Guidance for Professionals

Speech, Language and Communication Guidance for Professionals

Every child is unique and will grow in their individual way at their own pace. Whilst some will develop language and communication skills easily, others may need more encouragement to notice words and realise the importance of using them to communicate with others.

Children learn best from familiar people and environments. The gift of your time, presence and experience, along with the nurturing environment you create will make the most impact on a child's life, as you are their safe space, their familiarity and their home from home. Do not underestimate the value you can offer to all children, but in particular those who are struggling with their speech, language and communication.

We have developed a range of tools to help you identify the appropriate means of support based on the child's needs. These checklists/tools will help you to identify what additional support you can provide and when/where to refer.

In addition to these, you can access our range of quality training courses.

SLC-Reflective-Audit-Tool-for-practitioners: Download (201KB - DOCX)

Talking-Together-Referral-Form: Download (124KB - DOCX)

Talking-Together-Assessment-Form-V2: Download (139KB - DOCX)

At ANY AGE, please make an immediate referral to Speech and Language therapy if a child:

Is stammering (dysfluent) or if parent reports hearing stammering
Has difficulty with eating or drinking in terms of chewing and swallowing (not sensory/behavioural feeding difficulties)
Nasal regurgitation of food
Nasal sounding speech

Training

Almost 30% of children do not exceed the expected level of communication, language and literacy in South Yorkshire. This is over 4,500 children that are at risk of not achieving their potential each year.

Speech, language and communication (SLC) skills are critical to children's development. Being able to speak clearly, process sounds, understand others, think critically and express their ideas are fundamental building blocks to overall development, and educational outcomes later in their lives.

SLC skills underpin other areas of children's development. They enable children to understand and be understood, to build relationships with others and to learn. Children with speech, language and communication needs (SLCN) have a high risk of difficulties with reading, writing and spelling.

Our ambition is that all children in South Yorkshire begin school ready to thrive.

South Yorkshire Talking Together delivers a wide range of quality training courses. You'll find details of the courses we deliver below. If you are interested in accessing training, please contacts us on SYITTDoncaster@doncaster.gov.uk for more information.

Talking Together - Universal Training

It takes a whole village to raise a child. Universal training is offered to all community staff teams, including:

Libraries, museums, heritage, voluntary groups, foster carers, community grant fund recipients, health teams, family hubs, foundation stage teams, childcare providers, early help teams and Local Authority early years services.

The training is separated over two modules. Each module has the following aims:

Module 1 - Laying the Foundations

To discuss the importance of early speech, language and communication, and the impact it has for all later learning
To discuss the links between emotional well being, early brain development, infant mental health and communication and language development

Module 2 - Communication for Life

To increase knowledge of typical speech, language and communication development for all children including those learning more than one language
To share the reason why some children have difficulties with Speech, Language and Communication and the importance of identifying and responding to these concerns

Cost - FREE

Talking Together - Enhanced Training

The enhanced training package is for Early Years Practitioners working in schools/settings who do interventions with children both in groups and on a 121 basis. The training consists of four workshops:

Workshop 1 - Attention and Listening

To review the typical development of attention and listening in order to identify children who require targeted support
To consider factors that may affect children's attention and listening development and the impact these may have on all areas of learning, development, well being and social relationships
To highlight the role of people, places and spaces in supporting attention and listening within communities, homes and settings
To share targeted activities and appropriate strategies that can be used across a child's day in early years settings, community activities and at home

Workshop 2 - Understanding

To review the typical development of understanding of language in order to identify children who require targeted support
To consider factors that may affect children's understanding of language and the impact these may have on all areas of learning, development, well being and social relationships
To highlight the role of people, places and spaces in supporting understanding within communities, homes and settings
To share targeted strategies and appropriate activities that can be used across a child's day in early years settings, community activities and at home

Workshop 3 - Expressive Language

To review the typical development of expressive language and social use of language in order to identify children who require targeted support
To consider factors that may affect children's expressive language development and the impact these may have on all areas of learning, development, well being and social relationships
To highlight the role of people, places and spaces in supporting attention and listening within communities, homes and settings
To share targeted strategies and activities that can be used across a child's day in early years settings, community activities and at home

Workshop 4 - Speech

To review the typical development of speech and phonology (use of speech sounds) in order to identify children who require targeted support
To consider factors that may affect children's speech development and the impact these may have on all areas of learning, development, well being and social relationships
To highlight the role of people, places and spaces in supporting speech development within communities, homes and settings
To share targeted strategies and activities that can be used across a child's day in early years settings, community activities and at home

Cost - FREE

If you are Working with a Child who Already has an Identified Speech, Language and Communication Need

In the first instance you should liaise with the child's parent and the speech and language therapist (S&LT) if they are already involved.

If they are not yet involved, use the Children's Speech and Language Therapy Communication Checklist to decide if the child needs universal, targeted or specialist support. Don't forget you need parental consent before you can proceed with this. If you are unsure of the level of support a child may need you can contact the Talking Together team for advice on anonymous cases.

Speech-and-Language-Therapy-Communicatin-Checklist-age-0-5-1 (1): Download (942KB - DOCX)

You can contact your Area SENCo or the Early Years Inclusion Team for advice and support on how you can support the child within your setting on 01302 734028.

You Have Identified a Child who Would Benefit from Further Support

The early identification of a child needing extra support must include the following:

Discussion with parents
Observations of the child
Your knowledge of child development and language acquisition
Reference to any EYFS or alternative non-statutory guides the setting is using

It is important to consider progress or lack of progress - this may be evidenced by your knowledge of the child, and any non-statutory assessment tools that your provision may use.

Don't forget that at all times you need to follow your equality or inclusion policy and procedures.

Speak to the child's parents and establish if their child is accessing any other settings. Ensure that if they are you have a joined up approach to supporting the child. You can contact the Early Years Inclusion team for anonymous general advice without parental consent.

ASQ Health Development Checks

ASQ assessments are carried out by health with parents at 6 months and 2 years 3 months. These assessments include communication and language.

ASQ for general development can be requested by parents via the health visitor or through the Health Single Point of Contact (SPOC), (e.g., 18 months, 3 years).

The Integrated Progress Check aged 2 is central to early identification. Providers and parents can contact SPOC for advice/information. It can also be contacted in regards to gaining consent to share ASQ information - please see the IPC Integrated Progress Check for more information.

Referring Children you are Concerned About

Ensure you obtain parental consent before making any referrals.

Refer to the S&LT Checklist to identify ONE of the following pathways is appropriate based on the child's needs.

Contact the Early Years Inclusion team for direct support for the staff in relation to supporting the child.
Refer to the Community Paediatrics Clinic. You will need evidence of strategies and need. You would only refer to the clinic if there are evidenced significant needs.