Innovative ways of engaging with families to develop SLCN

1. Innovative ways of engaging with families to develop SLCN Integrated working in Derbyshire to impact on children at risk of language delay and their parents

2. Proposed Derbyshire definition of early intervention and preventions “We will identify children and young people who require additional resource and deliver effective intervention at the earliest opportunity”

3. Recent Key Documents from research organisations and government • The two Graham Allan reports on positive outcomes and cost savings in early intervention and prevention. • Grasping the Nettle-review of key target areas that make the difference • The Kennedy Report on the distribution of health investment into children • The Marmot Report - Healthy Lives, Fair Society –the key public health target areas • The Wave Report analysis of violence escalation in Britain and reduction strategies • The Frank Field report into the Prevention of Child Poverty • The Foundation Years documents – support to families of pre-school children • The Tickell review ofthe Early Years Foundation curriculum

4. “No Wrong Door” Interagency and Interdisciplinary working a key concept

5. Links to the ‘Five golden threads’ C4EO report: ‘Grasping the nettle: Early intervention for Children, Families and Communities’ 2010

6. 1. The Best Start in life: progressively move resources to Early Years to support crucial developmental windows • 2. Language for life: Invest in developing speech, language and communication skills to reduce the likelihood of a young person or adult entering mental health and criminal justice systems

7. 3. Engaging parents:Ensure the causes of poor childhood experiences are addressed i.e engage parents in services and most particularly “hard to reach” parents and thosein adverse circumstances • 4. Knowledge is power: Understand what works. Different issues at different levels of severity require different interventions

8. 5. Smarter working, better services: Work together across agencies, disciplines and institutional divisions

9. What does ECATaim to do? • Raise children’s achievement in early language BY • Develop practitioners’ skills and knowledge SO THEY CAN • Increase parental understanding and involvement in children’s language development

10. ECAT in Derbyshire so far • Developing a shared vision across agencies • Early Language Consultant (ELC) • 45+ schools/settings and Children’s Centres in 3 cohorts so far and a two year roll out to 240 more schools and settings over the next two years • Early Language Lead Practitioners (ELLP) in Children’s Centres as well as schools and settings • Links to Health to support early identification of need using Health Visitors

11. Sharing the ECAT message • In a variety of forums: • briefings for leaders in schools and settings • EYFS network events for practitioners • meetings between the Early Language consultant and health visitors/Speech and language therapy team and Children’s Centres • Conferences and workshops • School and setting meetings with EY officers and advisers

12. Early Language Lead Practitioners in Children’s Centres • Improving the quality of language provision • Supporting the professional development of colleagues • Involving parents in the programme (more about this later)

13. Supporting children who stammer Adult –child interaction non verbal communication What is communication? Developing play, listening and attention Development of vocabulary ELKLAN Supporting children with unclear speech and exploring the speech reading link Information carrying words Development of social skills Understanding and use of sentences

14. Child monitoring tool – a universal offer Early identification of children at risk of delay: • Listening and attention • Understanding • Talking • Social communication • Challenging professionals expectations of children in deprived communities with age related norms

15. Early Intervention Disc 4 fundamental language areas Working with parents EAL Further information

16. Helping Parents to value and develop talk

17. So, does ECAT work? • Increasing practitioner confidence ? • Reducing risk of delay ? • Supporting parents?

19. ECaT 1 The Child Monitoring Tool % at risk of delay Attention and Listening:  June ‘10: 22% March ‘11: 11% Understanding of Language:  June ‘10: 25% March ‘11: 17% Talking/Expressive Language:  June ‘10: 34% March ‘11: 22% Social Communication:  June ‘10: 36% March ‘11 19%

20. ECaT 2 The Child Monitoring Tool % at risk of delay Attention and listening: Oct 11 21% Jan 12 15% Understanding: Oct 11 26% Jan 12 21% Expression: Oct 11 36% Jan 12 26% Social Communication: Oct 11 38% Jan 12 30%

21. Innovative Derbyshire practice recognised in the Tickell Review of EYFS ‘ The outcome of this work was that children with SLCN or at risk of SLCN were being identified earlier and would be having intervention at an earlier stage.’ (page 83) ‘…an excellent example of local leadership at its best.’ p24 Dame Clare

22. The Family Reading Strategy • Local research found parents want to support their children’s reading but many need more information about HOW • Some parents worry that if they try they will mess things up – so they don’t • Some wanted professionals to do all the ‘learning’ – so they are waiting • Some wanted information about what they could be doing to come from within their own community – because that’s who they trust.

23. Reading works: pass it on. • Someone to model fun with stories and books • A reading buddy - why communication matters • Reading champions • Thriving baby brains – what’s on near me • Packs of ‘try this at home’ ideas • Whole community on message by ‘tweaking’ delivery

24. ECAT in Children’s Centres in Erewash

25. Why is this approach to integrated working being effective in Derbyshire? • We have a shared passion driven by a group with strategic leadership power • We understand that it is by supporting and training our practitioners that they can help parents more effectively • We take national agendas and use them as levers by tailoring them to local needs (ECAT, Hello! Campaign) • We are supported by our politicians and Senior DCC staff – prioritisation and funding • We have developed a simple common language that all can understand

26. Why is this approach to integrated working being effective in Derbyshire? • Our shared vision is communicated widely • There is mutual respect between teams of professionals and we make the best of team skills – a lack of ‘preciousness’ • We recognise that things (including relationships) take time to evolve and embed • We use a variety of complementary strategies, including consistent processes and procedures across the County

27. What next? • Two year intensive roll out of ECAT programme across Derbyshire to 240 most deprived schools and settings • Roll out to all Children’s Centres • Developing stronger links between Children’s Centres and Health across the whole county to promote early identification of SLC delay so families can be supported by Children’s Centre workers • Promotion of use of Child Monitoring Tool and Early Intervention Disc with all schools and settings • Working out the strategy for children beyond Early Years