It is estimated that 10% of children will be affected by long-term and persistent speech, language, and communication needs (Public Health England, 2020), and that around 4 in 10 of those will go through our school system unidentified (Communication Trust, 2014).
The impact on their education is stark: Just 15% of pupils with SLCN achieve the expected standard in reading, writing and mathematics in year 6 (compared with 61% of all pupils) (ICAN & RCSLT, 2018).

More recently, the Listening to unheard children report (Speech and Language UK, 2023) estimated that 1.9 million children (1 in 5) are behind with their talking and/or understanding of words. It also found that children who struggle to talk and understand words are six times more likely to be behind in English and 11 times more likely to be behind in maths at age 11.
In addition, around 80% of children with emotional and behaviour disorders are thought to have unidentified language difficulties (Hollo et al, 2014).

Some SLCN are short term and can be addressed through effective early intervention. Others are more permanent and will remain with a person throughout their childhood and into adulthood.
Early identification and intervention are crucial – and this work begins in the early years and primary school setting.

In this webinar we will discuss how early years and primary professionals can spot the signs of speech and language issues, effectively assess children’s needs, and put in place immediate in-school interventions to support their development and education. We will consider how to support pupils with both severe and milder SLCN, including what schools can do help children while we wait for referrals to specialist services (CAMHS, speech and language therapists).

The webinar will feature case studies from primary school and early years settings focusing on the work they do to identify, assess and support pupils (and families) and what lessons they have learned. The webinar will include an audience Q&A and the session will also be available afterwards to watch on catch-up.

This webinar has been planned and produced in partnership with GL Assessment, which has just launched a digital version of its WellComm speech and language toolkits (see below).

ABOUT OUR WEBINAR PARTNER
GL Assessment, part of Renaissance, is a leading provider of formative assessments to schools and school groups in the UK and in more than 100 countries worldwide. It provides assessments that help to reveal students’ potential, track their progress, and identify any barriers to learning.

WellComm allows users to assess for speech, language and communication issues and provide interventions that can be immediately used with children. It is used by early years settings, primary schools, speech and language therapists, and health visitors, and it is also widely used as an early identification tool to identify and support children with SLCN across local authorities.

Digital versions of WellComm Early Years (from six months to six years) and WellComm Primary (six to 11-year-olds) are now available alongside the existing paper editions. Practitioners work through a guided observation with a child on a tablet or laptop. Targeted activities, 150 in total, are presented automatically to help address the specific issues uncovered. These activities can be shared digitally with parents and carers.

Visit www.gl-assessment.co.uk/go/wellcomm-digital

References
• Communication Trust: Talk of the Town: Evaluation report, 2014.
• Hollo, Wehby & Oliver: Unidentified language deficits in children with emotional and behavioral disorders, Exceptional Children (80,2), 2014.
• ICAN & RCSLT: Bercow: 10 years on, 2018.
• Public Health England: Best start in speech, language, and communication: Supporting evidence, 2020.
• Speech and Language UK: Listening to unheard children: A shocking rise in speech and language challenges, 2023.