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Funding pre-school children (non special needs)

Funding pre-school children (non special needs). Why fund?. Communication and language are the foundation for children’s learning. By 5, a child’s vocabulary will predict their education success and outcomes at the age of 30 (Feinstein and Duckworth 2006)

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Funding pre-school children (non special needs)

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  1. Funding pre-school children (non special needs)

  2. Why fund? • Communication and language are the foundation for children’s learning. By 5, a child’s vocabulary will predict their education success and outcomes at the age of 30 (Feinstein and Duckworth 2006) • Poor communication skills impact on children’s life outcomes Low educational achievement Emotional and psychological difficulties (Clegg et al 2005) Behaviour difficulties and offending (Cohen et al 1998) Poor employment prospects (Elliot 2009) • Early intervention is essential to prevent or at least reduce the educational, emotional and social problems caused by SLC difficulties

  3. The Bercow Report • In 2008 the Bercow Report found that ‘there is insufficient understanding of the centrality of speech, language and communication among policy makers, commissioners professionals and service providers.’ • Communication is crucial • Early identification and intervention are essential • A continuum of services designed around the family in need • Joint working is critical • Current system is characterised by high variability and a lack of equality (a postcode lottery)

  4. Why we need funding for preschool children • Bercow Report: • Majority of SLCN can be identified from 2 years onwards • 7% of children enter school with a SLCN

  5. Children’s Centres • Every child matters • Priority of interventions should take place at Children’s centres • Evidence of good practice in engaging parents and carers was seen mainly but not exclusively through children’s centres • MDT working

  6. Types of Interventions • I‐CAN • ELKLAN (online training for SLTs and specialist teachers) • Hanen • Every child a talker (ECAT)

  7. Conclusion • SLTs in preschool centres are currently supporting 37% of preschool children who require SLT input • Postcode lottery still exists • MDT working • Joint commissioning

  8. References • Bercow Report http://dera.ioe.ac.uk/8405/1/7771-dcsf-bercow.pdf • Clegg, J et al (2005). Developmental language disorders – a follow up in later adult life, Journal of Child Psychology and Psychiatry • Cohen, N, et al (1998) Language, social cognitive processing and behavioural characteristics of psychitrically disturbed children with previously identified and unsuspected language impairments. Journal of Child Psychology and Psychiatry • Crystal, D. (2010). The Cambridge Encyclopedia of Language. 3rd Ed. Cambridge: Cambridge University Press • Department of Education (2014). Statutory framework for the early years foundation stage. [pdf]. Available at:https://mail.google.com/mail/u/0/#inbox/14ca854e5181e1fd?projector=1 • Department of Education (2014) SEN code of Practice • https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/273877/special_educational_needs_code_of_practice.pdf • Law, J., Wren, J., Lee, Y., Zeng, B. & Lindsay, G. (2014). “What Works”: Interventions for children and young people with speech, language and communication needs: Technical Annex. [pdf]. Available at: https://mail.google.com/mail/u/0/#inbox/14ca854e5181e1fd?projector=1 RCSLT position paper for supporting children with SLCN needs within intergrated

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