Speech and Language Framework - descriptors to support multidisciplinary approaches

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Speech and Language Framework - descriptors to
support multidisciplinary approaches

• Wendy Harvey
• Senior Specialist Teacher Speech and Language
• SENCAN
• Essex

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Looks like disorder
Main difficulties are semantics and pragmatics
Theres nothing wrong with his speech
I cant understand what hes talking about
Hes on P-scales
Hes percentile 1 and 2 on the CELF
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Introduction to Essex

• Promoting close working between professionals to
  the benefit of the child and parents
• Acknowledged differences at systems level
• 5 PCTS covering Essex LA and two unitary
  authorities

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Introduction cont.

• Good liaison between professionals at
• Individual and local level
• Casework liaison
• Mutual training sessions
• Strategic level
• Regular meetings of county S L steering group

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At the turn of the century!

• Increased numbers of children identified with
  SLCN
• School and parental expectation that all pupils
  need direct therapy
• Finite resources in both education and health
• Drive for seamless delivery of services

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Aim To develop professional relationships and
practice

• Develop processes so that there could be a common
  understanding of a childs speech and language
  profile
• Leading to
• Improved practices - meeting those needs with a
  cohesive package of support

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Key obstacles to having a common understanding

• Knowledge of each others professional skills and
  responsibilities
• An understanding of what each professional means
  when they are describing a childs profile
• Shared knowledge of the childs skills in a range
  of contexts
• Being able to move from a narrative to a summary
  of the pupils SL profile

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Effective communication

• Common jargon-free language
• All involved would understand each other
• Promote effective multi-disciplinary working in
  order to better support the child, family and
  school staff

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The documents

• Speaking Out
• Speech and Language Framework
• (SALF)
• Speech and Language Audit Tool
• (SPLAT)

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Speech and Language Framework (SALF)

• Four sets of descriptors across four phases -
  age-related
• Foundation
• Key Stage 1
• Key Stage 2
• Key Stages 3 and 4
• Four levels
• 1 4 (1 being most severe)

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Speech and Language Framework (SALF)

• Eight speech and language areas
• Listening and Attention
• Understanding language in context
• Understanding semantic and abstract language
• Use of vocabulary
• Use of grammatical structures
• Use of discourse (not Foundation)
• Speech
• Interaction

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Key Stage 1 Level 4
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Key Stage 1 Use of vocabulary
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How we use SALF

• Descriptors are used to guide discussion between
  all involved
• Ideally school staff, SLT, EP/ST, (Parents)
• Highlight relevant bullet points
• Summarise Level (using best fit) on Profile sheet

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Profile (Summary Sheet)
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Packages of support

• Six packages 4, 3, 2b, 2a, 1b, 1a
• Evolved from best practice looking at what all
  staff were actually doing or expecting for pupils
  
• School/ setting staff, SLTs, other professionals
• Based on Code of Practice expectations
• Take into account the SL needs and also impact
  of other factors
• A single joint package rather than separate silos

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Descriptors

• As jargon-free as possible
• Glossary provided for some terms
• e.g. AAC semantics SLT MDA
• Allow for both competence and performance (tests
  and functional language)

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Development of the SALF

• Supported by Standard Funds
• Multidisciplinary working party
• Trialled across a range of contexts
• Published in 2004 along with the Speech and
  Language Audit Tool, a resource book to support
  schools in their professional development re SLCN

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Implementation

• Free copies to schools, EPs, STs, SLTs and
  Statutory Assessment Service (SAS)
• Free training for all the above and support at
  individual case level
• (still ongoing to support staff changes)
• Has now become embedded into practice
• Expected as part of
• information sharing
• statutory assessment
• monitoring of progress at Annual Reviews

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Impact on multi-disciplinary practice with
schools

• Clearer joint understanding of a childs SL
  profile
• Supports staff knowledge of SLCN, identification
  of target areas and monitoring of progress
• Clearer understanding of support needed
• Clarification for schools regarding their
  responsibilities in supporting SL development

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Impact on multi-disciplinary practice SLT/ ST/
EPs/ SAS

• Shared understanding of profile and level of need
  (2b package means)
• Influenced report writing both content and style
• Eased the decision-making process of Panels re ST
  involvement and formal assessment

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Further developments

• SL element of the Banding Descriptors used to
  support allocation of resources for Statements
• Summary Statements are included in a booklet
  Common Language which supports the use of the
  Common Assessment Framework (CAF)
• Used as an audit tool by SLT Depts. to provide
  detailed information on caseloads and thus
  evidence for staffing levels

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Beyond Essex

• Has been bought by other LAs
• Used on several SLT courses
• Bought by other individuals across Europe
• Used in all schools on St Helena

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Areas for continued development

• On-going training re SALF without dilution of
  message
• Packages of support dependent on school, SLT and
  education resources and not yet equitable across
  LA
• School staff knowledge base and practice

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Gains

• More effective, focused discussion with school
  staff
• Clearer joint understanding of the childs needs
  and how these can be met
• Promoting effective multidisciplinary working
  because of shared understanding

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Ill help you with targets and strategies while
Im here and send some resources on to you
So we all agree that Package 2b is the best?
Ill make sure that the topic vocabulary is
identified and sent home. Will revision sessions
twice a week be OK?
Ill make sure the LSA is free so that you can
liaise about the programme
Would you like me to do the staff training on
differentiation and support strategies this term
or next?
Are we all clear for the Review meeting on the
16th?
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For further details or order form please contact
either Wendy or Diana

• Wendy Harvey (01206 711112)
• wendy.harvey2_at_essex.gov.uk
• Diana Kelly (01206 711112)
• diana.kelly_at_essex.gov.uk