VIEWS
BRITISH EDUCATIONAL SUPPLIERS ASSOCIATION (BESA)
The benefits for schools
involved in research In his regular column for Education Today this month BESA’s Head of Content DAVE SMITH looks at the benefits for schools involved in research and gives you the chance to take part in a new SLCN project.
You may well have picked up on the very recent BBC focus on speech and language needs (SLCN) following lockdowns
https://www.bbc.co.uk/news/ education-63373804 in November 2022. The report found that “the number of five- and six-year-olds who need speech and language support at school has risen by 10% in England over the past year”. This increase is supported by research from Speech and Language Link, showing significantly higher rates during and since the pandemic. Researchers
found speech and language therapists struggling to cope with demand. Northwood Community Primary School in Merseyside report higher numbers of children experiencing language issues than previous years. Out of 500 pupils, around 80 now require extra support. Charity, Speech and Language UK say “There is cost-effective support that can help children who are behind catch up with their peers quickly... And for children with lifelong challenges, there are evidence-based interventions and support that will help them meet their potential.” It is strongly suggested from this research that “multi-academy trusts, individual schools and local authorities should learn from existing good practice and invest in workforce training on speech and language, as well as short-term school-based interventions.”
Expansive research to date tells us that 1.7 million children and young people in the UK are affected by SLCN with a smaller, yet very significant 7.6% of the population of school children having Developmental Language Disorder (DLD). Studies have demonstrated speech, language and communication skills are fundamental to learning, not just in literacy and English subjects, but across the whole curriculum, including maths and science and ultimately outcomes at GCSE and beyond. Research shows good speech, language and communication skills are a protective factor for mental health, bullying and employment outcomes up to the age of 34. We now know the importance of accurate early identification of SLCN; the interaction behaviours of those supporting children and young people; and benefits of well-designed and evidenced support programmes delivered in schools and settings.
Your chance to take part in research
Speech and Language Link are excited to partner with the Education Endowment Foundation and Sheffield Hallam University, delivering a national study investigating impacts of Infant Language Link in Year 1. The study takes place across the academic year 2023/2024 and we are looking for primary schools in England who have not previously used Infant Language Link to take part. Infant Language Link is an award-winning package enabling schools to identify and support children with SLCN. It encourages schools to develop a whole school approach to SLCN and provides activities for children with identified needs. Selected schools will be allocated to either an Intervention Group or a Control Group. Schools in the Intervention Group receive: • Free training for 3/4 members of staff on implementing strategies and delivering speech and language interventions. • Free Infant Language Link identification and intervention materials which can be used with all children in years R, 1 and 2 for the duration of the project. • Free access to our Help Desk and speech and language therapy advice. Schools in the Control Group will be given a financial reward to thank them for their participation in the study.
There are many benefits to schools participating in research. Your school will be adding to the evidence base of what works in education in England, helping drive forward reform and excellent practice. Your school’s involvement in this programme will also help you to raise the profile of speech, language and communication across your whole school. Register your school’s interest here:
speechandlanguage.info/study
February 2023 LEADERSHIP WITH CHARLOTTE ROWLEY
Leadership and engaging with the wider school community
In her regular column on leadership CHARLOTTE ROWLEY, Acting Principal, St Maria Goretti Catholic Academy, this month takes a look at the role schools play in their wider communities.
School leaders really do have a challenging role. It is much more than organising a school, staff and pupils. Part of the tapestry of educational leadership is to also engage with the wider community - parents, carers, families, outside agencies, parishioners and residents within the area. This is a necessary part of headship and vital in building a sense of togetherness and family. Families
After more than ten years of working in schools I am so grateful to have received many ‘thank yous’ and gestures of appreciation. These thank yous from families range from getting their child through their exams, helping them to achieve and make progress or for simply just ‘being there’ during a difficult personal time. The ironic thing is that I am so unbelievably thankful to each of THEM and for the opportunity of seeing these young people grow and flourish. Knowing about the families within our school is so important in our role. Engaging with parents, carers and families can be through meetings or coffee morning drop-ins, parents’ evenings, Q&A sessions about exams or transition, but most of all I have found that individuals truly appreciate visibility and care. It is that simple. Being out on the school playground and talking to the parents and children gets you far. Forming these relationships gives ‘permission’ for people to speak honestly and open up, informing us of issues or giving vital fee back in the process that we need to act on, thus, helping to enable effective change. Most of all, it shows the children in our care that we are all working together and we are modelling this for them. How often do we talk about the importance of teamwork to children of all ages? Pupils seeing this in practice is hugely important. Outside agencies
This can refer to a number of organisations - police, PCSOs, the school nurses, social care, charities, inspirational speakers, the list goes on. Ultimately, these are all groups of individuals who want the best for the community and the children. By effectively communicating and working together better results form.
I have learned that appropriate challenge, professional discussion and a common drive to work for all pupils are not only necessary, but vital. Everyone knowing and understanding the school demographic and context and leaders sharing such detail will ensure that objectives are achieved and that appropriate care is tailored effectively. Residents
As Acting Principal of a Catholic school, the work that we do with our parishioners is so integral to building the community and overall, building on the work of the Church. We enjoy planning and organising Christmas markets, summer fetes, performances and plays, as well as charity events, organising collections for the local food banks and writing to or visiting care homes. This is what makes our school feel like a family and creates a sense of unity. Outreach work and helping others is what we are about and ultimately what we want to teach our children and young people all about. As leaders we must set the precedent of working collaboratively and achieving positive outcomes by doing so.
So overall, there appears to be a common thread in this ‘tapestry’ I mentioned and that is communication. Actually talking to people. The art of conversation: • Keep all stakeholders up to date on things • Listen to and be open to new ideas • Challenge appropriately to ensure the best outcomes are achieved for all pupils, whether this be academically, pastorally, practically for everyone • Outreach work and helping others in and around the community grows only positivity.
We can all be the change, but collectively, the change that we can enable together in large numbers is pretty powerful.
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