Information for Inspectors
In areas of disadvantage over half of all children may start school with poor language skills.
Speech Language and Communication Needs affect 10% of all children.
7.6% of children have Developmental Language Disorder – this is a life long condition
Your guide to why spoken language is so important, what can go wrong, and best practice for supporting children and young people with speech, language and communication needs in school
The importance of spoken language
- What children and young people themselves think about spoken language
- Information about speech, language and communication needs and what can go wrong, including statistics on the impact of poor spoken language
The scale of the issue
- Accompanying text for ‘scale of the issue’ to read: ‘ Speech, Language and Communications needs are widespread – find out just how many children and young people have SLCN’
What do speech, language and communication needs look like?
- Read about the types of difficulties children and young people experience when they have speech, language and communication needs, including how they will present in a classroom
Supporting children’s spoken language- what can be done?
- Knowledgeable staff with understanding of how to support children’s communication skills are essential to ensure best impact.
Measuring the impact of support for speech, language and communication
- Read about tools for measuring progress in speech, language and communication
- Read some of the main issues around measuring impact and how schools could tackle them
Education Inspection Framework
-
SLCN and the Ofsted Inspection Framework
-
Useful tools and resources for Inspectors (key features as a check list from TCT paper)
