People s number one fear:

1. People�s number one fear: 28% Dying 48% Public speaking

2. Behaviour Action plan 2009-10 On going provision of Nurture training and development of expertise and provision Continued and expanded Forest School provision and training Training on Attachment Disorder and strategies to support TLP Library Continued focus on Taunton wide Anti Bullying Initiative Continued development of shared good practice directory. Transition programme for vulnerable pupils with Playing for Success Training/ Networking opportunities for lunchtime supervisors Development of Attendance focus to share good practice and reduce persistent absenteeism.

3. TLP Behaviour and Attendance DONE Forest school opportunities Forest school leaders training Support for vulnerable group at Playing for Success Working with Attendance officers on Co-ordinated approach and letters Anti Bullying work: resources to schools Behaviour related CPD The Future? Funding LA Behaviour Consultation? Targeted Mental Health in Schools SLCN S2S Support What support

4. Behaviour Group 2009-10 Training Nurture Teachers Trained Halcon Bishop Henderson Staplegrove St Augustine of Canterbury Archbishop Cranmer Trull Lyngford Park/ Parkfield Norton Fitzwarren Selworthy � Lunchtime Supervisors training Ruishton Holway Park Bishop Foxes Priorswod Trull Stoke St Gregory Burrowbridge St Andrews Kingston St Mary West Monkton Norton Fitzwarren Blackbrook Parkfield Bishop Henderson Heathfield Thurlbear North Town Bishops Hull Halcon Holy Trinity

5. Key Issues for the future In the UK today, over 1 million children and young people have some form of speech, language and communication need. The Office of National Statistics has found that one in 10 children between the ages of one and 15 has a mental disorder. Whether it is an eating disorder, depression, anxiety and stress or something more serious, mental health is problem that we cannot ignore.  �Change from industrial to agricultural model where we create the conditions where children flourish� Ken Robinson

6. In the 21st century, the ability to communicate � to say what you want to say and to understand what other people are saying is fundamental  Speech, language and communication underpins everything we do e.g. making our needs known and expressing our likes and dislikes 10% of all children have long term or persistent speech, language and communication needs 7% of all children have speech, language and communication needs as their main difficulty also known as specific language impairment (SLI) 3% of all children have speech, language and communication needs as part of another condition such as autism At least 60% of young people in the youth justice system have communication needs In the UK today over 1 million children and young people have some form of speech, language and communication need In areas of poverty, over 50% of children are starting school with delayed speech, language and communication skills

7. What is the future? Educational paradigms Ken Robinson RSA animate Paradigms Models, patterns Standards, archetypes Hypothesis, ideas Theories Concepts, exemplars

8. 2011 Year of Speech, language and communication Taunton Learning Partnership read about to an interesting session run by the London Business Forum recently on presentation skills.� The usual statistic was produced in terms of making a public presentation being the number one fear of people � even more than dying.� 42% said this was the number one fear versus only 28% for dying. read about to an interesting session run by the London Business Forum recently on presentation skills.� The usual statistic was produced in terms of making a public presentation being the number one fear of people � even more than dying.� 42% said this was the number one fear versus only 28% for dying.

9. WHY? 2 statistics Two thirds of 7-14 year olds with serious behaviour problems have a language impairment. Two thirds of young offenders have speech, language and communication difficulties.

10. brief history of communicationHistory of e communication 2011 is designated a National Year focusing on improving children and young people�s speech, language and communication skills. � Language and communication difficulties represent a substantial problem in the community. The impact of communication difficulties affects all aspects of the life of a child, young person or adult. �

11. WHY ? In 2008 John Bercow published a review into services for children and young people (0-19) with speech language and communication needs (SLCN). This landmark review led to thousands of parents of children with SLCN reporting their sense of isolation and highlighted concerns around a lack of information on speech, language and communication. This resulted in the recommendations to appoint a Communication Champion http://www.thecommunicationtrust.org.uknationalyear.aspx

12. Why SLC is important Talking Point Why SLC is important

13. Speech Speech refers to: � Saying sounds accurately and in the right places in words � The sounds people use to communicate words � Speaking fluently, without hesitating, or prolonging or repeating words or sounds � Speaking with expression with a clear voice, using pitch, volume and intonation to support meaning.

14. Language Language refers to speaking and understanding language: � Using words to build up sentences, sentences to build up conversations and longer stretches of spoken language � Understanding and making sense of what people or machines say. A language is a system of communication using symbols (including physical gestures, sounds, and other means of expression). The origin of human language is not fully known, but the use of complex language is often said to be what separates humans from the rest of the animal kingdom. Humans use language almost constantly, as we continually communicate information.In and around these classifications, there are many types of languages in use today, numbering in the thousands worldwide.� Some languages, such as English and Japanese, are widely spoken within a certain culture; others, like languages of many indigenous peoples, have largely died out as their populations of native speakers were marginalized. Languages such as Latin are considered "dead", having no native speakers, but are still studied in academic circles. Still other languages, such as Perl or HTML, were designed specifically for communication with machines. Signed languages make use of gestures instead of sounds, a special innovation of the deaf community. And linguistic innovation continues unabated: LOLspeak and Emoji are only two of the language-related developments born of online communication. Read more: http://technorati.com/tag/language#ixzz14gxz0oKE A language is a system of communication using symbols (including physical gestures, sounds, and other means of expression). The origin of human language is not fully known, but the use of complex language is often said to be what separates humans from the rest of the animal kingdom. Humans use language almost constantly, as we continually communicate information.

17. Communication Language is used to represent concepts and thoughts � Using language in different ways; to question, clarify, describe etc. � Non-verbal rules of communication; good listening, looking at people when in a conversation, knowing how to talk to others and take turns, how to change language use to suit the situation or the person being spoken to � The ability to take into account other peoples� perspectives, intentions and the wider context � Many children and young people communicate successfully using non-verbal means such as signing, gestures, communication books or electronic communication equipment.

18. SLCN have a profound and lasting effect on children�s lives.  Making friends, sustaining relationships, Emotional regulation, Problem solving and behavioural control are dependent on good speech and language skills Learning to read and academic achievement. In order to be included into school, home and community life good communication skills are vital. Poor communication is also a risk factor for mental health difficulties and impacts on emotional well-being. knock- on impact on further education opportunities, employability and family stress.

19. Health Poor�communication�is�widely recognised as a�risk�factor�for�mental�health. It is estimated that 10%- 14% of school age children have significant mental health problems. In order to be included into school, home and community life good communication skills are vital. �

20. Staying safe Children�with�speech and language difficulties experience more frequent bullying, partly because of the way they speak but also because they often lack the skills to negotiate social situations. � Children with limited communication skills are less able to let others know that they are experiencing neglect or abuse.

21. Behaviour  Almost three out of five (59%) of language-delayed 3 year olds have behaviour problems, compared to only 14% of non-language-delayed children There is a strong link between delayed language and aggressive behaviour in 2 year olds, with evidence that the link is causal and may be caused by frustration. Two thirds of 7-14 year olds with serious behaviour problems have a language impairment. Two thirds of young offenders have speech, language and communication difficulties.

22. Educational achievement Vocabulary development at age 5 is the strongest predictor of later school achievement. � Early speech, language and communication difficulties are a very significant predictor of later literacy difficulties. Only a quarter of children with speech, language and communication needs reach the expected levels for their age in English and Maths at age 11. Only 6% get five good GCSEs including English and Maths. Primary-aged children with poor reading comprehension make greater improvements through intervention to develop their spoken language skills than through intervention directly targeting their reading comprehension skills.

23. Success in Education and Employment  Most children with early speech and language difficulties, without the right help, have poor educational outcomes, leading to low employability. � Communication skills, along with influencing skills, computing skills and literacy skills, have shown the greatest increase in employer-rated importance over the last 10 years. 47% of employers in England report difficulty in finding employees with an appropriate level of spoken communication skills Improving Communication is not just an issue for education and health services but needs to involve all who work with children and young people.

24. TLP and National Year of SLCN The issues Variable levels of expertise and understanding amongst our staff SLCN not part of Initial Teacher Training until now Variable understanding of SLCN at each stage of school. What does it look like? SLCN often the underlying cause of another problem e.g. behaviour, poor attendance, low attainment, emotional difficulties Sanjay�s story Sanjay has difficulty understanding complex language. Because of this, when the teacher began to explain the lesson he often started to get flustered and began muttering. Thenhe would be told off for not listening which caused further stress. He would often refuse to start work or destroy what he had done because he knew he couldn�t do it. When people tried to �talk through� his behaviour with him he would often become aggressive, because all he understood was that he was in trouble again.Sanjay�s story Sanjay has difficulty understanding complex language. Because of this, when the teacher began to explain the lesson he often started to get flustered and began muttering. Thenhe would be told off for not listening which caused further stress. He would often refuse to start work or destroy what he had done because he knew he couldn�t do it. When people tried to �talk through� his behaviour with him he would often become aggressive, because all he understood was that he was in trouble again.

25. Supporting SLCN in the TLP � any support is given as early as possible � practitioners work closely together � we plan together � children, young people and their families are involved in decisions about their support � following assessment of need children and young people should have prompt access to appropriate provision and resources, such as Augmentative or Alternative Forms of Communication support (AAC) � those who work with children and young people have the right skills and are confident. Developing �communication supportive� environments is essential. This means that interaction is encouraged and supported through positive approaches such as visual support, modified adult language, awareness of children�s language levels.

26. Benefits- Overarching skills  Behaviour Self esteem Mental health Engagement Confidence Attainment Life chances

27. What can we do? SLCN Framework 8 strands at 4 levels Universal Enhanced Specialist Extension Typical SLC development and use Identifying and assessing SLCN Positive practice SLC and Behaviour , emotional and social development Roles and responsibilities SEN in educational settings Parents, carers, families, peers and friends The effects of CPD in SLCN

28. Talking Point Website Online audit free Will aggregate school results Aggregate school results at TLP level for targeted CPD

29. Somerset SLCN Strategy Group In Somerset we want to use the National Year of Communication to engage with everyone who works with children and young people, to support their awareness of speech, language and communication needs and find ways to increase their skills and knowledge. We will do this using the Speech, Language and Communication Framework, (SLCF), developed by The Communication Trust with support from the DCSF � www.communicationhelpoint.org.uk The SLCF is a clear, comprehensive framework of the skills and knowledge in speech, language and communication needs required by anyone who works with children and young people. Throughout the National Year for Communication we want to encourage everyone who works with children to use the framework to identify their current skills and knowledge and, following this, to attend the training we can offer around the county to develop and extend these skills.

30. Talking Point According to a recent YouGov poll of 1,015 parents, nearly one child in six, and nearly one quarter of boys experience some difficulties learning to talk.�Learning to speak is one of the most important skills in a child's development. ?? Talking Point contains lots of great information to supports children's speech and language including stages of language development�that a child will go through lots of great tips�to support speech and language - see our top ten in particular a�variety�of�factsheets in English and other languages if you are concerned about a child's development, what to do.

31. Talking Point Web resources

32. Starting Point what do we know?Skills audit Speech, Language and Communication Framework on Communication Help Point What is the SLCF?The SLCF is a clear, comprehensive framework of the speech, language and communication skills and knowledge needed by anyone who works with children and young people. Practitioners and managers�are able to carry out an online evaluation of their current skills and knowledge and identify�ways to support them in areas where they are not confident.�The SLCF contributes to the Children�s Workforce Strategy and relates to the Integrated Qualifications Framework (IQF). http://www.communicationhelppoint.org.uk/ It is vital that all those who work with children and young people have the appropriate skills and knowledge to be able to promote speech, language and communication development, identify those experiencing difficulties and effectively support children and young people with additional speech, language and communication needs (SLCN). The SLCF supports the recognition and development of these skills.It is vital that all those who work with children and young people have the appropriate skills and knowledge to be able to promote speech, language and communication development, identify those experiencing difficulties and effectively support children and young people with additional speech, language and communication needs (SLCN). The SLCF supports the recognition and development of these skills.

33. Mental health in schools Practical strategies for identifying problems, providing effective intervention and reducing the stigma associated with mental health �Heads and teachers may be acting illegally because they do not know the full extent of physical and mental health problems among students, according to research commissioned by the Government� Times Educational Supplement, 17 September 2010 10-14% of children have significant mental health problems. TaMHS project has n been running for last 3 years The new report has said that schools are not abiding by the Disability Discrimination Act and the Equality Act because they have not identified the children in their care that are suffering from mental health problems. Many teachers are still unaware of the pupils in their class that are coping with mental and physical illness. Are you confident that you have identified every child in your care that is coping with a mental illness and are you providing the best possible support for these children in every classroom? 10-14% of children have significant mental health problems. TaMHS project has n been running for last 3 years The new report has said that schools are not abiding by the Disability Discrimination Act and the Equality Act because they have not identified the children in their care that are suffering from mental health problems. Many teachers are still unaware of the pupils in their class that are coping with mental and physical illness. Are you confident that you have identified every child in your care that is coping with a mental illness and are you providing the best possible support for these children in every classroom?