Working with colleagues and other agencies
The Bercow Report (2008) highlighted the fact that a multi-disciplinary approach to working with pupils with SLCN is the best way to support the development of their speech, language and communication skills. This unit examines how you can help to ensure a collaborative approach across different agencies and use the expertise of other professionals to support the development of staff in your school.
The unit covers:
- The structures of multi-disciplinary approaches to working with pupils with SLCN
- The three tiers of support within the health service
- I CAN’s Primary Talk Programme
- An evaluation of the enhancing language and communication in secondary schools (ELCISS) project
The importance of a multi-agency approach
Published in 2008, The Bercow Report stressed that a cooperative and coherent multi-agency approach is the best way to support pupils with SLCN. The remit of the report covered three areas:
- The range and composition of services required to meet the needs of children with SLCN.
- How planning and performance management arrangements, and improved cooperation between health and education services, can improve outcomes for children and young people.
- Examples of best practice.
The report states that:
"The requirements of children and young people with SLCN and their families will be met when, and only when, appropriate services to support them, across the age range and spectrum of need, are designed and delivered in a way that is accessible to them. This will require a broad and varied continuum of universal, targeted and specialist services, delivered by an appropriately skilled and supported workforce."
Joint working
Whole school level
Close- Working at a strategic level across different subjects to promote the development of spoken language skills
- Effective differentiation of schemes of work
- Supporting the development of relevant policies and procedures
- Developing consistent teaching approaches that reinforce key speech, language and communication skills
Subject level
Close- Team-teaching with subject teachers and form tutors
- Advising on the differentiation of topics
- Developing a range of practical resources
- Supporting the transfer of strategies from small group work into the classroom
Pupil level
CloseThe programme supported school staff to develop and run speaking and listening groups so that individual students had a supportive environment in which to develop language and communication skills.
The Primary Talk programme – Question 1
Whose support was needed to ensure the success of the whole school approach?
- a. There were dedicated times for discussion and decision-making about the initiative
- b. The head and the senior management team
- Feedback from those taking part in the study indicated a strong feeling that a school’s senior leadership team should be involved in implementing a whole school approach – particularly to deal with questions and the more advanced level and technical training.
- c. For advice and additional training
- d. As far as possible, the programme was delivered methodically and in its entirety
- e. The support was given until the programme was properly established
The Primary Talk programme – Question 2
How were staff meetings used?
- a. There were dedicated times for discussion and decision-making about the initiative
- This helped to ensure that all staff involved in the programme felt supported and were able to continue to share and reflect on new practices and strategies.
- b. The head and the senior management team
- c. For advice and additional training
- d. As far as possible, the programme was delivered methodically and in its entirety
- e. The support was given until the programme was properly established
The Primary Talk programme – Question 3
How faithfully did the school stick to the programme design?
- a. There were dedicated times for discussion and decision-making about the initiative
- b. The head and the senior management team
- c. For advice and additional training
- d. As far as possible, the programme was delivered methodically and in its entirety
- e. The support was given until the programme was properly established
The Primary Talk programme – Question 4
What aspect of the Regional Adviser's support was seen as particularly successful?
- a. There were dedicated times for discussion and decision-making about the initiative
- b. The head and the senior management team
- c. For advice and additional training
- d. As far as possible, the programme was delivered methodically and in its entirety
- e. The support was given until the programme was properly established
- Those with responsibility for coordinating the programme in schools felt that the support of a Regional Adviser was useful; where schools were less successful, the programme coordinator indicated that they would have appreciated the Regional Adviser’s support to continue for a longer period of time.
The Primary Talk programme – Question 5
Why did some schools want the help of a speech and language therapist on the introduction of the programme?
- a. There were dedicated times for discussion and decision-making about the initiative
- b. The head and the senior management team
- c. For advice and additional training
- It was suggested that training would have been enhanced if a SALT had been involved to give further, specialist advice – particularly in the area of identification.
- d. As far as possible, the programme was delivered methodically and in its entirety
- e. The support was given until the programme was properly established
The ELLCIS project
Feedback about the project
Percentage of pupils
74%: "It helped with talking and understanding."
56%: "It helped with reading and writing."
54%: "It helped me in the classroom, and getting on with friends."
33%: "It helped me make new friends."
41%: "I would like more of the lessons."