Given what is known about the impact of spoken language on academic success, schools should regularly monitor progress in spoken language in order to ensure pupils are reaching language milestones as expected and identify when further support is needed. There are several tools for monitoring spoken language available including:
Where children have received targeted or specialist support for their speech, language and communication needs (SLCN) these tools can also be used to measure the impact of the support being provided.
Some programmes offering support for children with delayed language include Tracker tools, allowing schools to monitor the impact of the programme and identify students requiring further support.
How could schools most effectively monitor progress in spoken language, given the lack of statutory requirement?
This factsheet shared as part of the No Pens Day Wednesday campaign has some helpful ideas. Also, take some time to explore the examples of tools for monitoring spoken language listed above.
Many children with speech, language and communication needs do not have their needs accurately identified, or they are identified late. Questions schools should ask themselves include:
Consequently, schools need to make support for spoken language a priority themselves. Questions for schools to ask include:
Teachers recognise the importance of children’s language but feel under-conﬁdent in teaching and assessing children’s speech, language and communication, and in identifying and supporting those with SLCN. In a recent survey 59% of respondents reported having little or no initial training in identifying and supporting children with SLCN. Questions schools should ask include:
There are no items in your basket - why not visit our shop?