A Generation Adrift - The Communication Trust

A Generation
Adrift
The case for speech, language and
communication to take a central
role in schools’ policy and practice

A Generation
Adrift
The case for speech, language and
communication to take a central
role in schools’ policy and practice
Introduction.............................................................................................. 5
The good news ........................................................................................ 6
The context .............................................................................................. 9
So, what’s the problem? .....................................................................10
Falling behind matters ........................................................................12
Missed, misinterpreted, misunderstood .........................................14
What’s going wrong? ...........................................................................16
What’s needed? ....................................................................................18
Making it happen ..................................................................................26
References ..............................................................................................28

Introduction
Communication is at the core of what
we do in business, education and
socially. Never before in our history
have we been able to communicate
as quickly and widely as we can
today. There’s no doubt we know
good communication when we see
it; individuals who can articulate their
thoughts and ideas, can use their
language to explain new concepts
or describe their experiences. They
can really listen and understand
other perspectives and can hold an
audience, regardless of who and how
many.
At the foundation of all
communication is language – words,
which are made up of sounds,
constructed and combined into
sentences with meaning and used
to interact with those around us. This
is the same whether we are talking,
listening, writing, reading, texting,
e-mailing or sharing information
on Twitter or Facebook. In essence,
communication is being able to listen
and talk to each other in order to
connect; to structure our thoughts
and transform them into a medium
that allows them to be shared. The
foundation of all communication is
human language and although it’s
easily taken for granted, it’s the most
complex skill we will ever learn.
Bearing in mind the importance of
communication in today’s society,
surely we want our young people
to develop the stongest language
and communication skills they are
capable of?
The foundation of all communication
is human language and although it’s
easily taken for granted, it’s the most
complex skill we will ever learn.
The sad reality is this isn’t happening.
According to employers, even our
graduates lack the communication
skills needed for the workplace
and at the other end of the scale
too many children are struggling
to develop basic language and
communication as they progress
through their educational journey.
These children have speech, language
and communication needs (SLCN).
Currently they aren’t being identified
early or well enough and aren’t
being supported to develop their
communication skills - impacting on
progress and prospects.
The long term impact of SLCN
is well documented; impact on
attainment, progression and wider
social, behavioural and emotional
outcomes. We know for example,
children with SLCN are at higher risk
of exclusion from school 1 and that
60-90% of young people in the youth
justice system have SLCN, many
of which aren’t identified before
offending. 2 3
Language is complex; multifaceted
and multilayered and children can be
very good at hiding their language
difficulties, showing other ‘symptoms’
that are more tangible, recognisable
or easier to understand – poor
literacy, poor behaviour, low self
esteem and few friendships.
Supporting language and knowing
when children are struggling is not
hugely difficult; often it’s a ‘tweak’
to good practice, meshed with basic
knowledge of language development.
It’s the questions we ask ourselves
about why children are struggling
combined with the reflective practice
common to all good practitioners.
We need to understand the language
we can expect at different ages and
stages and we need to know how
we can adapt our own language to
ensure children and young people
are understanding what’s being
said, to show them how to use their
language for learning and to ensure
we are identifying and supporting all
those children who are struggling.
This paper aims to bring together
the evidence around why we must
focus on speech, language and
communication skills, which are
important in their own right and as a
vehicle for learning, social interaction,
inclusion and independence, for
all children and young people and
particularly for those who have SLCN.
It also highlights the fact that these
skills can be supported and aims to
provide a call to action to achieve this
with practical, evidenced solutions.
A Generation Adrift 5

The good news
‘…talk – at home, in school, among peers – is education at its most elemental and
potent. It is the aspect of teaching which has arguably the greatest influence on
learning.’ Cambridge Primary Review, 2009
In many schools, the majority
of children (around 90%) come
into school with well developed
language and communication
skills. Before starting school, they
have experienced good quality
and quantity of talk from the
adults around them. They’ve had
opportunities for lots of practice to
talk, listen and understand, to hone
their language and communication
skills.
These children usually have clear
speech, a good vocabulary, age
appropriate grammar and narrative
skills. They can have conversations
and are able to listen well and
understand what’s said to them
by both peers and teachers. They
can interact both to socialise and
to facilitate and develop their own
learning and can communicate what
they know and don’t know. They can
use their language to think and can
express their ideas clearly, confidently
and courteously.
In some UK classrooms, teachers
capitalise on these skills. They use
good quality and quantity of talk in a
way that models more sophisticated
language for learning and scaffolds
children’s language (building on
children’s language from their
starting point). They weave talking
and listening opportunities into
the fabric of their lessons, they ask
‘why’ and shift their language to
accommodate the most and least
able children in the class.
In these classrooms, children
with speech, language and
communication needs (SLCN) can
access learning at their level, the
language used by the teacher acts
as a route to learning, rather than
a barrier. Teachers who take this
approach know the language level at
which their pupils are functioning and
take responsibility for ensuring they
understand what they are taught.
These teachers have clear
expectations of what they want
children to learn. They teach children
how to listen, attend and focus on
key information; they consistently
highlight and revisit key vocabulary
and ensure children understand; they
create a learning environment where
seeking clarification is valued and
celebrated. They give clear structures
for spoken language contributions;
they model what it looks like to think
and to reason in order to learn; to
use language for solving problems; to
interact in groups; they make thought
processes explicit to the children
and show how conclusions can be
reached. They are aware of their
pupils’ levels of language and adapt
their own language accordingly.
All children and young people
would benefit from talk being an
integral element occupying a prime
position in teaching and learning
across subjects and throughout
the curriculum. A focus on talk in
the classroom can significantly
enhance the way all children respond
to schooling, in all subjects. 4 Talk
is the vehicle for all learning and
the gateway to literacy skills – if
children can’t say a sentence or
explain a concept, they will struggle
to understand or express it through
reading or writing.
We also know much about what
supports children who are struggling
and the barriers that prevent them
getting that support. The recent
landmark Better Communication
Research Programme (BCRP) was
able to highlight interventions and
approaches that are effective for
children and young people with SLCN. 5
Adults in educational settings play a
key role in supporting spoken language
and the development of a classroom
learning environment which fosters
language for thinking and learning. 6
Strong and knowledgeable school
leaders can make a real difference
to children as they progress through
school.
A focus on talk in the classroom can
significantly enhance the way all
children respond to schooling, in all
subjects.
6 A Generation Adrift

8 A Generation Adrift

The context
‘It is a skill which has to be taught, honed and nurtured. Yet… children’s ability to
communicate, to speak and understand [is] taken for granted’
Bercow Report, 2008 7
There have been some positive
changes since John Bercow MP carried
out his review in 2008 which found a
fundamental lack of understanding of
communication, alongside a national
inequity of provision and support for
children with speech, language and
communication needs (SLCN).
Communication has a growing
presence in national policy,
particularly in education policy:
D Language and communication is
now one of the three core strands
of the early years foundation
stage 8
D Recommendations made by
the Nutbrown Review of early
years education, highlighted
the importance of a qualified
workforce in the early years who
understand how to develop
young children’s language skills 9
D Both the Allen Review of Early
Intervention 10 and the Field’s
Review of the Foundation Years 11
made made clear that language
and communication development
at age 3 was one of the major
National Life Chances Indicators
for children
D Communication has a strong
position in the new Ofsted
inspection framework, both in
relation to teaching and learning
and with a focus on those children
who don’t attain well
D The Education Select Committee
on Behaviour and Discipline in
Schools made very powerful
recommendations around the link
between SLCN and behaviour
D The Primary National Curriculum
Expert Panel concluded that
spoken language should be
a strong feature of any new
National Curriculum and
dedicated a chapter of their report
to it
D The secondary curriculum
now includes elements of
communication within specific
subject areas, as well as English
D There is a focus on language in
the Department of Health Healthy
Child Programme and 2 year
check
However, there continues to be a way
to go to ensure policy reflects other
necessary changes:
D Systematic initial and continued
professional development for
teachers to support knowledge
and skills of speech, language and
communication and SLCN
D Continued need for a graduated
response to support all
children’s speech, language and
communication
D Accurate profiling and careful
monitoring of progression for
children with SLCN in schools
D Integrated service provision of
speech and language therapy
services
D Real joined up policy for children
with SLCN / Special Educational
Needs as outlined in the
forthcoming Children and Families
Bill
Through Hello, the national year
of communication (2011), 12 there
has been a shift in awareness
of communication. The national
campaign, with support from
more than 200 local co-ordinators,
supported parents, teachers and
other professionals to gain a greater
understanding of the issue. The Hello
evaluation demonstrated positive
changes in the understanding of the
issue, though there remains a long
way to go. 13
There remains a need to translate
the positive changes seen in national
policy to equal shifts in local practice
as currently there is a very large gap
between the two. Both research
and anecdotal feedback from grass
roots professionals stress the huge
challenges that remain in ensuring
children with SLCN are identified
and supported through local service
provision.
Communication
has a strong
position in the
new Ofsted
inspection
framework.
A Generation Adrift 9

So, what’s the problem?
‘Communication disorders will be a major public health concern for the 21st
century because, untreated, they adversely affect the economic well-being of a
communication-age society.’ Ruber, 2000 14
In some areas of
deprivation, more than
50% of children start
school with SLCN.
10% of all children have
long-term SLCN.
There are shockingly large numbers
of children in the UK struggling to
acquire language. Many of these
children aren’t being accurately
identified or supported. Identification
is key across all phases of education.
These children can be difficult to
identify and may have complex
needs, so an ongoing focus is
absolutely imperative. The impact of
SLCN cuts across the whole of their
development; learning, attainment,
behaviour, self esteem, inclusion,
independence and long term life
prospects.
We know from national figures that
by the time they reach five years
of age, (the end of the Early Years
Foundation Stage) more than a third
of children are not working securely
in communication, language and
literacy. In deprived areas, this
number rises to more than four in
ten. 15
We know that 50% 16 of children in
areas of social disadvantage start
school with poor language, with
language that isn’t adequate for the
next stage of learning, for thinking,
reasoning and communicating
effectively with adults and peers.
For example, children from low
income families lag behind by
nearly one year in vocabulary at
school entry, with gaps in language
much larger than gaps in other
cognitive skills. 17 These children
are at a disadvantage from the
start and without the right support
don’t catch up with their peers. 18 A
recent CBI report highlighted that
children who are failing to achieve
adequate standards in primary
education come disproportionately
from disadvantaged backgrounds. 19
Children need language to learn.
10 A Generation Adrift

7% of all children have
a specific language
impairment.
1% of all children have
severe and complex
SLCN.
There’s a significant group of children
who have a rich communication
experience, with lots of support
from parents, though despite
this will have a specific language
impairment. 20 7% of all children have
a specific language impairment;
it’s the most prevalent childhood
disability, but a condition that
is much misunderstood. These
children also start school without
the language they need in order to
learn and are disadvantaged from
the start. Children within this group
have differing needs, dependent
on the nature and severity of their
difficulties. They need specialist
support in order to learn and
communicate to the very best of their
ability.
At least 3% of all children have
SLCN linked with other impairments,
including those with hearing
impairment, autistic spectrum
disorders, specific learning difficulties,
such as dyslexia and general learning
needs. In fact, the majority of
children with SEN have some degree
of SLCN. They too need support in
order to learn and to communicate to
the very best of their ability.
So, the problem is the scale of the
issue, both in quantity of children and
the impact of SLCN; most children
with SEN have SLCN, some children
have specific language imapairments
and around half of the children in
areas of social disadvantage can have
SLCN. Language difficulties impact
across all areas of development and
on longer term prospects. Children
need language to learn, socialise, to
manage their behaviour and develop
emotionally.
A Generation Adrift 11

Falling behind matters
Language has critical importance for
learning and wider development, 21
however, many children are starting
school already behind, with evidence
to suggest that without the right
support, they don’t catch up. Falling
behind really does matter; it can
affect self-esteem, behaviour and
engagement with education. 22
Good spoken language skills are
strong predictors of later academic
success. Children with poor language
and literacy development at 5
years are at substantial risk of
low achievement at 7 years 23 and
beyond. 24 Good spoken language
25 26
predicates reading and writing,
with literacy gaps often widening as
children progress through school. 27
Research tells us that early
vocabulary and concept development
is especially critical for children
from low and moderate income
homes, 28 with vocabulary at age 5 a
strong predictor of the qualifications
achieved at school leaving age and
beyond. 29 Major recent research
shows language impairment as
a risk factor for low achievement,
with language difficulties important
factors for predicting attainment
on Key Stage 1 and 2 English and
Maths national curriculum tests. 30
Research has also shown older pupils
experiencing greater levels of need
than those identified at younger
ages. 31 At the end of Key Stage
4, the ‘attainment gap’ between
children with speech, language and
communication needs (SLCN) and
their peers is marked. Just 15% of
young people with SLCN achieve 5
GCSE A*- C or equivalent compared
to 57% of all young people. 32 As the
most prevalent childhood disability,
this adds up to a lot of children.
Falling behind really does matter; it
can affect self-esteem, behaviour
and engagement with education.
However, language plays more than
just an underpinning role for the
acquisition of literacy and academic
attainment. It’s also important for
the wider outcomes we want for
our young people. Talk and social
interaction play a key role in all
children’s social development. 33
Language is the vehicle for organising,
problem-solving, managing and
evaluating experiences, influencing
and informing; all crucial skills for the
classroom and beyond. 34
Language ability can also impact
massively on behavioural and
emotional development; 35 even in
early development, language levels
directly impact on self-regulation
skills of children and therefore on
their behaviour. 36 We know many
children with SLCN have significant
behavioural difficulties, some of
which mask underlying impairments
in language. 37 Others are withdrawn,
which means they’re less likely to
start conversations, are more likely
to play alone and research suggests
they’re less liked by others in their
class. These social, emotional and
behavioural components can impact
massively on children and young
people, meaning poorer long term
social outcomes. 38
The good news is that we know many
approaches that work in supporting
children with SLCN, mitigating
against the long term impact of not
understanding or being understood.
We know from evidenced approaches
and interventions what can make a
difference. However, there remains
some way to go in translating this
knowledge into every day practice.
12 A Generation Adrift

A Generation Adrift 13

Missed, misinterpreted,
misunderstood…
Missed
Although numbers of children and young people identified in schools
with speech, language and communication needs (SLCN) as their
primary need has increased by around 70% over the last 6 years,
there remain true challenges. 39 Despite internationally accepted
prevalence figures of 7%, only 3% of the school population is ever
identified as having SLCN. 40 Children are being missed.
Identification of SLCN still challenges professionals, with continued
variability in age and process of identification continuing
throughout the school years. 41 Research found parent concern
alone or even in combination with professional screening
insufficiently reliable as an indicator of need. 42 43 Exacerbating this
issue is the fact that the terminology used to describe, diagnose or
categorise children is often used inconsistently across disciplines
and services and there remains a lack of clarity about what’s
meant by SLCN.
Despite committed and experienced staff, current policy and
practice isn’t enabling consistent identification of all children with
SLCN, far from it. In The Communication Trust’s Talk of the Town
programme, an average of around 40% of children were not being
identified; most difficult to spot were older students, students who
had difficulties with vocabulary (45% not identified), those who
struggled with formulating sentences (52% not identified) and
children with difficulties understanding (29% not identified). 48%
in Key Stage 3 were not identified. This, despite a highly committed
staff team. 44
Misinterpreted
Children and young people with SLCN often have academic,
emotional and behavioural difficulties that pose a challenge
to the professionals working with them. 45 SLCN can be difficult
to spot and the nature of the difficulties can change over time,
often becoming more complex. 46
Ofsted have also reported examples of children’s SLCN being
misinterpreted; some children and young people ‘were allocated
support for their behaviour when, in fact, they had specific
communication needs.’ 47
Case study
James was referred to speech and
language therapy when he was 10
years old. The school believed he
was either dyslexic or had learning
difficulties. He was a quiet, hard
working member of the class; he
could read fluently and accurately, but
couldn’t understand what he had read.
His language assessment showed
his understanding of vocabulary and
grammar to be on the first percentile;
his understanding of language was
extremely poor. James was extremely
bright and had become adept at hiding
his significant language impairment.
14 A Generation Adrift

Misunderstood
The Better Communication Research Programme (BCRP) research
indicates strongly that national curriculum data and/or establishing
a pupil’s primary need provides insufficient information to plan
services and differentiate the curriculum. The research highlights
the fundamental importance of profiling and monitoring children’s
needs, rather than providing support by diagnosis or category,
which can result in challenges of identification and issues regarding
meeting the changing nature of children and young people’s
48 49
needs.
‘The best people, they understand
the nature of my condition - I’d
say that was the most important
thing.’
A Generation Adrift 15

What’s going wrong?
‘…there is grossly inadequate recognition across society of the importance of
communication development, let alone the active steps needed to facilitate it.’
Bercow Report, 2008 50
High quality classroom talk is a key
factor in improving pupil engagement
and outcomes. 51 We know that
just the way in which teachers
talk to children and young people
can influence learning, memory,
understanding and the motivation
to learn. 52 Research has shown that
the quality of spoken dialogue in
primary classrooms can significantly
improve children’s educational
attainment, from increasing SAT
scores in Maths and Science, to
improving reading comprehension,
writing and reasoning skills. 53
Despite this strong raft of evidence,
high quality classroom talk is not
the norm. A criticism in the recent
Crossroads report is that talk is rarely
planned and developed explicitly in
classrooms. 54 Language continues to
have a low profile in our schools and
education policy. Why is this?
Language isn’t immediately tangible.
It’s the least taught and trained for,
yet is the most used skill. Although
a truly cross curricular vehicle for
learning, spoken language currently
sits predominantly in the Literacy
curriculum, though is given less focus
than the written word, both within
the curriculum and with the training
and development of teachers and
other professionals. A recent report
by the Centre for Social Justice
recommended a key performance
indicator should be introduced for
communication competency in
primary schools. 55
Terminology
The term speech, language and
communication needs (SLCN) is
defined and used in different ways
by different people; i.e. schools’ plasc
data use SLCN to refer to children
with primary speech, language
and communication needs – those
with specific language impairment.
Conversely, The Bercow Review
uses SLCN as an umbrella term to
include all and any children with
SLCN, including children with other
impairments or learning needs. In
practice, specialist and generalist
practitioners use the terms in
different ways.
There can be miscommunication
and inconsistency of services as
a result; currently services tend
to be diagnosis led, which raises
challenges when diagnostic labels
are misunderstood and inconsistently
used.
In current policy, varied terms
are used that relate to speech,
language and communication skills;
for example, articulacy, 56 oracy 57
and communication skills. 58 Whilst
they may be essentially referring
to the same skills, these different
terms are open to a wide range of
interpretation, which could lead to
inconsistency and confusion and
dilute the potential for transforming
the way that pupils’ communication
skills are developed in schools.
High quality
classroom talk
is a key factor in
improving pupil
engagement and
outcomes.
16 A Generation Adrift

Workforce development
Children with SLCN need support at
all levels, in the classroom as well as
by specialists. Children are very clear
about what works for them – other
people’s behaviour and understanding
is paramount. 59 However, there’s a
need for workforce development,
both in initial training and as continual
professional development (CPD) as
children with SLCN can and do fall
through the gaps in professional
knowledge and in the system.
There remain huge challenges for
teachers and other practitioners in
effectively identifying and supporting
children and young people with SLCN.
Particular challenges for teachers
are in changing classroom practice,
with research showing the need for
systematic professional development.
Teachers themselves express a lack
of confidence in knowing how to
support children and young people
with SLCN. 60
Often, lessons are dominated by
teacher talk which rarely improves
spoken language or enhances
learning. 61 Four decades ago, the
Bullock Report 62 calculated that
pupils had on average a 20 second
window to each contribute verbally in
a 45-minute lesson. Recent research
suggests things have not greatly
improved. One survey of secondary
schools in an inner city identified
adults talking for up to 90% of the
time 63 and more recent research
put the average length of a pupil’s
contribution to class discussion at just
four words. 64 Research has indicated
that variations in the quality and
quantity of the language that children
experience in their homes 65 and
educational environments 66 strongly
influence individual differences in the
rate of children’s language growth
and later language outcomes.
In a recent report, Ofsted found
new teachers didn’t have a solid
knowledge of language development
and struggled to adapt their own
language for those children with
poor language skills. The need for
high quality training during initial
teacher education in these areas was
highlighted as important in order to
support teachers to do this. 67
Case study
The Communication Trust has
developed Let’s Talk About
It, an information booklet
available to all initial teacher
trainees, available from www.
thecommunicationtrust.
org.uk/resources. The Trust
has worked with a group of
universities to embed speech
and language information into
initial teacher training and is
currently working on a project
with a university and a primary
school within a co-operative
learning trust, using a targeted
intervention programme to
embed changes in practice of
initial teacher trainees.
Services and support
Children and young people with
SLCN not only fall through the gaps
in professional expertise but also in
how support is paid for and delivered.
Prevention and early identification
need as much consideration as
specialist services for those children
and young people with identified
SLCN. Health and education need
to work together to design and
commission needs-led local services
considering universal as well as
targeted and specialist approaches.
However, there remain challenges
in joint planning locally for children
and young people with SLCN due to
increasing evidence of significant cuts
to front line speech and language
therapy services 68 and to the
specialist advisory teaching services. 69
A Generation Adrift 17

What’s needed?
‘Schools which ‘turn the dial’ on language and communication are able to turn the
dial on a number of key school improvement priorities, from raising attainment to
narrowing the gap and improving behaviour’.
Jean Gross, Communication Champion, 2011 70
We know that communication is
paramount for our children, we
know that there is much room for
improvement, but we also know
what we need and have examples of
excellence in practice.
School leadership
Time and time again, evidence shows
the impact having ‘top level’ support
has for any programme running in
schools, in particular the backing
of the headteacher and senior
leadership team. 71 The importance
of leadership in spearheading
language policy across a school is
shown in recent Ofsted reports. The
reports have identified the role of the
headteacher and the establishment
of a whole school approach as key
principles for success. 72
Effective practice in speaking
and listening has regularly been
highlighted as a key feature of
outstanding schools in a number of
national reports: ‘A common feature
of the most successful schools in the
survey was the attention they gave to
developing speaking and listening.’ 73
Case study
Peacehaven Community
School is a specialist science,
maths and training school
for pupils aged 11-16. The
senior management team has
prioritised speech, language
and communication in the
School Improvement Plan.
They won the Shine A Light
award for Secondary School of
the Year in 2012.
Workforce development
The Expert Panel for the National
Curriculum Review acknowledges
the need for professional
development in order to ensure
effective implementation of oracy
in the classroom 74 with teachers
themselves acknowledging the
same for children with speech,
language and communication needs
(SLCN). 75 Research also points to the
need for more training in order for
teachers to support language, given
the wide range of SLCN issues that
they typically face in mainstream
schools. 76 In addition, there needs
to be careful consideration of the
professional development of teaching
assistants who are four times more
likely to support speech and language
therapists in delivering interventions
than to teachers. 77
There are a number of initiatives
available to schools that support
teaching staff to develop their
pupil’s speech, language and
communication skills and better
identify and support pupils with SLCN;
staff can identify their professional
strengths and needs and be
signposted to appropriate continued
professional development. 78
Case study
The Trust’s Speech, Language
and Communication
Framework (SLCF) is a tool
designed for the children’s
workforce. Teachers and other
practitioners can complete
an audit of their knowledge
and skills. They’re then given
a profile of their strengths
and areas they may want
to develop, with practical
solutions. Many of The Trust’s
Consortium members offer
short and accredited courses
and consultation services to
support schools. 79
More than 10,000 people have
used the SLCF, almost 8,000 of
which were universal staff. For
more information please go to
www.talkingpoint.org.uk/slcf
Ensuring high quality language
teaching and learning should
reduce the numbers of children
and young people who require
specialist language support. Where
individual children fail to respond
to systematic and regular exposure
to evidence based oral language
interactions, additional assessments
of individual children may be needed
and interventions, if appropriate,
embedded within the educational
context to meet the child’s needs. 80
18 A Generation Adrift

Conversations between adults and
children that are characterised
by high quality language learning
interactions should be the core of the
classroom.
20 A Generation Adrift

Language in the curriculum
Experts have long argued that
language is so fundamental to
learning that it deserves a higher
profile across the whole curriculum
rather than being ‘marooned’ in
the English curriculum, 81 as the
‘poor relation’ to written language.
The Expert Panel for the National
Curriculum Review devotes a
whole chapter to the issue of ‘Oral
Language and its Development
within the National Curriculum’
noting the connection between oral
development, cognitive development
and educational attainment. 82
Speaking and listening can often be
seen as less formal and therefore a
less important element of children’s
learning. However research suggests
the opposite, reading difficulties can
be compounded if children are taught
written language before their spoken
language skills are developed enough
to access this teaching. 83
Case study
The Trust’s Talk of the Town
programme aims to embed
language in the curriculum for
all children, through building
on current practice. The
project was piloted in a school
federation in Wythenshawe
where whole class strategies
have been embedded to
support teachers.
This included daily activities to
promote talk, including ‘talk
boxes’ in every primary
classroom and the
development of communication
notice boards for the secondary
school. In addition, a range of
interventions were used to
support those children who
were falling behind. For more
information please go to
www.thecommunicationtrust.
org.uk/talkofthetown
Classroom environment
Effective talk in the classroom has
reported positive effects on subject
learning, attainment, understanding,
students’ control over their own
learning, emotional development,
confidence and self-esteem. 84 Social
interaction and class-based activities
such as working to achieve joint
goals, explaining thinking, discussing
different points of view and forging
consensus, promote both learning
and understanding. 85 Conversations
between adults and children
characterised by high quality language
learning interactions should be the
core of the classroom. A classroom
may have an exemplary physical
environment and a deliberate provision
of daily language activities; however,
without adult-child interactions of
sufficiently high quality and sensitivity,
these efforts are unlikely to result in
the desired child outcomes. A number
of studies suggest these language
learning interactions occur less
86 87
frequently than is needed.
The Better Communication Research
Programme (BCRP) have developed
a tool to support communication in
the classroom. 88 Activities to scaffold
language development need to be
provided in a regular and deliberate
manner. These should include the
language learning interactions that
have been shown to develop oral
language, including grammatical
skills, vocabulary and narrative. For
example, vocabulary instructions
integrated into classroom routines 89
and building working vocabularies
and conceptual development
through social interactions. 90 All
school staff should fully understand,
appreciate and develop quality use
of a full range of language learning
interaction techniques. 91
Effective talk needs to be properly
planned and designed by teachers,
with students supported and
facilitated and the teachers modeling
how to interact in group discussions. 92
93
However the BCRP research has
shown changing classroom pedagogy
to support speech, language and
communication is challenging for
teachers. 94
Case study
There are a range of tools
available to support schools
to identify strengths and
areas for progress. Different
approaches to supporting
changes in policy and practice
are available, through
systematic approaches,
workforce development and a
graduated approach through
interventions and support.
Many of The Trust’s Consortium
members offer ways to audit
current practice and to build
communication into the
whole school environment.
For more information about
what services and resources
members provide for schools
please go to
www.thecommunicationtrust.
org.uk/consortiumcatalogue
A Generation Adrift 21

Recent research
concludes
that teachers
would benefit
from more
knowledge of
children’s speech,
language and
communication
development, as
well as training
in how to assess
and measure
these skills in
young children
appropriately.
22 A Generation Adrift
Early intervention/prevention
Knowledge of typical development
and the component elements of
language is crucial. Recent research
concludes that teachers would
benefit from more knowledge of
children’s speech, language and
communication development, as
well as training in how to assess
and measure these skills in young
children appropriately. 95 The BCRP
has identified a number of factors
to consider in supporting early
identification. The Communication
Trust has also produced a number
of resources to support early
identification for use in schools 96 ,
which have been evidenced as
being effective in reducing underidentification.
97
Case study
Wallands County Primary
School is a Shine a Light award
winner with a dedicated
speech and language unit. The
unit supports teachers to learn
how to identify and support
children with SLCN. Reception
class children are assessed
on entry, which highlights
children who need further
investigation by a speech and
language therapist. Within the
school, children with SLCN are
prioritised for early intervention
and specific programmes of
support are given by dedicated
specialist teaching assistants.
Universal, targeted and
specialist
A graduated response is seen as
being important to support children
with SLCN; one which encompasses
universal quality teaching, catchup
programmes of support for
children with delayed language,
and more specialist support for
those with more severe difficulties.
For the best outcomes, this model
would sit within a communication
friendly environment and with the
elements of leadership, workforce
and parents embedded throughout.
We have examples of models used
to implement this approach 98 and
through BCRP evidence of what
interventions are most effective for
children with SLCN across all levels of
this graduated model. 99
Case study
The What Works website
gives examples of a range
of interventions that work
across universal, targeted and
specialist levels. A systematic
framework for embedding
these approaches alongside
workforce development and
strategic leadership, such as
used in The Trust’s Talk of the
Town programme, is key. For
more information please go to
www.thecommunicationtrust.
org.uk/whatworks
The importance of
interventions
There is a growing number of
evidenced interventions available to
support children’s speech, language
and communication. Interventions
at all levels are absolutely essential
to support children who can catch
up to do so and those with longer
term difficulties to communicate
to the very best of their ability. The
BCRP highlights the importance
of a personalised approach to
teaching and learning, reflecting an
understanding of a pupil’s language
learning and literacy needs, social
and communication difficulties and
100 101
academic progression.

Case study
Evidenced interventions are
available in the What Works
website to support a whole
range of SLCN. For example,
phonological awareness skills
essential for reading, programmes
demonstrating significant language
improvement in those children who
are delayed and programmes to
support language in those children
with the most complex needs. For
more information please go to
www.thecommunicationtrust.org.
uk/whatworks

Profiling
The BCRP strongly recommended
profiling and monitoring children’s
needs, in order to support effective
identification and support. 102 103 The
Trust has tested ways of profiling
children’s needs through simple
tools and techniques within schools,
which have enabled identification of
children and the ability to signpost
different approaches of support,
dependent on the child’s profile. 104
Progression Tools
Progression tools have been
developed to support
identification and profiling of
children’s language and
communication. Used in The
Trust’s Talk of the Town
programme, alongside
Universally Speaking booklets
and training for staff, they
contributed to identification of
children with SLCN and
enabled staff to ensure
appropriate approaches and
monitoring of progress.
Talk of the Town 2012
Levels of under identification
pre-Talk of the Town
Nursery
D 50% under identified
Primary
D 31% under identified
Levels of under identification
post-Talk of the Town
Nursery
D Fell to 15%
Primary
D Fell to between 5% and 10%

Specialist support services
Speech and language therapists
(SLTs) have a crucial role to play in
supporting children and young people
with SLCN. Collaborative working
between education and health
is advocated as best practice for
children with SLCN. 105 106 The recent
BCRP recommends SLT support for
children with SLCN to be in schools.
Parents
Case study
One example of such practice
is another Shine a Light award
winner; Preston Manor School.
Their speech and language
base teamed up with the
English Department to deliver
a curriculum project to a
target group of Year 7 pupils.
Their goal was to create an
opportunity to develop a
more inclusive approach to
delivering the curriculum while
promoting effective speaking
and listening skills. Pupils were
given a lesson exploring what
it means to have a voice. They
created speech bubbles, which
were displayed on the board,
for example, one pupil said ‘My
voice is my identity and that’s
proof of my existence.’
The evidence base regarding
the role of parents in supporting
and developing early language,
thinking and emotional skills is well
107 108 109
documented.
Parents of children with SLCN face
additional challenges as often their
child’s needs aren’t completely
understood by the professionals
around them. Parents often reported
challenges in knowing where to go for
information, both at the point of their
first concerns and then throughout
their child’s development.
Parents have a crucial role to play
in supporting their child with SLCN.
They know their child best and
understand how they communicate
and their areas of interest, often key
to facilitating positive outcomes.
Research has also shown that parents
play a prominent role in supporting
SLTs to deliver interventions to their
children 110 and can act as advocates
for their children in school.
Parents of children with SLCN
report wanting key people
surrounding their child to become
more knowledgeable, tolerant
and supportive of their needs. 111
Parents valued outcomes related
to attainment, though this in
itself this was not enough. More
importantly they recognised the need
for increasing independence and
inclusion of their children and the
vital role that communication skills
play in the achievement of these
outcomes. 112
Case study
Watercliffe Meadow School
in Sheffield, a Shine a Light
award winner, has a strategic
vision which emphasises
‘getting things right from
the start’. Engaging parents
and carers is a high priority
with over 75% of new
parents attending workshops
including guidance about early
language development and
the importance of developing
language skills through play.
At the workshop the parents
work alongside their child on
practical activities to support
their learning. Then they take
home a piece of learning to do
together which feeds into the
next session.
Children and young people
Children and young people value
communication skills in their own
right and for the opportunities good
communication brings. Children and
young people with SLCN reported that
what made the biggest difference to
them was when people understood
the nature of their condition. They
wanted teachers to ‘understand
pupils and what helps them.’ 113
More recently, the BCRP gathered
extensive views from children
with SLCN. They found they were
particularly vulnerable to social
acceptance and with emotional
well-being. Children and young
people valued the help they received
to support their language needs but
felt the targets highlighted for them
at school weren’t reflective of their
areas of interest. 114 In response to a
question about what aspects of other
people’s behaviour that they would
like to see change, interrupting,
shouting and teasing were the most
frequently mentioned. Children and
young people were very clear about
the importance of other peoples’
understanding and behaviour
towards them and the difference it
makes.
Case study
Jack, 17, spent years avoiding
situations where he would
have to speak to people
because his stammer made
communication difficult. He
suffered from low self-esteem
and was bullied as a result of
his difficulty with speaking. In
2009, he attended a residential
course, which enabled him to
learn skills for controlling his
stammer and communicating
effectively. Jack now mentors
other young people who have
similar difficulties; he makes a
big difference to them as they
see him as someone who really
understands their experiences
and communication needs.
A Generation Adrift 25

Making it happen
We believe that communication skills should be at
the heart of schools policy in order that every child
can achieve their potential academically, socially,
emotionally and in their future career.
If we want all our young people to
be able to communicate to the best
of their ability, there needs to be a
continued shift in policy and practice
to support the way we are using
and developing communication in
the classroom. This also includes
how we are currently identifying
and supporting children who are
struggling with these skills.
The Communication Trust works to
ensure that every child and young
person is enabled to communicate
to the very best of their ability.
We recognise the centrality of
schools in delivering this vision
and are committed to working
with Government, local areas and
schools themselves in order to
achieve this.
D National policy
We will work with Government
and national agencies to ensure
that policy reflects the specific
needs of children and young
people with SLCN and supports the
communication needs of all young
people. We work collaboratively
with our partners to offer expert,
evidenced solutions. Our website
contains updates on our latest
policy work 115 and our newsletter
gives updates on the latest
developments 116 .
D Local policy and practice
We will ensure that speech,
language and communication
and SLCN are issues that those
who develop local policy and
service frameworks understand
and address in their policies and
services. Within the changing
landscape, we will provide practical
tools to support local authorities,
health commissioners and others
to ensure that children and young
people with SLCN receive the best
local services possible.
In order to achieve this we’re asking
schools to take our Communication
Commitment.
26 A Generation Adrift

D The Communication Commitment
We will provide individual schools,
federations and academy chains
with a user-friendly route to the
Communication Commitment, to
enable them to develop a whole
school approach to communication.
This approach will take schools
through a number of steps,
assessing their needs in relation to
communication and SLCN, helping
them to prioritise what they should
address to ensure the best possible
teaching and learning, and then
sign posting them to suitable and
effective resources and approaches
from the Trust and our Consortium.
This will focus on five areas:
1. School leadership
2. Staff development
3. Communication friendly schools
4. Identifying evidence-based
interventions to support children
and young people with SLCN
5. Engagement with parents,
families and employers
Making these necessary changes
in practise will enable schools to
make a commitment to address
communication and will support
them on their journey to create a
generation of great communicators.
To find out about this resource as
soon as it is launched, please email
enquiries@thecommunicationtrust.
org.uk
A Generation Adrift 27

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whatworks
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101
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104
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Visit The Communication Trust Policy Pages
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newsletter at our website www.
thecommunicationtrust.org.uk
A Generation Adrift 29

Recent research concludes that teachers would benefit
from more knowledge of children’s speech, language
and communication development, as well as training
in how to assess and measure these skills in young
children appropriately.

The Communication Trust is a coalition of nearly 50 voluntary and community
organisations with expertise in speech, language and communication. We
harness our collective expertise to support the children’s workforce and
commissioners to support all children and young people’s communication
skills, particularly those with speech, language and communication needs
(SLCN).
We do this by raising awareness, providing information and workforce
development opportunities, influencing policy, promoting best practice among
the children’s workforce and commissioning work from our members.
The Trust was founded in 2007 by children’s charities Afasic and I CAN
together with BT and the Council for Disabled Children.
www.thecommunicationtrust.org.uk
This paper was written by Wendy Lee, Professional Director at
The Communication Trust
Published January 2013
Design and photography: deborahripley.com

The Communication Trust
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London EC1V 7QE
020 7843 2526
www.thecommunicationtrust.org.uk