-bullying Policy Curriculum Policy Inclusion Policy Positive Behaviour Policy Safeguarding Policy Single Equality Policy Special Educational Needs Policy The designated Governor for Speech, Language, Communication & EAL is Mrs Gill Edwards. Speech, Language, Communication & EAL Policy Page 4

5 Speech, Language, Communication & EAL Policy Page 5

SENCo (Special Education Needs Coordinator):

Special Educational Needs and Disabilities (SEND) Offer At St Columba's Head Teacher: SENCo (Special Education Needs Coordinator): Mr N Fisher Mrs K Kallend The following is a summary of the changes to