Funding pre-school children (non special

needs)

Why fund?

Communication and language are the foundation for children’s learning.

By 5, a child’s vocabulary will predict their education success and outcomes at the age of 30 (Feinstein and Duckworth 2006)

Poor communication skills impact on children’s life outcomes

Low educational achievement

Emotional and psychological difficulties (Clegg et al 2005)

Behaviour difficulties and offending (Cohen et al 1998)

Poor employment prospects (Elliot 2009)

Early intervention is essential to prevent or at least reduce the educational, emotional and social problems caused by SLC difficulties

The Bercow Report

In 2008 the Bercow Report found that ‘there is insufficient understanding of the centrality of speech, language and communication among policy makers, commissioners professionals and service providers.’

Communication is crucial

Early identification and intervention are essential

A continuum of services designed around the family in need

Joint working is critical

Current system is characterised by high variability and a lack of equality (a postcode lottery)

Why we need funding for preschool childrenBercow Report:

Majority of SLCN can be identified from 2 years onwards

7% of children enter school with a SLCN

Children’s Centres

Every child matters

Priority of interventions should take place at Children’s centres

Evidence of good practice in engaging parents and carers was seen mainly but not exclusively through children’s centres

MDT working

Types of Interventions

I‐CAN

ELKLAN (online training for SLTs and specialist teachers)

Hanen

Every child a talker (ECAT)

Conclusion

SLTs in preschool centres are currently supporting 37% of preschool children who require SLT input

Postcode lottery still exists

MDT working

Joint commissioning

References Bercow Report

http://dera.ioe.ac.uk/8405/1/7771-dcsf-bercow.pdf

Clegg, J et al (2005). Developmental language disorders – a follow up in later adult life, Journal of Child Psychology and Psychiatry

Cohen, N, et al (1998) Language, social cognitive processing and behavioural characteristics of psychitrically disturbed children with previously identified and unsuspected language impairments. Journal of Child Psychology and Psychiatry

Crystal, D. (2010). The Cambridge Encyclopedia of Language. 3rd Ed. Cambridge: Cambridge University Press

Department of Education (2014). Statutory framework for the early years foundation stage. [pdf]. Available at:https://mail.google.com/mail/u/0/#inbox/14ca854e5181e1fd?projector=1

Department of Education (2014) SEN code of Practice

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/273877/special_educational_needs_code_of_practice.pdf

Law, J., Wren, J., Lee, Y., Zeng, B. & Lindsay, G. (2014).

“What Works”: Interventions for children and young people with speech, language and communication needs: Technical Annex. [pdf]. Available at: https://mail.google.com/mail/u/0/#inbox/14ca854e5181e1fd?projector=1

RCSLT position paper for supporting children with SLCN needs within intergrated