speech and language therapy - egfl.org.uk · web viewspeech and language therapy. start of year...

Community Services –EalingSchools Service

Carmelita House, 21-22 The Mall, Ealing, W5 2PJTEL: 8825 8856 (SLT Administrator)

Speech and Language Therapy

Start of Year Pack for Schools 2017/2018 Academic Year

Last year was a busy year for the Schools SLT Team as the service into schools continued.

Thank you for your on-going co-operation and support during this time and for being patient

during recruitment and change of therapists.

1

http://www.lnwh.nhs.uk/%00%E5%A1%B9%EF%92%81%E1%B4%BB%E4%A1%BF%E2%B2%AF%E5%B6%82%E8%97%84%E6%8C%A7%00%00%EA%AE%A5



The feedback we have received has been positive. We hope to use the feedback so together

we can further strengthen and develop our new service.

We look forward to working with your school to improve outcomes for children with Speech,

Language and Communication Needs over the coming year.

Karen Benedyk

Head of SLT Service, Ealing

Claire Levy Ealing Schools SLT Team Leader

Rachel Smith Ealing Schools SLT Team Leader

Head of SLT Service, EalingKaren Benedyk – 020 8825 8856 [email protected]

Mainstream Team LeaderRachel Smith – 020 8825 5669 [email protected] (on Maternity Leave until mid/November)

Mainstream Team LeaderClaire Levy – 020 8825 8846 [email protected]

2

mailto:[email protected]






Contents

Page 4-15 Information about Service Structure

16 Key Indicators of SLCN

17-24 Checklists to support the identification of SLCN

25- 32 SLT referral information and SLT referral form

33-40 Environmental Communication Checklists

41-50 SLT Training Programme

51-52 SLT Key Messages for School Newsletter

53 Useful Websites

3




Brief Introduction

The Mainstream Schools SLT Service in Ealing is split into 3 parts due to the different streams of Commissioning:

1) CORE – this is funded by the Health Service

2) SEN – this is commissioned by the Local Authority

3) Buy-IN – this is individually commissioned by Schools

Information about each part of the service is given in this pack. The table below is a brief Summary

Students Where?CORE* Students under 3 yrs Service delivered in Clinic

Students aged 3-5yrs in Mainstream Schools (except fluency)

Services delivered in Schools

Students aged 3-5yrs not in Mainstream Schools and students with fluency difficulties

Service delivered in Clinic

Students aged 5+yrs with Fluency or Voice difficulties


Student 5+yrs with speech, Selective Mutism/Anxiety Speaking and Social Communication difficulties in Mainstream School

Service delivered in Schools

Student 5+yrs with speech, Selective Mutism/Anxiety Speaking and Social Communication difficulties not in Mainstream School


SEN Students with an EHCP from Ealing with Communication needs

Service delivered in Schools

BUY-IN Students with language difficulties (or any other communication difficulty that the school wishes the SLT to see)

Service delivered in School

*All students seen in the CORE service must have an Ealing GP

4




CORE Schools Service

5




Service Outline – Primary SchoolsOrganisation & Address: London North West Healthcare

Speech and Language Therapy Department Carmelita House, 21-22 The Mall, Ealing, W5 2PJTel: 020 8825 8856 (SLT Administrator).

INTRODUCTION

Services to school aged children ages 3-5yrs (except for Fluency which will continue to be seen in clinic) are now to be delivered within schools instead of clinics, allowing them to be assessed in their learning environment. Students in Key Stage 1-3 without an EHCP who have speaking anxiety/ Selective Mutism or whose major difficulty is Social Communication or Speech will also be seen as part of the Core Service. Students with a Hearing Impairment will continue to receive the same service as before.

The Service aims to support schools to allow children to access a stronger more communication rich environment, with daily planned opportunities to develop their speaking and listening through small group and whole class work and to provide teachers and therapists more opportunities to work and learn together. The rational for this is the evidence showing that working with a range of early years staff to embed good practice in promoting speaking and listening, has a considerable impact, not only on the children with identified needs but on the class as a whole (Communication Trust 2011; Gross 2010).

SERVICE DELIVERY

If fully staffed we are able to offer up to X sessions over the term to your school. (A day/session = 5 hours in school). If we are not fully staffed some of these sessions may be delivered by an SLTA as monitoring sessions. 1.5 days of the schools time is set aside for essential training for staff and parents. This time cannot be used for Specialist work and if not used will be reallocated elsewhere in the service.

The Service aims to support school staff to deliver interventions at Wave 1-3 levels. Timely Joint planning with SENCos is essential for the schools to get the most out of the allocated time. The following table outlines how we can work together to ensure that the children and schools staff get the maximum benefit from the time.

6




Universal and Targeted Interventions

Key Areas The SPEECH AND LANGUAGE THERAPIST (SLT) … SCHOOL Staff …

Monitoring children’s progress

SLTs will use the data as part of outcome measurement, service planning and development

Nursery and Reception Teachers share tracking and monitoring of all Nursery and Reception children’s progress using the tracking tool already in place in school (eg, Development Matters).

The SENCO or Lead Practitioner is to share tracking data at the following times:

- Autumn half-term- Spring half-term- End of Summer term

Developing the Communication Environment

The school may choose to use a small amount of SLT time to help advise on aspects of the Communication Environment.

Communication Environment audits jointly carried out by the SLT and a member of school staff and an action plan agreed which would be jointly reviewed the following half-term/term

Training and workforce development

Working and Learning Together

SLTs can provide setting with access to a range of Universal training opportunities focusing on SLC. Including:

- working with children learning more than one language- Makaton.

and also targeted training, on - ‘supporting children with speaking anxiety and Selective Mutism’- ‘supporting children with social communication difficulties’.

The SLT will share resources with teaching and support staff, signpost practitioners to helpful websites, articles etc, and promote skill-sharing and learning together.

The setting is to commit to new staff in Foundation stage attending the training on ‘supporting children with speaking anxiety and Selective Mutism’.

Each visit the SENCo and/or EYs Lead should be available for a quick ‘touch base’ meeting (5 mins) at the start and end of the SLTs day

The SLT will meet with EYs lead, SENCo and TAs termly to monitor and review how the service is going.

Improving parents’ involvement in their child’s

The SLT will ensure that Key Messages for supporting children’s communication are made available to the setting.

The SLT can support the school in running the key message events eg, Coffee/Parent drop-in mornings, Parent workshops

Parent Partnership – Supporting children’s communication.

The setting is to ensure at least one parent-focused event is delivered per year to cascade key messages for

7




communicationand learning.Promoting achievement for all.

Such Health Promotion events - outcomed by numbers reached, and questionnaires/interviews/ story-catching.

supporting children’s communication to all parents. Key Messages -Talk and play everyday-Sing and rhyme anytime-Watch less talk more-Keep your language alive

Wave 2 interventions:

Supporting all the children’s Speech, language and communication development, particularly ‘at risk’ groups.

The SLT can provide training for staff on relevant wave 2 interventions and can help the teaching staff to set up and monitor these early language and communication interventions. Interventions for children could include:

Box clever- Social skills groups- Language development groups- Etc

SLTs work together with teaching staff on strategies for grouping children within groups. SLTs should provide at least termly monitoring of groups that have been set up.1 day of allocated school time is ring-fenced for staff training in Phonological Awareness Training (to support students with speech difficulties) and one of the following:

- Shy and Anxious students- Box Clever

0.5 day of allocated school time is ring-fenced to help set up the Phonological Awareness Group (either KS1 or KS2)

The expectation is that the wave 2 interventions will be run across Nursery classes (am & pm) and Reception at least 3 times a week If needed early years staff should attend training on the Wave 2 interventions early on in the autumn term with the aim of having them running by the end of the Autumn term

Teaching staff should be available to discuss the wave 2 interventions and the progress the children are making in these

The setting is to commit to relevant staff either in KS1 and/or KS2 attending the training on ‘Phonological Awareness Group’ and running the group once set up.

Please note:- The expectation is that wave two interventions will be in place and running to provide students who are not on track in terms of their Communication

and Language skills targeted input before considering a specialist referral.-Referrals will be accepted from October half-term (please see information below)

Specialist Caseloads- EYs, KS1 & KS2

8




The SPEECH AND LANGUAGE THERAPIST (SLT) will …

SCHOOL Staff …

Supporting children with identified SLCN -Improving their inclusion and levels of attainment.

The SLT has to see new children referred to provision within 6 weeks.

The SLT will feedback the outcome of the assessment of children to relevant parents, staff and the SENCO within a reasonable time frame, including providing a report.

SLT targets will be set for each child in discussion with parents and school staff.

Children will receive SLT input based on need. This might include, group intervention, consultancy-based intervention, 1:1, pairs, parent-based intervention, training, etc.

The SLT will provide initial reports and SLT targets

The SLT will model strategies and activities for supporting children’s needs within EYs and will help school set up and run appropriate Wave 3 interventions. (this may include modeling/training parents)

The SLT will keep appropriate records of all aspects of their involvement with clients and the school, in line with clinical guidelines.

The SENCO will ensure that any child being put forward for assessment is discussed with the SLT first. (Please note no referral forms will be accepted unless completed and having an SLT signature)

Outside of the SLT led sessions, the Teaching and Support Staff will commit to following through the targets set for individual children within school.

If a student is on the Specialist caseload the SLT would need:- to review the students at least termly reviews.- work to be carried over a minimum of 3 times a week by a named member of school staff or parents

If this is not happening in collaboration with the school the student will be discharged from the caseload unless there are exceptional circumstances (eg, student been off school with long term illness).

The allocated TA for each specialist student’s support will be available when the SLT is in school to co-run interventions and develop skills in supporting children with SLCN.

In between SLT sessions, the children will be seen at least three times a week (excluding wave 2 interventions which have been set up), to ensure that targets can be met.

Please note that for a caseload of 10 children this would require the equivalent of 2 whole days TA time to be dedicated to delivering the specialist SLT programme.

School staff should share records showing when interventions have been carried out for children on the caseload and what activities were implemented.

9




Developing the Communication Environment(Enhanced)Promoting the inclusion of children with SLCN

The SLT may make specific additional recommendations around the communication environment, including staff using specific strategies to support a child or children with specific SLCNs.

The SENCO and teaching staff should implement additional specific aspects of the communication environment within a reasonable time frame.

Working with Parents to promote the achievement of children with identified SLCN

The SLT will meet parents of newly referred children at least once in the academic year and will maintain contact as appropriate (e.g. phone/ meetings/ correspondence).

The SLT will ensure that parents of children on the SLT caseload list: know the intervention option agreed for their child and know their communication goals/ strategies etc.

The SENCO will co-ordinate meetings between the SLT and parents, where appropriate.

The SENCO will assist the SLT in linking up with parents who may be difficult to access e.g. language or cultural issues

The SENCO will support the SLT when working with parents where there are specific concerns, e.g. jointly attending meetings.

Where more input is needed the SLT and school will plan when sessions within the allocated time will take place. SLTs will signpost staff to free training offered by the service related to supporting the needs of this caseload. When appropriate, SLTs can support staff to set up groups for these students.

10




Summary Table of inputUniversal *Required – 1.5 days of time Planned with SENCo

- Parent workshop/Coffee morning - Whole School / Class Environmental Communication Checklists- Whole staff or Team training on:

Communication Development (identification and referral) Strategies to promote Communication in the Classroom Colourful Semantics Behaviour and Communication (EYS & KS1) Behaviour and Communication (KS2) Bilingualism – Support Communication Skills Supporting Students with Social Communication Difficulties

- Whole Class Active Listening- Whole Class Langue Carousel (topic based)

Targeted - Phonological Awareness Training and Group set up (KS1 and/or 2 depending on caseload)

- *Training for EYS staff re: Supporting children with speaking anxiety and Selective Mutism’

*The following groups are available tor SLT/SLTA to train staff and help set up:

- Social Skills Group- Lego Therapy- Vocabulary Groups- Narrative Groups- Vocabulary & Narrative Groups- Reading for Meaning- Secondary Transition

Specialist Named person (member of staff or parent) present for all SLT review/therapy sessions who carries over work a minimum of 3 times a week

- Blocks with SLT/SLTA- Specialist Training on:

Development Language Disorder Speech (including Dyspraxia) Hearing impairment Dysfluency

*If all Early Years Staff have already been on the central training re: Supporting children with speaking anxiety and Selective Mutism) one of the other groups packages can be delivered instead

11




Service to this caseload in holiday time.We currently run a number of holiday groups but will be seeking to develop these interventions more over the next academic year. If you require any information about any of the following please speak to your CORE SLT:

Currently runGroup For Who? When?Fun with stories Students in Yrs 1-2 with delayed or disordered language Summer HolidaysSocial Skills Group Students in KS2 with Social communication as their main difficulty Summer holidaysFluency Group Students in KS2 with Fluency as their main difficulty Summer HolidaysSecondary Transition Support

For yr 6 students transiting to high school – collaboratively run with high schools

End of term / Summer holidays

Plans for the future.- If the team remains fully staffed we are looking to develop some or all of the following over the 2017/18 Academic year:Group For Who? When?Fun with stories Students in Yrs Nur& Rec with delayed or disordered language Summer holidaysFun with stories Students in Yrs 3-4 with delayed or disordered language Summer holidaysKS3 Social Skills Group

Students in KS3with Social communication as their main difficulty Summer holidays

Paired Intensive blocks for disordered speech work

February half-termEaster HolidaysSummer holidays

12




CORE Service Outline – Junior and High Schools

Organisation & Address: London North West Healthcare Speech and Language Therapy Department

Carmelita House, 21-22 The Mall, Ealing, W5 2PJTel: 020 8825 8856 (SLT Administrator).

INTRODUCTION

Students in Key Stage 2&3 without an EHCP who are Selectively Mute or whose major difficulty is Social Communication or Disordered Speech will be seen as part of the Core Team. Students with a Hearing Impairment will continue to receive the same service as before.

The Service aims to support schools to allow children to access a stronger more communication rich environment, with daily planned opportunities to develop their speaking and listening through small group and whole class work and to provide teachers and therapists more opportunities to work and learn together.

SERVICE DELIVERY

If fully staffed we are able to offer up to 1 review per term to students in your school who are on the CORE caseload. We realise that this is limited and will be seeking to review our service to this caseload over the Autumn term. We will be sending out questionnaires/surveys to students, parents and Teaching Staff to help us review and develop the service to this caseload through looking at other possible ways of delivering it.

In the meantime, in order for the limited service to be as effective as possible we need school staff and parental commitment to follow the advice and programme left in between visits.

13




Area of Need Environment Training SLT input Staff / Parental inputSelective Mutism TAC meeting 45 min staff/parent training

can be delivered in school or day training accessed through central training

Termly review

Telephone contact in between as needed

Carry out specialist programme a minimum of 3 times a week

Social Communication Environmental Communication Checklist can be worked through jointly with staff

Training can be access through the central training programme

Termly review


Offered Summer Group


Disordered Speech TAC meeting Training for staff to set up Phonological Awareness KS2 group

Training available from central training re: speech difficulties (including dyspraxia)

Termly review


Offered Holiday intensive block (once a year)


Please remember our Central Training programme which runs either side of Oct half term and Easter. The programme will be out mid Sept.

14




Service to this caseload in holiday time.

We currently run a number of holiday groups but will be seeking to develop these interventions more over the next academic year. If you require any information about any of the following please speak to your CORE SLT:

Currently run

Group For Who? When?Fun with stories Students in Yrs 1-2 with delayed or disordered language Summer HolidaysSocial Skills Group Students in KS2 with Social communication as their main difficulty Summer holidaysFluency Group Students in KS2 with Fluency as their main difficulty Summer HolidaysSecondary Transition Support

For yr 6 students transiting to high school – collaboratively run with high schools

End of term / Summer holidays

Plans for the future. If the team remains fully staffed we are looking to develop some or all of the following over the 2017/18 Academic year:

Group For Who? When?Fun with stories Students in Yrs Nur& Rec with delayed or disordered language Summer holidaysFun with stories Students in Yrs 3-4 with delayed or disordered language Summer holidaysKS3 Social Skills Group

Students in KS3with Social communication as their main difficulty Summer holidays

Paired Intensive blocks for disordered speech work

February half-termEaster HolidaysSummer holidays

15




Key Indicators of SLCN (Speech, Language and Communication Needs)

Student who appears to ignore what you have asked them to do or do the wrong thing

Student who struggles to learn and remember new words and/or has difficulty

explaining new words

Student has difficulty expressing ideas (using the correct words, grammar, sentences)

Student who experiences difficulty accessing the lesson / keeping up with the pace of

the lesson

Student who is quiet in whole class and small group settings

Student who has difficulty with written work

Student who has difficulty with re-telling events in the correct order and including

appropriate detail for the listener

Student who has difficulty organising themselves

Student who becomes frustrated in whole class or small group settings

Student who struggles to demonstrate active listening and engagement in lessons

Students who avoid starting/ doing work e.g. ask for pens, go to the toilet, distract

others

Students who get numerous behaviour points for not listening, distracting others, not

having completed homework

16




Checklists to support the identification of SLCN

The following tools aim to help teaching staff identify students who would be appropriate for

referral to Speech and Language Therapy Services. The following are included in the pack:

- The National Strategies Early Communication and Language Checklist

- Checklist for Yr 1

- Checklist for Yrs 2-3

- Checklist for Yrs 4-6

If you feel your staff would benefit from training on how to use these please ask your school

Speech and Language Therapist

17




The National Strategies Early Communication and Language Checklist Stage Listening and Attention Understanding

(Receptive Language)Talking

(Expressive Language)Social Communication

0-11months

Turns toward a familiar sound then locates range of sounds with accuracy.Listens to, distinguishes and responds to intonations and sounds of voices.Quietens or alerts to the sound of speech.Fleeting Attention – not under child’s control, new stimuli takes whole attention.

Stops and looks when hears own name. (by 12 months )

Gradually develops speech sounds (babbling) to communicate with adults; says sounds like ‘baba, nono, gogo’. (by 11 months )

Gazes at faces and copies facial movements, eg. sticking out tongue.Concentrates intently on faces and enjoys interaction.Uses voice, gesture, eye contact and facial expression to make contact with people and keep their attention. (by 12 months )

8-20 months

Concentrates intently on an object or activity of own choosing for short periods.Pays attention to dominant stimulus – easily distracted by noises or other people talking.Moves whole bodies to sounds they enjoy, such as music or a regular beat.Has a strong exploratory impulse.

Responds to the different things said when in a familiar context with a special person (e.g. ‘Where’s Mummy?’, ‘Where’s your nose?’).Understanding of single words in context is developing, e.g. ‘cup’, ‘milk’, ‘daddy’

Uses single words. (by 16 months )Frequently imitates words and sounds.Enjoys babbling and increasingly experiments with using sounds and words to communicate for a range of purposes (e.g. teddy, more, no, bye-bye)

Likes being with familiar adult and watching them. Developing the ability to follow an adult’s body language, including pointing and gesture. Learns that their voice and actions have effects on others.Uses pointing with eye gaze to make requests, and to share an interest. (by 18 months )

16-26 months

Listens to and enjoys rhythmic patterns in rhymes and stories.Enjoys rhymes and demonstrates listening by trying to join in with actions or vocalisations.Rigid attention – may appear not to hear.

Selects familiar objects by name and will go and find objects when asked, or identify objects from a group.

Beginning to put two words together (e.g. ‘want ball’, ‘more juice’) (by 24 months )Uses different types of everyday words (nouns, verbs and adjectives, e.g. banana, go, sleep, hot)Beginning to ask simple questions.

Gradually able to engage in ‘pretend’ play with toys (supports child to imagine another’s point of view).Looks to others for responses which confirm, contribute to, or challenge their understanding.

22-36 months

Single channelled attention. Can shift to a different task if attention fully obtained – using child’s name helps focus. (by 36 months ) Listens with interest to the noises adults make when they read stories.Recognises and responds to many familiar sounds e.g. turning to a knock on the door, looking at or going to the door.

Identifies action words by pointing to the right picture, e.g., "Who's jumping?" (by 30 months )Understands 'who', 'what', 'where' in simple questions (e.g. Who’s that/can? What’s that? Where is.?). Developing understanding of simple concepts (e.g. big/little)

Learns new words very rapidly and is able to use them in communicating. Uses action, sometimes with limited talk, that is largely concerned with the ‘here and now’ (e.g. reaches toward toy, saying ‘I have it).Uses a variety of questions (e.g. what, where, who).Uses simple sentences (e.g.’ Mummy gonna work.’)Beginning to use word endings (e.g. going, cats)

Uses language as a powerful means of widening contacts, sharing feelings, experiences and thoughts.Holds a conversation, jumping from topic to topic.Enjoys being with and talking to adults and other children.Interested in others’ play and will join in.Responds to the feelings of others.

30-50 months

Listens to others in one to one or small groups, when conversation interests them.Listens to stories with increasing attention and recall.Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.Focusing attention – still listen or do, but can shift own attention. Is able to follow directions (if not intently focused on own choice of activity).

Understands use of objects (e.g. "What do we use to cut things?’) Shows understanding of prepositions such as 'under', 'on top', 'behind' by carrying out an action or selecting correct picture. Beginning to understand ‘why’ and ‘how’ questions.

Beginning to use more complex sentences to link thoughts (e.g. using and, because).Can retell a simple past event in correct order (e.g. went down slide, hurt finger).Uses talk to connect ideas, explain what is happening and anticipate what might happen next, recall and relive past experiences.Questions why things happen and gives explanations. Asks e.g. who, what, when, how.Uses a range of tenses (e.g. play, playing, will play, played)

Beginning to accept the needs of others, with support.Can initiate conversations.Shows confidence in linking up with others for support and guidance.Talks freely about their home and community.Forms friendships with other children.

18




YEAR 1 CHECKLISTPlace a tick next to the descriptors that best describe the child’s communication.Student’s Name:__________________________ DOB:_______________________ School:

no school support needed low-moderate school support needed high school support needed

Speech Sound Production

uses most sounds correctly some difficulty with multi-syllabic words (e.g.

spaghetti) and with consonant blends (e.g. splash) but is usually able to be understood

some difficulty with some sounds (e.g. r, th, v, sp, br, gl) or immature production of sounds in certain words (e.g. rabbit, yellow)

has occasional difficulty with some of the following sounds (e.g. k, g, s, z, l, j, y, sh, ch)

always difficult to understand frustrated by inability to say sounds and words has difficulty with many sounds (e.g. p, b, m, n, h,

w, d, t)

Phonological Awareness

able to recognise rhyming words able to generate words beginning with a sound consistently interprets some culturally familiar

written and visual symbols (e.g. McDonalds) aware of concepts (e.g. sounds, letters, words)

some difficulty in recognising rhyming words able to give some examples of sounds and

letters some awareness of concepts (e.g. sounds,

letters, words)

unable to recognise rhyming words by listening unable to give examples of sounds and letters possesses little awareness of print conventions possesses no awareness of concepts (e.g.

sounds, letters, words)

Attention & listening

generally listens well inconsistent listening skills poor listening skills/difficulty sitting still better attention to non-verbal activities e.g.

puzzles, books, construction.

Understanding of Spoken Language

generally follows instructions and questions without needing further explanation

gives answers to complex questions (e.g. why?)

some difficulty following instructions able to answer most questions although may

have difficulty with why and how questions

usually has difficulty following instructions gives incomplete, irrelevant or no response to

questions does not ask for clarification when failing to

understand one of the last children to follow an instruction,

may look around for clues from peers picks up on routines but has difficulty when

instructions fall outside of these.

19

Developed by Speech-Language Pathologists in Wide Bay Region, Education Queensland





Vocabulary, Concepts and Word Finding

large vocabulary (e.g. able to name common household items, animals, transport, toys, foods, etc)

uses new vocabulary in sentences interested in words (e.g. asks questions about

particular words)

beginning to learn complex vocabulary sometimes difficult to follow due to vague or

non-specific language knows the names of all common items and

objects overuses general all-purpose action words

(e.g. do, go)

describes or gestures, doesn’t use the word frequent use of words like that, there, thingy difficult to follow the meaning of what child says uses the wrong word uses learnt phrases poor knowledge of concepts (e.g. in, on, under,

size concepts)

Grammatical Structures

uses longer sentences to express complex ideas

makes inconsistent errors with some past tense ending (e.g. runned for ran)

reduced sentence length when compared with peers

often confuses grammatical words and suffixes (e.g. consistent pronoun errors - he for she, him for her, plural errors - sheeps, foots, often confuses verb tense)

simple sentence structure omits / leaves out words and word endings puts words in the wrong order has difficulty forming questionsdoesn’t use and or join sentences

Narrative

participates in shared book sessions tells stories with a range of connecting words

(e.g. and then, because, when) includes details (e.g. descriptive language and

direct speech)

able to tell you about recent events or retell a simple familiar story using simple sentences with very little detail included.

poor sequencing of the events in a story only connects sentences with and

unable to tell you about recent events unable to retell a simple familiar story labels each picture, doesn’t tell a story doesn’t use and, then, because in stories

Fluency / Stuttering

speaks fluently sound and word repetitions and lengthening heard when the child is excited, tired or nervous

often uses ums and ers to get started

frequently repeats or lengthens sounds or words physically struggles to get words out becomes frustrated due to stammering

Voice voice sounds similar to peers not applicable has an unusual quality of voice e.g. hoarse, nasal

or monotonous consistently uses very high / low / loud voice

Further Comments:_______________________________________________________________________________________________

Suggested Targets (to be jointly set with SLT) in order of priority: 1. 2. 3.

Class Teacher Signature: ___________________________________ Date: ________________

YEAR 2&3 CHECKLIST

20





Place a tick next to the descriptors that best describe the child’s communication. Student’s Name:__________________________ DOB:_______________________ School:

no school support needed low-support school needed moderate-high school support needed


uses all sounds correctly says multi-syllabic words without difficulty most consonant blends (e.g. splash) correct

always able to be understood has difficulty with some sounds (e.g.. v, r, th)

difficult to understand frustrated by inability to say sounds and words has difficulty with sounds (e.g. k, g, s, z, l, j, y,

sh, ch)


able to segment, manipulate/join sound units can define and recognise the concepts of

sound, letter and word able to generate words beginning with a

sound

some difficulty in the segmentation and manipulation of sound units

able to give examples of sounds, letters, words and sentences and possesses some awareness of literacy concepts (e.g. sound, letter, word)

unable to recognise rhyming words by listening unable to give examples of sounds and letters possesses little awareness of print conventions possesses little awareness of concepts (e.g.

sounds, letters, words)


able to follow instructions that include two or three elements

gives answers to complex questions (e.g. why)

uses questions to gain further information

occasional difficulty following instructions occasionally requires further explanation of

information able to answer most questions although may

have difficulty with why and how questions inconsistent listening skills

has difficulty following instructions, can be the last to follow instructions and may look around to copy peers

gives incomplete, irrelevant or no response to questions

does not ask for clarification when failing to understand

poor listening skills

Vocabulary, Concepts and Word Finding

develops specific vocabulary for different situations and purposes (e.g.. language for description, comparison)

uses cognitive verbs (e.g.. think, like, want) to express thoughts and wishes

uses comparative and superlative language e.g. ‘faster’, ‘fastest’, ‘bigger than’

is beginning to develop a specific vocabulary for different situations and purposes

does not know the names of less common items and objects

difficulties with comparative and superlative language

frequent use of words like that, there, thingy difficult to follow the meaning of what the child

says limited vocabulary, difficulty naming items poor knowledge of concepts (e.g. between,

front, under) limited knowledge of the language of

maths/science (e.g. same, different, add)


commonly uses complex sentences that contain a conjoined or embedded clause

has mastered most grammatical rules (i.e. says past tense endings (e.g. jumped), irregular past tense correctly (e.g. ran), and plurals correctly (e.g. sheep, horses, feet)

reduced sentence length when compared with peers (has some complex sentence use)

often confuses grammatical words and word endings (e.g.. irregular past tense - e.g.. runned for ran, plurals - e.g.. sheeps, foots)

simple sentence structure leaves out words/words in the wrong order has difficulty forming questions doesn’t use and, then, because to join

sentences frequent errors in past tense and plurals

21




no support needed low-support needed moderate-high support needed

Narrative

uses language of story telling (e.g. once upon a time . . .)

uses complex grammatical connectives to sustain a topic (e.g. and then, because, when, if, after)

includes when, who, where, what details

able to tell you a story with structure though some errors in sequence and some minor details missing

connects sentences with and, then, because

tells a simple story, sentences may be simple with very little detail included

errors in story sequencing evident, major events and details missing

labels each picture, rather than tell a story limited use of and, then, because

Social Communication

can sustain a conversation with a number of audiences (e.g.. teachers, peers, adults)

stays on topic and takes into account the audience and purpose when speaking

uses tone, intonations and gesture to add to meaning of what is said

needs some help to hold a conversation and stay on topic

speaks but gives limited information problems verbally interacting with their

peers (e.g. negotiating, changing roles, dealing with conflict)

needs significant help to hold a conversation difficulty remaining on topic rarely speaks, difficulties in group discussion doesn’t use “classroom talking rules”

appropriately

Fluency / Stuttering

speaks fluently sound and word repetitions heard when the child is excited, tired or nervous

often uses ums and errs to get started

frequently repeats sounds or words physically struggles to get words out becomes frustrated due to stammering

Voice voice sounds similar to peers not applicable has an unusual quality of voice e.g. hoarse,

nasal or monotonous consistently uses very high / low / loud voice


Suggested Targets (to be jointly set with SLT) in order of priority: 1. 2. 3.

Class Teacher Signature: ___________________________________ Date: ______________

22





YEAR 4, 5 & 6 CHECKLISTPlace a tick next to the descriptors that best describe the child’s communication.

Student’s Name: _______________________________ DOB: School:____________________________no school support needed low-moderate school support needed high school support needed


uses all sounds correctly says multi-syllabic words without difficulty all consonant blends (e.g. spl, str) correct

able to be understood difficulty with some sounds (e.g. r, th, ‘lisp’ s )

difficult to understand frustrated by inability to say sounds and words consistent difficulty with sounds (e.g. k, g, s, l, sh, ch)


able to manipulate sounds in words difficulty manipulating sounds in words (e.g. deleting or substituting sounds)

difficulty segmenting and blending sounds difficulty with the recognition and definition of

sounds, letters, words, sentences


follows complex sequences of instructions effectively uses language in problem-solving

activities asks questions to gain clarification

difficulty following complex sequences of instructions

difficulty answering lengthy and complex questions

poor listening skills consistent difficulty following instructions, can be

the last to follow instructions and may look around to copy peers

gives incomplete, irrelevant or no response to questions

does not ask for clarification when failing to understand

Vocabulary, Concepts and Word-Finding

uses a wide range of words that clearly and precisely convey meaning

uses appropriate and specialised vocabulary in different situations (e.g. debates, discussions, class talks)

familiar with synonyms and antonyms

needs help to develop specific vocabulary for different situations and purposes

unable to name some items and objects needs support with synonyms and antonyms

consistent difficulty naming items (e.g. uses gesture or “talks in circles”, uses wrong word)

frequent use of general words like thing, there, it poor knowledge of complex concepts (e.g.

although, until, whatever, neither) difficulty explaining things effectively


displays knowledge of language structures, uses conjunctions to effectively express the relationship between ideas

able to discuss and manipulate rules of grammar

uses some complex sentences reduced sentence length when compared

with peers minor grammatical errors (e.g. mans, thems

primarily uses simple sentence structure confuses and leaves out words and word endings

(e.g. is, runned, foots) puts words in the wrong order

23





Narrative

Recounts stories, elaborates, describes events, objects and concepts outside of immediate experience

retells stories of some complexity, individually or in groups

story structure evident (e.g. introduction, sequence, conclusion), with some errors in sequence and details missing

limited use of complex connecting words (e.g. when, if, after)

errors in story sequencing evident major events and details missing limited use of connecting words (e.g. and, then,

because, if, after)

Social Communication

adapts use of language as appropriate to the audience, context and purpose

uses social conventions communicates effectively by sharing ideas,

advice, opinions and information successfully verbally interacts with peers

(e.g. negotiating, dealing with conflict)

needs some help to hold a conversation with a number of audiences (e.g. teachers, peers)

needs some help to stay on topic

needs assistance to hold a conversation difficulties remaining on topic provides limited, irrelevant or inappropriate

information consistent difficulties communicating with peers reluctant to share things of interest, little or no

initiation of conversationsHigher Level Language Skills

able to extend language meaning (e.g. use figurative language, metaphors, similes, analogies)

uses language for jokes, riddles and sarcasm

some emergent use of metaphors beginning to understand humour and can

appreciate riddles, jokes and puns based on word play

limited appreciation of humorous language Difficulty understanding non-literal language e.g.

‘pull your socks up’ Difficulty understanding inferred instructions e.g.

‘this classroom is far too noisy’Fluency / Stuttering

speaks fluently sound and word repetitions heard when the student is excited, tired or nervous

occasionally repeats words and sounds in everyday conversation

often uses ‘ums’ and ‘errs’ to get started

frequently repeats and lengthens sounds or words physically struggles to get words out becomes frustrated due to stammering

Voice voice sounds similar to peers consistently uses very high / low / loud voice has an unusual quality of voice e.g. hoarse, nasal or monotonous


Suggested Targets (to be jointly set with SLT) in order of priority: 1. 2.

Class Teacher Signature: ___________________________________ Date: _____________________

24





Information for Making a Referral

Discuss with School SLT if suitable referral

Complete all sections of referral form

Must include student NHS number

Must include name of Teaching Assistant or Parent/Carer who will complete 1:1 programme

with student (if a 1:1 programme is recommended)

Must obtain School SLT signature before submitting

Must obtain parent consent and signature

Once referral has been processed SLT will schedule initial assessment

25




Please note that this form will be returned if essential information is not provided. Areas marked with * are mandatory in order for form to be processed. Thank you

Name*: NHS No*:Male/Female (please circle) DoB*: Age:Address*:

Postcode:

Ethnic Origin*:Tel No*:Other Tel No:

Which language(s) are spoken at home*:

*Is a dialect spoken? : Y / N (please circle)

If Yes, which dialect:

What language(s) does the child understand and use at home?*

How long has the child been exposed to English for?*:

Interpreter needed*: Y / N (please circle)

Has the child’s hearing been tested in the last 12 months? * Yes/ No (If Yes, please circle and provide date) Date:

Outcome of Hearing Test:

GP*: GP Address*:

Health Visitor/School Nurse*: Health Visitor/School Nurse Address:

School/Nursery*: SENCo*:Stage on Code of Practice: (please circle)

None SA SA+ EHCP

School Year:

School Educational Psychologist: Class Teacher*:

Other Professionals Involved*:(e.g. Social services, OT, CDT: please list with contact details and attach most up to date report/s if available)

Teaching Assistant*: (linked to student or class)

Reason for referral * (tick area of concern and provide comment/s)

Difficulty Observations/reasons for concern in this areaFeedingSpeech Sounds (pronunciation)Voice* (e.g. husky voice, poor intonation)

*Has the child been seen by ENT? If yes please attach report

Fluency/Stammering(e.g. repeating sounds/words, stopping completely)Only Speaking in certain situations / Shy & AnxiousHearing Impairment (e.g. in the class group/one-to-one - able to sit still, distractible)Social Skills(e.g. eye contact, taking turns, understanding social situations, interaction with peers)

Language (Attention & Listening, Understanding, Expression)Other

26

PRIMARY SCHOOLS REFERRAL FORM SPEECH AND LANGUAGE THERAPY




Please note we offer a comprehensive programme of training and we recommend staff attend the relevant course so that we can work together to best meet the needs of the child being referred (all courses listed are free from Ealing SLT Training for Schools programme)

Difficulty Class Teacher Training Attended Class/support TA Training AttendedSpeech Sounds Speech workshop Date: Speech workshop Date:

Voice* Voice Workshop Date: Voice Workshop Date:

Fluency/Stammering Stammering workshop Date: Stammering workshop Date:

Speaking in certain situations / Shy & Anxious

Supporting children with speaking anxiety in school Part 1 (morning). Date:Part 2. (afternoon) Date:

Supporting children with speaking anxiety in school Part 1 (morning). Date:Part 2. (afternoon) Date:

Hearing Impairment Hearing Impairment Workshop Date: Hearing Impairment Workshop Date:

Social Skills Lego Therapy Date:Supporting Children with Social Communication Difficulties Date:

Lego Therapy Date:Supporting Children with Social Communication Difficulties Date:

Language Primary Schools Day Date:Narrative and Reading for Meaning Date:Working with Children With Specific Language Impairment (SLI) Date:Colourful Semantics: Date:Bilingualism: Supporting the Language and Communication Skills of Children Developing More Than One Language Date:

Primary Schools Day Date:Narrative and Reading for Meaning Date:Working with Children With Specific Language Impairment (SLI) Date:Colourful Semantics: Date:Bilingualism: Supporting the Language and Communication Skills of Children Developing More Than One Language Date:

Other Behaviour and communication: what is behaviour telling us? FS & KS1 Date:Behaviour and communication KS2

Date:

Behaviour and communication: what is behaviour telling us? FS & KS1 Date:Behaviour and communication KS2 Date:

What Training have the above named staff received to manage the areas of concern? * What extra support has been put in place to manage these difficulties in school/nursery?*Please note that if the student being referred has not accessed relevant targeted provision related to the concerns the referral may be returned.Difficulty Group Support provided/ OtherSpeech Sounds Speech group

Hearing Impairment Vocab group Narrative Group

Environmental Checklist

Social Skills Social Skills Group Lego Therapy


Language Vocab group Narrative Group Higher Level Language Group Talking Boxes/Box Clever


Other

Relevant observations from Groups/ support provided – please attach outcomes from the interventions to the referral form*

What Curriculum levels is the student currently functioning at?*

________________________________________________________________________________

27




Information about non-verbal skills (tick if a concern)

Difficulty / Observations/reasons for concern in this areaBehaviour (e.g. motivation, confidence)

Learning (e.g. memory, generalising information)

Physical (e.g. gross & fine motor skills)

Play (e.g. on own, with others, repetitive, imaginative)

Other relevant Information

Documents to be attached:*Reports/information from other professionals (where possible please include Educational Psychology report)

*Outcomes from targeted groups the student has attended in school Information for Parents/Carers and Schools (if referrer is any other professional please explain this fully to parent/carer)By making this referral you are committing to working with and providing the necessary support to carrying out the advice given and recommended by the Speech and Language Therapist.

**I fully understand that if the named person to carry out the specialist work 3 times a week does not do so that my child will be discharged from the service.

**Who will carry out the specialist programme a minimum of 3 times a week should the named student be appropriate for the specialist caseload*: ____________________________

Referrer Name*: _____________________ Referrer Role*: _____________________

Referrer Signature*:____________________ Date: _____________________

Address and Tel. No. of Referrer*: _____________________________________________

SLT Name*: _______________________ SLT Signature*: _______________________Parent/Carer Consent *

I fully understand the reasons for this referral and agree to the referral I agree to assessment information and recommendations about the child’s speech, language and communication being shared between the Service, Education Staff and Health Professionals

Parent/Carer Name*: _________________Parent/Carer Signature*: ___________________Please return to: Speech and Language Therapy, Carmelita House, 21-22 The Mall, Ealing, W5 2PJ, Fax: 020 8825 8755

If you have any questions please call our SLT Administrator on 020 8825 8856

28




PARENTAL/CARER QUESTIONNAIREName of Child: ……………………………………..….. Date of Birth: …………………What do you hope to get from your Speech and Language Therapy appointment?…………………………………………………………………………………………………………………………………………………………………………………………………………………………………...……………………………………………………………………………………………………………………...…………………………………………………………………………………………………What are your main concerns? (please tick as many as appropriate)

feeding and early communication understanding of language words/word joining/sentences pronunciation (speech sounds) fluency (stammering/stuttering) social interaction othercontinue ………………………………………………………………………………………………………….……………………………………………………………………………………………………………………...……………………………………………………………………………………………………………………..Who lives in your home?Name Date of Birth Position in the Family

Is there anyone in the family or extended family who was/had: (please state relationship to child)

o Late talking:…………………………………………………………………………

o Pronunciation problems:……………………………………………………………

o Stammered/stuttered:………………………………………………………………

o Hearing difficulties:…………………………………………………………………

o Learning problems …………………………………………..……………………

How much help does your child need with: (please tick)

None Some A lot DressingWashingEating

29




Were there any difficulties with:Pregnancy:…………………………………………………………………………………………………Birth:………………………………………………………………………………………………………

Your Child’s Early Development:Birth weight: ……………… Condition of baby at birth: ……………………………Age of taking solid food: …………..……… Age of sitting: ………………………………….Age of walking: …………………… Age out of nappies: Day: ……………… Night: ……………Does your child use a dummy? Yes / No (please circle)

Age of making first sounds: …………… Age of first words: ………………………………….

Can you give an example of how your child tells you what s/he wants? ………………………………………………………………………………………………………………Does your child always understand what is said to him/her?……………………………………………………………………………………………………………What are your child’s favourite toys/activities? …………………………………………………

How much time do you spend playing with your child in a day? ...........................................What sort of things do you play together? ...............................................................................Who spends the most time with your child? ...........................................................................Does your child play with other children? Yes / No How often? ……………………What does your child like watching on TV? .............................................................................

Health Issues:Is your child taking regular medicine? Yes/No If so what for: ………………………………Has your child ever been to hospital? Yes/No If so what for: …………………………………Has your child had any of the following:

o Ear Infections: ………………………………………………………………………

o Antibiotics: ……………………………………………………………………………

o Any Other Illnesses: ………………………………………………………………………

Does your child see any other health professionals? If so, please tell us who:□ CDT □ Occupational Therapy □ Audiology □ Educational Psychology □ Physiotherapy □ Other

30




For SLT use only:

Date form received:……………………………………………………………………………………………

Name of Therapist:………………..........................................................................................................

Sample of Language from HomeTo help us assess your child it would be very useful if you could provide us with information about your child’s talking at home. Please write down in the spaces below examples of what your child says at home, exactly as they say them. Please don’t add in words or correct any mistakes that they make. For example if your child says, ‘me go shop’ please write this, rather than ‘I’m going to the shop.’If your child does not speak English at home please give examples of what they say in your home language.

Examples of things my child says:

Name: ____________________ DOB: ________ Home Language: __________1

2

3

4

5

6

7

8

31




FOR NURSERY & RECEPTION ONLYVocabulary checklist for Foundation Stage

Please tick the boxes by the words the child says in their home language or English. Only tick a word if they can say the word on their own (without copying you). If the child speaks more than one language, please put an E in the box if they say it in English.

People Says

Clothes Says

Animals Says

Kitchen Says

Baby Coat Duck PlateDaddy Dress Bird SpoonMummy Hat Cat CupMan Shoes Dog KnifeNanna (Other) Socks Pig Phone/MobileCry Trousers Cow ForkCuddle Wear Horse HotLove Put on Fish ColdFeed Take off Animal Noises: OnBaby Noises InFood Says

Transport Says

Body Says

Toys Says

Apple Car Eyes BallBiscuit Bus Feet BricksBanana Plane Hair DollDinner Train Hands Teddy / BearDrink Bike/Scooter Mouth BookMilk Pram Nose SongJuice Drive Toes BubblesWater Push Tummy KickCheese Fly Ear DanceBread Up Toilet / Wee PlayYogurt Down Dry FinishEat Stop Tickle GiveDrink Go Clap ReadCut Transport Noises Wash Me/ My turnCook 1,2,3Yum Yum UpGone DownMore Shhhhh!Eating/Drinking Noises Uh ohOutside Say

s Furniture Says Personal Says Social Say

Flower Bed Brush HiTree Chair Towel Bye

32




Swing House Soap NoSlide Table Brush YesStar TV Clean BigPark Bath Wet LittleShop Dry Please

Dirty Thank youNight night

33




Environmental Communication Checklists

This tool aimed at Early Years settings can be found on the following website:

http://www.egfl.org.uk/export/sites/egfl/categories/teaching/inclusion/language/_docs/QI_supporting-all-childrens-communication.pdf

The Speech and Language Therapy Department has been developing the use of communication environment checklists with school staff in Ealing. This tool is designed to be used by a Senior Member of the Management Team in school in conjunction with the school Speech and Language Therapist. Please also see included checklists for FS, KS1 and KS2.

These are tools that can be used to feed into Individual Development Programmes for teaching staff as well as a schools’ Whole school Development Programme as areas of need for training and resourcing are identified as class environments are audited.

This tool not only looks at promoting communication through the physical environment but also through the people present in the environment.

34




Joint Environmental Checklist – Foundation Stage & Key Stage 1A collaborative evaluation of the communication environment in the class-room aiming to

enhance the participation of all children including those with speech, language and communication needs.

The checklist should be used jointly by a Speech and Language Therapist, Class Teacher and SENCo/senior staff member in order to identify areas or specific strategies to be developed in the

class-room to enhance the overall communication environment.

Setting: _______________________________ Date: _____________

Area of Focus Specific focus CommentsChild benefits from:

Section A

Adult strategies to support language and communication development

Language used at the right level for the child’s stage of developmentGaining individual child’s attention before speakingUse of appropriate rate, varied intonation, volume and pTiered questions to support individual child’s ability to respondUse of communication strategies to support response to questions:

- sentence completion- forced alternative- commenting- modelling sentences- extending child’s sentences

Examples of sentences/ demonstration of activities before child does itGetting down to child’s level when interacting with themEncouragement to participate by any means possible e.g. using objects, gestures, pictures, words, signingPlenty of time to respond e.g., using strategy whereby child asked question and told to think and teacher will come back to themVisual supports being used:

- visual timetable- props- picture- symbols- story bags- Makaton

35




Non-verbal communication to engage child e.g. facial expression, natural gesture, Makaton signKey words being defined at every opportunity and repeated oftenTeacher providing support to SEN children, with TA supporting more able children in small group tasks Moving children on at an appropriate pace depending on learning speed Reduced questions and increased commenting

Adult tuning into child’s interests and making comments about what the child is interested in/ doing

Section B – Environment

B1 – Listening environment

Managed background noise levels where children and adults are able to hear one another with easeOpportunities to actively develop listening skills through a range of activities which involve tuning into sounds, making sense of sounds, having fun with sounds and talking about soundsBeing taught ‘good listening’ rules- reinforced with visual cues

Effectively managed transition times so that noise levels are not excessive and children know what to expect nextAdults modelling good listening by:- being at child’s level- giving the child time to speak- responding to what the child

says

Quiet areas being available where children can retreat to have ‘down time’ or engage in smaller group activities

B2 – Language- Resources, activities, objects etc labelled with pictures/ words to

36




Rich Environment

support independent accessOwn work being displayed and labelled appropriately encouraging them to talk about their activities and interestsDisplays that are clearly labelled, interactive and tactile and confined to areas- encouraging children to explore/use themKey words for each topic displayed promoting access to the curriculumA book area that is:

- inviting so that children use it- clearly sorted and labelled- Wide range of books

availableRole play area available with a changing theme that links to classroom topics – providing opportunities for collaborative play and role talkOpportunities to develop social skills e.g. – partner talk, small group discussion, small group practical/ problem activitiesOpportunities for developing problem solving skills in small groups and independently e.g. sharing resources

B3 – classroom layout

Children with SLCN are seated at the front of the class away from distractions and facing the front.Carpet Area allows the whole class to gather for story time, circle time and discussions

Section C – Discussion points with Teaching staff

Child’s communication skills and needsThe difference between a child with delayed language and a child learning EAL

SEN/ IEP targets

Summary of observations and discussionDiscuss observations jointly and identify specific areas to be focused on. The SLT will complete an action plan based on these discussions and this will be reviewed at an agreed time.

References: McKiernan, A (March 2010) Supporting All Children’s Communication Development, Ealing Quality Indicators Buttris J & Callander A, (2003), Handbook for Special Needs Coordinators, PFP Publishing Ltd Great Britain Department for Education and Employment. (1999) The National Curriculum handbook for primary teachers in

England key stages 1and 2, London: The Stationery Office

37




Joint Environmental Checklist – Key Stage 2

A collaborative evaluation of the communication environment in the class-room aiming to enhance the participation of children with speech, language and communication needs.

The checklist should be used jointly by a Speech and Language Therapist, Class Teacher and SENCo/senior staff member in order to identify areas or specific strategies to be developed in the

class-room to enhance the overall communication environment.

Setting: _______________________________ Date: _____________

Area of Focus Criteria CommentsChild benefits from:

Section A

Adult strategies to support language and communication development

Language used at the right level for the child’s stage of developmentGaining individual student’s attention before speakingUse of appropriate rate, varied intonation, volume and pitchTiered questions to support individual student’s ability to respondUse of communication strategies to support response to questions:

- sentence completion- forced alternative- commenting- modelling sentences- extending student’s

sentencesExamples of sentences/ demonstration of activities before student does it Encouragement to participate by any means possible e.g. using objects, gestures, pictures, words, signingPlenty of time to respond e.g., using strategy whereby student asked question and told to think and teacher will come back to themNon-verbal communication to engage students e.g. facial expression, natural gesture, MakatonVisual supports used:

- visual timetable- props- picture

38




- symbols- Makaton- Word mats- Story planner

Key words being defined at every opportunity and repeated oftenIn small group work, teacher continues to provide support to SEN students alongside the TAMoving students on at an appropriate pace depending on learning speed and needs

Reduced questions and increased commenting

Adult tuning into student’s interests and making comments about what the student is interested in/ doingMaking “asking for help” acceptable in the classroom by modelling how to do it and praising students for doing so. Students ask for help by:

- putting hand up- asking the teacher- asking peer- non-verbal indicator

e.g. colour system red/green

Class-room rules being made explicit e.g.

- respecting others- not talking when

someone else is- value everyone’s

contributions- helping each other to

achieveSection B – Environment

B1 – Listening environment

Background noise levels are managed and students and adults are able to hear one another with ease

Rules of the classroom/ code of conduct displayed where all students can refer to itTransition times are managed effectively so that noise levels are not excessive and students know what to expect next

39




B2 – Language- Rich Environment

Cupboards/ drawers/ storage labelled with content

Student’s own work is displayed and labelled appropriately encouraging them talk about their interests and recall information previously taught in the classroom.

Displays including questions to encourage students thinking skills e.g. to make predictions and inference

Key words for each topic being displayed in order to promote access to the curriculum e.g. through use of word wall

Book area being clearly defined and accessible

Book collection includes:- poetry to perform- play scripts- a range of modern fiction- long-established children’s

fiction- myths, legends and

traditional stories- topic related non-fiction

Appropriate techniques used to promote social interaction between students e.g.

- partner talk- small group discussion- group problem solving

Opportunities to develop higher level language skills e.g.:

- Inferencing- Predicting- Verbal reasoning- Reporting- Evaluating

Support to facilitate their own learning by writing down key words they are unsure of in a vocabulary book/ on paper/ word mat

40




B3 – classroom layout

Students with Speech, Language and Communication needs (SLCN) are seated at the front of the class away from distractions and facing the front.

Carpet Area allows the whole class to gather for class discussion/ whole class activities (years 3 &4 and where possible in years 5&6)

Tables arranged to facilitate collaborative work in pairs and small groups

Section C – Discussion points with Teaching staff

Lesson plan content:- aims of lesson- role of TA for lesson- differentiated work for lower/

higher ability students

Student’s communication skills and needs

The difference between a student with delayed language and a student learning EAL

Strategies for supporting students who are quiet or who need additional support developing communication

SEN targets/ IEPs

Summary of observations and discussion:Discuss observations jointly and identify specific areas to be focused on. The SLT will complete an action plan based on these discussions and this will be reviewed at an agreed time.

References: McKiernan, A (March 2010) Supporting All Children’s Communication Development, Ealing Quality Indicators Buttris J & Callander A, (2003), Handbook for Special Needs Coordinators, PFP Publishing Ltd Great Britain Department for Education and Employment. (1999) The National Curriculum handbook for primary teachers in

England key stages 1and 2, London: The Stationery Office

41




.Training Programme Our Training Administrator will shortly be sending out a copy of our schools training programmes for the Autumn term. There are training programmes aimed specifically at teachers and support staff working in Early Years as well as packages for parents and staff in Key Stages 1&2 - these training packages are currently free of charge – please consider which members of staff or parents would benefit from these packages and book places as soon as possible – places are limited and a ‘first come first served’ policy operates

If you have any questions regarding any training that we provide please e-mail [email protected]

Welcome to our Autumn Term 2017 training programme

We are pleased to confirm that the Speech and Language Therapy training programme for Autumn 2017 is enclosed.

Speech and Language Therapists from the Ealing Schools Teams will run the training sessions. Each school will need to book places for their staff and parents on the courses that they would like to attend; places will be allocated on a first come first served basis. There are a mixture of free and charged courses for both teaching staff and parents.

Training Packages

Each of the training days will aim to give strategies and information at the Universal, Targeted and Specialist levels.

Parent Training Universal Schools Training Training sessions designed specifically

for parents 1 day workshop Focused on communication

development and the strategies parents can use to support their child’s language and communication skills at home.

Training designed specifically for SENCo’s, Class Teachers and LSA’s

1 day trainings o Primary Schools Training: Communication

development, communication difficulties and their presentation in the classroom, the Speech and Language Therapy referral process

Specialist Training Targeted Groups Training

In-depth insight training days for teaching staff and parents relating to specific areas of SLCN

1 day trainings

Training designed specifically for SENCO’s, class teachers and LSA’s

2-3 hour workshops How to set up and run the targeted SLT groups in

school Some of the targeted information will be

delivered on the whole day specialist training

42





FREE - Ealing Schools SLT Training Programme – Autumn 2017– FREE

SLCN overview – Universal training for Teaching Staff Date Time Venue Target audiencePrimary Schools Day

Speech, language and communication development Speech, language and communication difficulties Strategies and activities to support children with SLCN

11.10.17 9am -3pm CP House SENCOs, Teachers, LSAs (all)

Behaviour and communication: what is behaviour telling us?FS/KS1 & KS2An introduction to the link between behaviour and communication including:

Inspiring children's attention, effective adult-child interaction, emotional development and positive behaviour management

strategies ideas as to how we can adapt our communication to promote

positive behaviour and reduce the challenges

9.10.17 9.00am – 12pm CP House SENCos, Teachers, LSAs (all)

Bilingualism: Supporting the Language and Communication Skills of Children Developing More Than One Language This workshop will explore:

How children acquire more than one language How to understand the difference between children with EAL

and children who have speech, language or communication needs

How to effectively support these children's language and communication.

10.10.17 9.30am – 11.30am

CP House SENCos, Teachers, LSAs (all)

How to deliver targeted groups in school Date Time Target audience




Narrative and Reading for MeaningThis training will cover:

What is Reading for Meaning How do children with these difficulties present What is the research and evidence behind Reading for

Meaning How to set up a group Strategies to support children with these difficulties

07.11.17 9am-12pmCP House SENCos, Teachers, LSAs (all)

Colourful Semantics:This training will cover:

Overview of Colourful Semantics and its evidence base Signs and colours How to use Colourful Semantics as a direct therapy approach

Use of Colourful Semantics in the classroom

06.10.17 12.30pm -3.30pm

CP House SENCos, Teachers, LSAs (all)

Lego TherapyLego Therapy is a fun, motivating, structured group that supports a range of language and communication skills for KS1, 2 and 3 through the use of Lego.This training session covers:

What is Lego Therapy? Why does it work? How to run the group

12.10.17 9am – 11am CP House SENCos, Teachers, LSAs (all)

Specialist Training Date Time Venue Target audienceHearing Impairment WorkshopThis workshop:

CP House SENCos, Teachers, LSAs, Parents(all)




Provides information as to the different types of hearing loss Considers the possible impact of the loss on the child

academically, socially and emotionally. Provides classroom and social strategies to help hearing

impaired children achieve the best outcomes whilst in school.

07.11.17 1.30pm – 3pm

Working with Children With Developmental Language Disorder (DLD)

Part 1 (morning) Part 1 will focus on increasing your understanding of what DLD is and the impact DLD has on a child within the classroom

Part 2 (afternoon) Part 2 will focus on exploring practical strategies and specific approaches that can be used within the classroom to support children with DLD and language needs. This will include:

Differentiation How to support vocabulary development (Word aware)

Introduction to colourful semantics

31.10.17 9am – 3.30pmCP House SENCos, Teachers, LSAs, Parents

(all)

Stammering WorkshopThis workshop will cover:

The risk factors associated with stammering The impact of stammering on children and families Strategies to support children who stammer

06.11.17 9am - 12pmCP House SENCos, Teachers, LSAs, Parents

(all)

Introduction to Speech difficulties (including Dyspraxia)This Training will cover:

The development of speech sounds The different types of speech sounds The impact of speech sound difficulties on a child in the

classroom/home. Strategies to support children with speech sound difficulties in

the classroom/home

06.11.17 12.30pm – 3.30pm

CP House SENCos, Teachers, LSAs, Parents(all)

Supporting children with speaking anxiety/Selective Mutism in school Part 1 (morning). Understanding the nature of speaking 13.10.17 9am – 12pm CP House SENCos, Teachers, LSAs, Parents




anxiety/Selective Mutism and creating the right environment

This course will focus on increasing your understanding of what speaking anxiety/selective mutism is and how to support a pupil with this need type, by creating the right environment and following the ABC strategies to reduce anxiety and build social confidence and comfort.

Part 2 (afternoon) Specific intervention approaches to help children develop speaking confidence and manage Selective Mutism

This workshop session focuses on exploring specific approaches to helping children in school, including sliding-in and shaping. There will be a strong practical focus in this workshop and opportunities to explore specific cases and what works in different contexts and with different children.

We recommend that you attend the entire day (Part 1 & 2) but in cases where this is not possible, you may attend Part 2 at a later date. You must have attended Part 1at some point in order to attend Part 2.

13.10.17 1pm – 3.30pm

CP House

(all)

SENCos, Teachers, LSAs, Parents(all)

Supporting Children with Social Communication Difficulties (Schools)

This course aims to enhance understanding of ASD and social communication, as well as:

Practical strategies on how to effectively support children Linking social communication targets into curriculum activities Supporting children to engage in learning and daily school

routines

13.11.17 9am – 3pm CP House SENCos, Teachers, LSAs,

Supporting Children with Social Communication Difficulties (Parents and Carers)

This course aims to enhance understanding of ASD and social communication, as well as:

Practical strategies on how to effectively support your child

17.11.17 9am-3pm CP House Parents and Carers




Creating opportunities for play and interaction at home Strategies for supporting your child with daily routines (e.g.

bath time or changes to routines) A chance to meet other parents and share ideas

FS = Foundation Stage KS1 = Key Stage 1 Staff KS2 = Key Stage 2 Staff All = FS, KS1, KS2 Sec = High School Staf




FREE - SLT Training for Schools –Autumn 2017

Application Process

If you would like to book places on any of our training courses, please do so via email.

Please email our Training Administrator at [email protected] to book a place for a member of teaching staff or a parent, the details you need to provide are shown below:

Title of email: SLT Training for SchoolsTeaching Staff ParentsName of attendee Name of attendeeJob Title SchoolSchool Email address for course booking confirmationEmail address of attendee for course booking confirmation

(Contact telephone number if no email address)

Contact telephone number in case of query Course nameFor LSAs/TAs only – who is coming with you or has already been on this course from your school?

Course date

Course name Name of sponsoring SENCo and email addressCourse dateName of sponsoring SENCo and email address

SENCos are required to submit initial booking

Applications are dealt with on a first come first served basis – there are approx. 15 places available on each course

Once an application is received you will receive an email letting you know if you have received a place (please provide an email address that we can contact you on, or we cannot confirm your place).

If you do not receive a confirmation email please do not attend the course.

Each applicant MUST bring a copy of their confirmation email with them to the training.

It is important to arrive on time for your course. If you are more than 15 minutes late you may be refused entry.

lf there are less than 5 applicants the training may have to be cancelled

Parents will be contacted directly on the email address they provide to confirm their places. If no email address is available, then school will be contacted with details to pass on to the parents.

Maps will be provided for each training venue in the confirmation email.





SPEECH AND LANGUAGE THERAPY PARENT AND PRACTITIONER WORKSHOPS 2017-18

To book a place on these workshops please call 020 8825 8856.

Autumn Term 2017

Spring Term 2018

Summer Term 2018

SPEECH AND LANGUAGE THERAPY PARENT AND PRACTITIONER WORKSHOPS

2017-18

To book a place on these workshops please call 020 8825 8856.

Northolt Park Children’s CentreThursday 12th October 2017

TIME WORKSHOP 9.30-11.00 Speech sounds

11.15-12.45 Stammering

1.15-2.45 Shy, quiet and anxious talkers

Jubilee Children’s CentreWednesday 28th February 2018




Jubilee Children’s CentreWednesday 21st February 2018

TIME WORKSHOP 9.30-11.00 Makaton taster

11.15-12.45 Under 3s Language Development

1.15-2.45 Over 3s Language Development

Grove House Children’s CentreMonday 18th June 2018




Grove House Children’s CentreMonday 11th June 2018

TIME WORKSHOP 9.30-11.00 Makaton taster

11.15-12.45 Under 3s Language Development

1.15-2.45 Over 3s Language Development

Ealing Speech and Language Therapy are running FREE workshops for parents and practitioners across the borough of Ealing.

There are no child-minding facilities; the workshops are for parents and practitioners only.

Interpreters can be requested for families who speak English as an Additional Language. Please let us know if you require an interpreter.

Spaces for each workshop are limited.




Northolt Park Children’s Centre,

Newmarket Avenue, Northolt,

Middlesex, UB5 4DB

Jubilee Children’s Centre, Drayton Green Park,

West Ealing, London, W13 0JF

Grove House Children’s Centre,

77A, North Road,Southall,UB1 2JL




CHARGED - Ealing Schools SLT Training Programme –Autumn 2017 - CHARGED

Elklan - Improve Children and Young people’s Communication and Raise AttainmentElklan will improve the interaction and communication skills of children and young people by training those who live and work with them. Elklan delivers OCN accredited training to teachers, support assistants, pre-school practitioners and parents. The courses improve the understanding of communication and provide practical strategies which can be used immediately.

Ealing SLT Department currently run two of the Elklan Training courses for practitioners (one is for those working with Verbal Children with Autism Spectrum Disorder). For more information visit the Elklan website: www.elklan.co.uk or contact us at [email protected]

51

https://web.nhs.net/owa/redir.aspx?C=pm9TjJqE9keav8Nd9PDSLSnJDtEwRdBIvVQnzvMjvKdYxA-_fwkmbuvvZSEWqo48fD5bQMLbULc.&URL=http%3A%2F%2Fwww.elklan.co.uk%2F


Community Services Ealing - Schools Service Carmelita House 21-22 The Mall, W5 2PJ

Tel: 020 8825 8856 (SLT Administrator)

Speech and Language Messages for your School Newsletter

Please see below School Newsletter Key Messages which the Speech and Language Therapy

Department in Ealing are promoting. These inserts are also available electronically– please contact

your School Speech and Language Therapist for electronic copies.

1. Keep Your Language Alive 2. Talk and Play Everyday!

3.Sing and Rhyme Anytime3.Sing and Rhyme Anytime!

2.

52

Key Messages Talk to your child in your most fluent

language(s) Learning more than one language has lots of

advantages Enjoy your language; it is important for your

social and cultural identity Mixing words from different languages is not

unusual in bilingual language learners

Advice for Parents Try to let your child have times when he/she

can play with other children who speak your language.

Don’t be frightened to use your language in public

Make sure your child knows the different names of languages he/she speaks

If your child prefers to use English words, you can still respond and repeat back what they have said in your own language

Key Messages Children learn from your talk, Children

learn through your play

Advice for Parents Tell your child what is happening Keep it short and simple Always get don to their level Add gestures and visuals

Key Messages Sing all week to help your child speak Anyone can sing - you don’t need a thing Rhyming together helps reading forever

Reasons to Rhyme and Sing Soothes a baby/ child Provides ideal bonding opportunities Builds vocabulary and language through

repetition Builds attention and listening Helps children learn turn-taking Supports literacy skill




4.Watch less, talk more 5.Toys for Talking

53

Key Messages Watch less, talk more!!!

- Children under 2 years = 30 mins/day max

- Children 2-5 years = 1hour a day max

- Turn TV off when not watching it!

Watch together!- Talk about it, repeat words, and

sing along. Pick programmes that are suited to the child’s

age. Have fun doing lots of other things

Advice for ParentsTV watching can be beneficial when:

A selected programme is watched together with the adult commenting on the content

The adult helps the child join in or talk about the programme. (ICan 2010)

High quality programmes designed for children aged 2-5 can enhance language development (National Literacy Trust 2004).

Key Messages Children learn talking through toys Your home is full of ways to play

Language strategies while playing Let the child lead the play Get down on child’s level Comment on what the child is looking at/doing Repeat words Keep sentences short Add to what child says Pause to let child join in




Useful Websites:

https://www.thecommunicationtrust.org.uk/resources/resources/ This website is part of a National Campaign to promote communication.

There are a number of free resources for practitioners and parents which can be downloaded or

ordered free of charge to distribute to staff and parents in your school. You may wish to discuss

these resources and how best to use them with your school Speech and Language Therapist.

http://www.talkingpoint.org.uk/ This website is a useful port of call for information on children’s communication development. It

also provides advice and strategies for teachers and parents.

http://www.afasic.org.uk/ Afasic is a charity which supports parents and represents children and young people with

speech, language and communication needs (SLCN).

The website provides extensive information, support and advice about Speech, Language and

Communication Needs.

http://www.ican.org.uk/ ICAN is the children’s communication charity. Their mission is that no child should be left out or

left behind because of a difficulty speaking or understanding.

The website provides information advice and support about communication.

Addition information is provided about whole school initiatives that your school can get involved

in to increase awareness about SLCN.

Ealing SLT websitehttp://www.lnwh.nhs.uk/services/ealing-community-services/speech-and-language-therapy-paediatric/

54

http://www.lnwh.nhs.uk/services/ealing-community-services/speech-and-language-therapy-paediatric/

http://www.lnwh.nhs.uk/services/ealing-community-services/speech-and-language-therapy-paediatric/

http://www.ican.org.uk/

http://www.afasic.org.uk/

http://www.talkingpoint.org.uk/

https://www.thecommunicationtrust.org.uk/resources/resources/
