Appendix 1 SPEECH LANGUAGE AND COMMUNICATION NEEDS (SLCN) Roles and Responsibilities All Key Stages Description of Need Speech and Language Class Teacher (CT) and SEN Specialist Support Parents/Carers Therapist(SLT) school staff Service Specialist Teacher Team (STT), Educational Psychologists (EP) In School Support Team (ISST) The speech and language Universal and targeted therapist will assess the child Quality first teaching (QFT) Generally not applicable General Support (Level 1 and 2 Descriptors) and offer advice about The school needs to ensure except for consultation Parents and carers will meetings (see below) support strategies to parents that good practise in speech, support the development of and school staff. language and communication the speech, language child’s Level 1: Child has mild Management will include: is embedded in QFT across and communication skills at speech and/or language the school. Continuing home by: Liaison with delay/disorder Professional Development parents/carers to allow Attending meetings or (CPD) needs to be in place for the implementation of appointments at school Level 2: Child has mild to to support this. a home programme or clinic moderate speech and/or Regular contact with the At Level 1, general Being aware of changes language delay/disorder. parents needs to put in advice on targets in the speech and child’s Scores on standardised tests place. through a written report language and sharing below 16th and above 5th these with professionals At Level 2, for children percentile Inclusion Development as appropriate who have speech Plan (IDP) difficulties courses of Sharing with the school The IDP (Speech and individual or group strategies that they know Language and therapy work well for their child. Communication) is an At level 2 for children who Working with the school appropriate tool for staff have language difficulties to support progress to training and should form the advice on general strategies the next educational basis of individual and whole and targets for the IEP; stage. school CPD in SLCN (see advice on curriculum access end of document for links to if necessary documents and web sites) Demonstration/ modelling of strategies
Appendix 1 SPEECH LANGUAGE AND COMMUNICATION NEEDS (SLCN) Roles and Responsibilities All Key Stages Description of Need Speech and Language Therapist(SLT) Class Teacher (CT) and school staff SEN Specialist Support Service Specialist Teacher Team (STT), Educational Psychologists (EP) In School Support Team (ISST) Parents/Carers Universal and targeted (Level 1 and 2 Descriptors) Level 1: Child has mild speech and/or language delay/disorder Level 2: Child has mild to moderate speech and/or language delay/disorder. Scores on standardised tests below 16th and above 5th percentile The speech and language therapist will assess the child and offer advice about support strategies to parents and school staff. Management will include: Liaison with parents/carers to allow for the implementation of a home programme At Level 1, general advice on targets through a written report At Level 2, for children who have speech difficulties courses of individual or group therapy At level 2 for children who have language difficulties advice on general strategies and targets for the IEP; advice on curriculum access if necessary Demonstration/ modelling of strategies Quality first teaching (QFT) The school needs to ensure that good practise in speech, language and communication is embedded in QFT across the school. Continuing Professional Development (CPD) needs to be in place to support this. Regular contact with the parents needs to put in place. Inclusion Development Plan (IDP) The IDP (Speech and Language and Communication) is an appropriate tool for staff training and should form the basis of individual and whole school CPD in SLCN (see end of document for links to documents and web sites) Generally not applicable except for consultation meetings (see below) General Support Parents and carers will support the development of the child’s speech, language and communication skills at home by: Attending meetings or appointments at school or clinic Being aware of changes in the child’s speech and language and sharing these with professionals as appropriate Sharing with the school strategies that they know work well for their child. Working with the school to support progress to the next educational stage.