The Covid-19 pandemic had a significant impact on the youngest children, disrupting normal routines and social interactions. This has led to an increase in speech and language difficulties, which can negatively impact on a child’s social and academic development, leading to poor educational outcomes and mental health problems.

Early identification and intervention for speech and language difficulties is crucial for children’s wellbeing and development. More of our children are now entering school with lower levels of speech and language than in the past, and in response our trust has placed a greater emphasis on speech and language development as a foundation for all areas of learning. 

To gather data on speech and language, E-ACT teachers have used a combination of baseline assessments, such as WellComm, and their own school’s assessments. 

These assessments include observation of the child’s use of sounds, words and sentences, as well as their ability to understand and follow instructions. Staff gather information through interviews with the child, their parents and caregivers, and through analysis of the child’s work. Based on this analysis, targeted interventions and support are put in place to help individuals make progress.

Supporting pupils’ speech and language

But we also recognise that our staff are our most valuable resource, and, therefore, professional development, particularly for early years foundation stage (EYFS) staff, is crucial for ensuring improved speech and language outcomes for children. 

• Related: How to help children with speech and language difficulties
• EYFS: One city’s focus on speech and language is transforming early literacy
• Language: Early years language catch-up scheme “beneficial” but time consuming

This professional development aims to equip staff with the latest research and best practices for identifying and supporting children with speech and language difficulties, and creating a positive and empowering environment for children.

There are several steps involved in creating such an environment. Following this outline should help leaders to establish the framework that will support teachers in their work in this area:

1. Align instruction with the curriculum and framework expectations by identifying specific learning goals and objectives.
2. Assess where children currently are in their learning by gathering data on their prior knowledge and skills.
3. Set clear, measurable goals for where children should be and develop a plan to get them there by identifying the necessary instruction, resources and assessments.
4. Build a foundation for future teaching and learning by considering the big picture and how current instruction fits into the long-term plan.
5. Keep in mind the principle of “every child matters” by considering each child’s unique needs and potential, and differentiating instruction accordingly.
6. Plan interventions - which may include the use of a scheme or targeted questioning or modelling in class - and ensure consistency in implementation of these interventions.
7. Make sure all practitioners are on the same page by regularly sharing relevant research evidence and modelling effective instruction.
8. Emphasise the importance of fidelity and quality-first teaching in all planning and instruction.
    

Children with good language skills are more likely to do well in school, have better relationships with their peers and adults, and have more opportunities in their future. 

Equipping children with the tools they need to communicate effectively can open doors for them and give them the confidence they need to succeed in life. Therefore, investing in speech and language development should be considered as a key strategy to improve the life outcomes for children. As the philosopher Ludwig Wittgenstein said, “The limits of my language mean the limits of my world.”

Clio Brown is national EYFS and early reading adviser for E-ACT multi-academy trust