CONTRIBUTORS A new approach to speech, language
and communication support Education journalist Sal McKeown reports.
“What I have valued is the breadth of understanding about speech and language. It’s so much more than just speech, sound and articulation. Now we’ve covered early communication skills, social skills, pragmatics, selective mutism and developmental language disorders,” says Sophie Llewellyn, SENDCo at Yenton Primary School in Birmingham.
For Sophie, speech and language is no longer the province of therapists. It is central to learning, behaviour and inclusion in classrooms. A three-form
entry primary, it has 65% of pupils eligible for Pupil Premium and 30% identified with SEND. Increasingly, children are arriving at school non- verbal or pre-verbal, working at the earliest stages of communication development. Her school is not exceptional. A 2025 poll conducted by YouGov for GL Assessment found that 89% of school staff reported a decline in pupils’ speech and language skills while 92% believed this had made teaching more difficult. Despite the best endeavours of professionals, the demand for assessments and support remain high. Against this backdrop, a new approach to supporting children with speech, language and communication needs (SLCN) is gaining traction. It has been developed by Louise Scrivener who set up her own independent practice Talk Therapy in 2006, and her colleague Hannah Sharron. Speech and Language Essentials for Every School moves away from the model of one-off staff training sessions towards creating a sustainable, whole-school culture. The ability of these experienced speech therapists to translate specialist knowledge into workable classroom practice has been critical to the early success of this programme.
Hannah Sharron has been working closely with staff in Birmingham schools, including Yenton Primary. Many of these schools are now well on the way to delivering a robust system of early identification and graduated support. In early years, staff use structured programmes such as WellComm to assess communication skills in nursery and reception. Children who do not meet age-related expectations by the end of reception will be screened by Hannah. She might set up an intervention group, train the teaching assistants (TAs) and provide resources and guidance. Language difficulties often go undetected. “Children don’t always understand or process language in the way we expect,” Sophie explains. “They can struggle to express themselves, what they need, and what has happened – so they get frustrated.” Staff identify behaviour when language might be the root cause.
Langley School is a specialist primary SEND school in Sutton Coldfield. Here, Louise has developed a consistent Total Communication environment, ensuring that augmentative and alternative communication is used meaningfully across the school day. This means that Now/ Next boards, communication books, aided language displays, Makaton and intensive interaction are adopted by all teams. Through regular modelling and in-the- moment coaching, Louise has taught staff strategies that can be embedded within routines, play and learning, instead of featuring as teaching sessions outside the classroom.
A system under pressure
These interventions have contributed to the materials in Speech and Language Essentials for Every School which is now available online for all settings. This is a step forward. In many schools, speech and language
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therapy is limited. In Birmingham, for example, schools may receive as little as nine days NHS support for SLCN per year. Reliance on TAs is widespread. Data gathered by Louise and Hannah shows that 44% of SLCN interventions are delivered by teaching assistants. Most TAs receive minimal training for this responsibility and some schools are dispensing with TA support as part of the cuts. If we are to deal with the current crisis, it is imperative that we deliver the training and resources to staff so children are not left floundering in our classrooms, at risk of exclusion. Speech and Language Essentials for Every School has been designed for immediate use by SLT, teachers and TAs. The modules provide videos and text explanations; scenarios and examples based on their experience in schools; examples of common ‘red flags’ which indicate that a child needs SLCN support; useful audits and checklists to help staff identify and act on areas of need; pro-formas and examples of paperwork to ensure effective referral to professionals; progress trackers so staff have evidence of improvement; clear, concise details of interventions suitable for each area of need; resources for 1:1 or small group interventions, or for use within the wider classroom; materials to help children with specific communication profiles including autism, developmental language disorders, stammering and selective mutism.
The demand for speech and language support continues to outstrip supply. A recent webinar to launch Speech and Language Essentials for Every School attracted a wide audience of teachers from early years to further education in the UK and international schools as far afield as Cambodia. Schools are in the front line of language development but, with limited access to specialist support they are looking for ways to build internal capacity and upskill their staff. These approaches benefit all pupils, not just those with identified needs. They will create a richer language environment across the school. Louise added: “We know our approach to SLCN is effective because we’ve worked for years in schools and seen the outcomes. When we work in isolation in a therapy room, we get small changes. But when we all work together, that’s when we see those really big changes that are so positive for a child.”
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