Supporting Spoken Language in the Classroom (SSLiC) Knowledge Exchange Programme Case-Study

SSLiC is a knowledge exchange programme that aims to improve communication and learning outcomes for all children. It seeks to achieve this aim by providing a forum for knowledge exchange between practitioners and researchers. There is a growing evidence base in the area of speech, language and communication needs (SLCN), although there are still major gaps in our understanding of how to apply this in practice in schools and the best ways to support school practitioners to embed communication in their school’s policy and practice. If we as practitioners and researchers wish to see greater improvements in outcomes for all children starting in school and beyond, it is critical that we come together, over a sustained period of time, to investigate how the existing evidence base related to communication and oral language can be applied to settings and then how this collective knowledge might be used to inform the wider community of ‘what works’ in schools for children. To support this process the SSLiC programme has identified five evidence-informed domains around which schools can focus their professional development and learning: i) Language Leadership ii) Staff Professional Development and Learning iii) Communication Supporting Classrooms iv) Identifying and Supporting Speech, Language and Communication Needs v) Working with Others. The following describes four case-studies that implemented the SSLiC knowledge exchange programme

SENCO induction pack: Supporting you at the start of your journey

This induction pack has been designed by SENCOs for SENCOs as a useful reference tool that can be used from day one of undertaking this important role. It can be a valuable asset to both new and experienced professionals alike and we would recommend it to all SENCOs. We understand that the role is context-specific and so, instead of trying to prescribe a single approach, this induction pack sets out the key operational considerations so that SENCOs can make more informed decisions. This SENCO Induction Pack has been developed by Leading Learning for SEND Community Interest Company as part of a suite of resources developed by the Whole School SEND Consortium3, hosted by nasen4, to embed good SEND provision in schools. This project was funded by the Department for Education. As such, the induction pack includes references to a broad range of organisations, resources and documents from across the SEND community. This is in keeping with one of the wider principles of Whole School SEND, which is to maximise the use of existing resources to save schools time and money.Department for Educatio

The effects of reading and language intervention on literacy skills in children in a remote community: A randomized controlled trial

This study explored the effects of a 27-week reading and language intervention, for low-income children living in a remote Chilean community, using a randomized controlled trial. At the end of the intervention, children in the intervention group showed improvements compared to the waiting group on pre-literacy, reading, language, and reading comprehension measures (effect sizes d >.25). The gains in pre-literacy skills, word reading and word knowledge were maintained at 9-month delayed follow-up, though the improvements in language and reading comprehension were not. Intervention programs designed to support literacy and language skills in remote communities can be delivered successfully by trained assistants. Our findings suggest that language and literacy programs can be useful for improving attainment in children living in disadvantaged and isolated communities

Capturing variations in how spelling is taught in primary school classrooms in England

Mastering spelling is important for children to progress in writing. The National Curriculum in England details spelling lists linked to each year group in primary education. Assessment practices also emphasise the importance of teaching spelling. However, to date, little is known about how teachers feel about teaching spelling nor the instructional methods that they use in primary schools in England. This study addresses this gap by investigating approaches to teaching spelling. An online survey was distributed to primary-based teaching staff with roles in supporting teaching and learning. The survey asked for information about the respondents’ teaching experience and school setting, and about their attitudes and approach to teaching spelling. The survey was completed in full by 158 respondents. Approaches to teaching spelling were varied and over two-thirds of the sample highlighted that their school did not have a spelling policy. The importance of explicit teaching of spelling was supported by the majority of teachers. This judgement was more frequent and rated more highly by teachers supporting younger children. Teachers largely reported devising their own spelling resources, highlighted that the curriculum spelling lists lack guidance for teaching spelling strategies and questioned their suitability for pupils of varying abilities. A range of spelling programmes and strategies were recorded. The findings provide insight into universal instructional approaches. Practical implications for teacher training and professional development are discussed

Understanding inclusion

This mini guide is for SENCOs, school leaders (including governors), teachers and support staff. This guide aims to help you to consider your position with regard to inclusion in your setting, identify how you can develop an inclusive ethos and practice and reflect on the approach to inclusion taken in your setting.N/

The SENCO Induction Pack

The SENCO Induction Pack supports new SENCOs at the start of their journey before they complete the NASENCO qualification. It provides useful information to those working with SENCOs or who are interested in taking up the post in the future.The Leading Learning for Special Educational Needs and Disability CIC developed and trialled this Induction Pack for SENCOs, with input from experienced and new SENCOs themselves

The Effects of Reading and Language Intervention on Literacy Skills in Children in a Remote Community: A Randomized Controlled Trial

This study evaluated the effects of a reading and language intervention, for low-income children living in a remote Chilean community, using a randomized controlled trial. At the beginning of the study, participants were allocated to the intervention (n = 34) or waiting control (n = 34) minimizing on a composite language measure and age. Children in the intervention group received a 27-week program aimed at fostering code-related, word reading and oral language skills. Children’s progress in language and literacy was monitored at four time points: pre-, mid- post-intervention, and at delayed follow-up 9-months after the intervention had ceased. At the end of the intervention, children in the intervention group scored showed improvements compared to the waiting group on pre-literacy, reading, language, and reading comprehension measures (effect sizes d >.25). The gains in pre-literacy skills, word reading and word knowledge were maintained at 9-month delayed follow-up, though the improvements in language and reading comprehension were not. Intervention programs designed to support literacy and language skills in remote communities can be delivered successfully by trained assistants. Our findings inform the future provision of language and literacy programs in populations living in isolated areas