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All children and young people are entitled to

  • Quality first teaching to challenge and develop all children including those with speech, language and communication needs
  • Staff with knowledge of the typical developmental stages for speech, language and communication and the implications for teaching and learning
  • Staff who understand the effect of language development that does not follow a typical pattern
  • Teachers who are aware of and modify their own communication and explicitly teach speech and language skills
  • Careful and detailed transition arrangements made for all transition opportunities, including Year 7 and Post to 16
  • Access to a communication friendly learning environment
  • Access to a GP
  • Access to a school setting or professional that can refer to speech and language therapy
  • Named speech, language and communication lead in school for provision and strategies. Guide on resources for continuation of provision.
  • NHS telephone advice service short appointments.
  • Access to communication friendly environments in the local community. Information from Self-Evaluation Framework for communication friendly environment audit and training needs
  • Knowledgeable parents and practitioners aware of their role in supporting speech, language and communication development and working together in partnership

Some children and  young people may need

  • Screening for speech, language and communication needs undertaken as part of diagnostic assessments
  • Use of initiatives such as ICAN’s Secondary Talk, Talk for Work programme to support those with identified speech, language and communication needs
  • Access to appropriate school-based interventions, including Elklan strategies, to provide a short-term boost to language learning delivered by appropriately trained members of staff
  • Person-centred approaches to meeting identified needs either for individuals or in small groups
  • A graduated approach to speech, language and communication which may require a referral to the inclusion team or speech and language therapy (SaLT).
  • Child to have access to a personalised communication passport. Templates available from Call Scotland Creating communication passports

A few children and young people may need

  • Access to a NHS speech and language therapist who can assess, provide advice and guidance and, where appropriate, intervention to the young person
  • Identified members of staff who can support speech and language programmes in the setting (if required) following the advice and guidance of the speech and language therapist
  • Advice about alternative, augmentative communication (AAC) available through Highfurlong Communication Aids and Assistive Technology (CAAT) Team
  • Access to Educational Psychologist if appropriate
  • Access to diagnostic pathways
  • Involvement of SEND Advisory Teacher around complex speech, language and communication needs / social communication difficulties