This book is aimed at anyone providing a service to children under five and their families such as local authorities, children’s centres and children’s groups. It ensures best practice in supporting young children’s speech, language and communication development by helping practitioners and organisations to reflect on their practice and to measure outcomes.
This report presents the findings from stage two of the evaluation of the Special Educational Needs and Disability (SEN and Disability) Pathfinder Programme commissioned by the Department for Education in September 2011.
The Fish in the Tree Report shows the importance of teacher training in literacy and for those children with literacy difficulties, particularly dyslexia. This evidence shows that 84% of teachers told us that it was very important to be train in this area. However 35% of teachers spent less than a day of their courses on supporting children who struggle with literacy difficulties. Further just 18% were offered extra training on SEN, with 69% spending less than a day on dyslexia training.
Elklan's evidence-based Speech and Language Support for 0-3s is our highly successful externally accredited training course which equips staff to develop these key communication skills in children proved to ensure later success in school. This is the only accredited training in speech, language and communication that is aimed specifically at those working with babies and very young children.
Since its inception, NGN has been using the Boxall Profile
(a powerful assessment tool developed in the 1970s by
Marjorie Boxall) to measure pupils’ SEBD. By making the
Boxall Profile available online in 2015 the organisation was
able to gather anonymised data from more than 4,715
children and young people in 2015/2016, providing a
snapshot of the SEBD levels experienced by children
and young people and faced by teachers throughout
the UK. This is the Nurture Portrait 2016.
We use ‘Chatty Maths’ with our younger classes in school. This works well as an inclusive starter to the day as children can contribute at their own level. Initially the EYFS children were asked what maths they had come across before school.
We use a whole class assessment to identify needs. This provides a holistic framework; created and put on our assessment tool (Classroom monitor), for children who show limited progress; highlighted via monitoring systems, to address reasons why.
This poster is an easy reference for teachers to understand young people's speech and language development from 11-18 years and supports them in identifying children who may have speech, language and communication needs.
This session looks at medical and mental health problems in children that may be easily masked, or missed, particularly where these can be dangerous if not discovered.
Since qualification and the completion of the dyslexia module within this course I have gained a great deal of information and knowledge that has given me a deeper understanding of what is involved in gathering information and delivering specialised interventions successfully.