% Jersey Premium 59% EAL (Portuguese, Polish, and Romanian) 11% SEN 30% SaLT *Known 18% Early Years Inclusion Team 14% Accessing wellbeing support
language and communication needs (SLCN) can impact on children’s social and emotional development, their school readiness and later in life on their education, employability and their mental health. 2018, Bercow, 10 Years on
of vocabulary gap Communication friendly spaces approach Impact of SLCN in the classroom and playground Prof. dr. Ferre Laevers Wellbeing and Involvement Scales Play skills
through real life experiences All practitioners running ‘Time to Talk’ groups Relationship between teaching team and Speech and Language Therapist Sharing key messages with parents Whole team invested in language milestones of the cohort
level 4 (24-29 months) Green Level 3 (18-23 months) Rescreened: July 2019 Red level 5 (30-35 months) Green level 4 (24-29 months) 6 months of language development made in 3 months Identified ‘hidden’ language difficulties Referred to SaLT Improvement of Wellbeing and Involvement
members Book focus linked to Wellcomm screen results Bank of Vocabulary Songs General planning to include tier one vocabulary words Deliver communication training at whole staff INSET
for Children and Young People with Speech, Language and Communication needs in England. https://www.bercow10yearson.com Education Endowment Foundation – Preparing For Literacy Hart B and Risley T R (2003) The Early Catastrophe: The 30 Million Word Gap by Age 3, University of Cansas, America. Jarman E (2013) The Communication Friendly Spaces Approach, Elizabeth Jarman Bethersden, Kent. Locke A (1985) Living Language, NFER-Nelson, Windsor. McLachlan H and Elks L (2012) Language Builders: Advice and Activities to Encourage Children’s Communication Skills.Elklan Parsons P and Branagan A (2016) Word Aware 2: Teaching Vocabulary in the Early Years, Speechmark Publishing, London. Sandwell and West Birmingham Hospital NHS Trust (2010) Wellcomm: A Speech and Language Toolkit for Screening and Intervention in the Early Years: Revised Edition. G L Assessment. Prof. dr. Ferre Laevers – (2012) A Process-Oriented Monitoring System for the Early Years (POMS) CEGO publishers National Literacy Trust Understanding Bilingualism in the Early Years https://www.literacytrust.org.uk/resources/ The Communication Trust: What Works https://www.thecommunicationtrust/whatworks Norbury C (2017) Developmental Language Disorder: The Most Common Childhood Condition You’ve Never Heard of. https://www.theguardian.com
literacy levels at age eleven Children with poor language at 5 six times less likely to reach expected standard in literacy at age 11 than those with good language
have seen a significant growth in numbers of children with speech and communication delay over the past two years Recent survey of headteachers found that concerns about lack of school readiness have increased, with 97% of respondents identifying speech, language and communication needs as their greatest concern
on in the home when child was under two predicted achievement at school entry. As this time increased, so the child’s score at school entry decreased. Roulstone et al , 2011 Investigating the role of language in children’s early educational outcomes, Research Report DFE-RR134
positive association between a teacher talking and children’s language development – but only when that teacher talked to the child in a back and forth conversation, rather than just talking to the child with no opportunity for the child to respond Perry, P. (et al 2018) A year in words, PLOS One
much less likely to be late talkers at two and a half (Collisson, 2016) Children who read regularly with adults in early years learn language faster, enter school with larger vocabulary and become more successful readers in school (Mol, 2008)
(every day or almost every day instead of twice a week or less) had the same effect on children’s reading skills at age 8-9 as being almost 12 months older (Kalb, 2013)
conversational style, talking around and about the book and encouraging the child to join in, rather than simply reading the story aloud (Rowland, 2016) Use dramatic pauses!
support early communication: Six, weekly 1.5 hour group sessions with families, run by trained peer volunteers Sessions concentrate on home learning environment and building talking into everyday activities Big increase in parents reading with child every day, pre-post test increase in children’s standardised scores on language scale
group sessions Very good evidence of impact - significant increase in frequency of sharing a book from the start of the project to the end of the project plus decrease in the number of children who scored lower than their age-expected band in language and literacy at five after REAL
Green (2003, 2004) provide preliminary results for self reported improvements in relationship quality and educational involvement for fathers and their children
learning Being warm and receptive and giving opportunities to talk about feelings is related to greater linguistic productivity and complexity in talk BUT if instructional quality is low high ratings of social and emotional support in caregiving don’t predict positive language outcomes
in nursery, followed by 20 weeks of group and individual sessions in the reception class Children who took part showed significantly better reading comprehension in Y1 than control group (Fricke, 2012) Now available as YR only
nursery setting Research showed highly significant progress in language development. Twice the rate of progress in intervention group- average six months’ progress after the nine-week intervention
nursery setting 2015 rigorous study with a control group- highly significant progress in language development. Twice the rate of progress in intervention group - average six months’ progress after the nine-week intervention
83% of children reached expected levels in understanding and using vocabulary, meaning they no longer need extra help - Over three quarters of children reached expected levels in their ability to talk in sentences and no longer need extra help
take everything in, and even the smallest things you do with them can make a big difference. They love it when you chat, play and read with them, even when they’re too young to understand everything. Whatever the time and wherever you are, you can turn almost anything into a game. And every little thing you do together will help set them up nicely for the day they start school.
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