WHAT THE EXPERTS SAY.... A WELCOME SOLUTION TO
HELP CHILDREN WITH SLCN Comment by education journalist SAL MCKEOWN
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n September 2023, the report Listening to Unheard Children by Speech and Language UK painted a grim picture of a growing crisis in children’s communication. Based on a survey of over 1,000 teachers, the report estimated that a staggering 1.9 million children – or one in five – are experiencing delays in talking and/or understanding words. While COVID-19 undoubtedly contributed to these figures, it is worrying that the number of children with Speech, Language and Communication Needs (SLCN) continues to rise.
One name familiar to many SENCOs and early years staff is Wendy Lee. A Speech and Language Therapist for over 30 years, she was Professional Director at The Communication Trust until 2015 and contributed to national policy and research. Today, through her company LINGO, she offers what appears to be a one stop shop for speech and language, providing much needed support in an area that is increasingly under pressure.
The LINGO Communication Cards are a practical ,economical solution to many problems encountered in early years. There is nothing new about using cards to prompt spoken exchanges or to assess communication, However, rather than using them in quiet corners for individual or small group work, these 80 cards are designed for staff to use with children in the hurly burly of daily activities. The LINGO set is linked to an area typically found in nursery or reception classes, such as the home corner or sand and water play. Each card focuses on a different facet of language: understanding and talking, attention and listening, word building, play and interaction, and sharing stories. This approach ensures comprehensive coverage of key developmental areas.
Even better, all the activities are things that teachers can try out immediately, without having to go off and gather a big bag of extra resources. Everything is clearly outlined so staff know exactly what they are to do, how to do it and what the outcome should be.
A versatile resource
I talked to teachers in three different settings. Their experiences highlight the practical benefits of LINGO cards to children with a variety of needs. Gemma Low is the EYFS Leader at Boothroyd Primary Academy in Dewsbury. The school supports many children who are new to English. When they cannot communicate, it is hard to make friends, understand lesson content or express opinions.
Staff began trialling the LINGO cards five months ago, primarily with their three reception classes. While other interventions such as the LINGO Chatterbox resource and Widgit symbols were already in place to enhance Quality First teaching, the LINGO cards have boosted staff confidence.
Nursery nurses and experienced early years teachers are knowledgeable about child development and effective adult-child interactions. However, this year has seen an increase in children with high needs, so some staff have been moved across from different areas of the school and they are not as confident in their practice. “We have had the Small World cards out and this provides prompts and stem sentences to start conversations with the children and to model the correct language,” said Gemma. She likes the fact that the cards are self-explanatory, so new staff have a good starting point and this approach ensures consistency and quality in language support. Claire Wardle is SENCO at Bolton Brow School in Halifax and oversees a school-wide approach to speech and language, with a new oracy project planned for next year. This initiative will focus on foundational
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skills, from speaking simple sentences and following instructions to developing better listening skills and communication awareness so that children do not talk over one another. Claire has found the LINGO cards especially effective for children who have had limited exposure to language, particularly the ‘rising 3s’ and the lower to middle nursery groups.
The cards have proved successful for children who struggle to engage in class and do not readily share ideas or converse with adults. With older pupils, teachers focus on ownership of vocabulary. As Claire points out: “We teach new words but children need to hear and use the word at least ten times before it is embedded in their vocabulary.” This year teachers have been double checking that they are repeating and revisiting vocabulary, creating the right environment for language enrichment. With long referral lists for Speech and Language services in Calderdale, Claire appreciates the high-quality training and support provided by LINGO, calling it “a wonderful resource to have in our school.”
With speech and language provision becoming increasingly fragmented, it is good to find a resource that inspires educators and supports children with a variety of needs. Abbie Pearce-Dyke, Early Years Lead and Vice Principal at Hatfield School in Sheffield, is also finding there is limited local authority support for speech and language. As a school of sanctuary, with double the national average of pupils on free school meals, the language needs are particularly acute. LINGO’s involvement extends beyond cards here, with Charley Groves, a LINGO Speech and Language Therapist, assessing children who are not making good progress or who require further support after being discharged from the NHS. She also conducts group work with reception children. Currently, Hatfield School primarily uses LINGO cards in reception, though they serve as a valuable model for older classes. Abbie highlights their user-friendliness: “The cards have simple instructions on them. They’ve got activities and prompts and are so easy to follow that staff don’t need to wait for someone to train them.”
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