Further training around Children’s Speech, Language and Communication needs

Lack of professional development around children’s Speech, Language and communication needs

According to the latest report issued by The Communication Trust, it shows a gap in training around Children’s Speech, Language and Communication. 

The report highlighted the importance of children’s speech, Langauge and communication needs. However, it recognised that not many professionals have training in this area. 1200 members that work in early years settings, schools both secondary and primary, SENCOs, teachers and childminders were surveyed, and from this, it explained the barriers that members face in accessing professional development for this area.

Findings from the report

• 53% of the members stated they had not had initial training, however, this figure rose to 60% when asked about training around SLCN.

• A third of people surveyed said they felt confident in supporting children’s Speech, Language and Communication Development.

• 39% of teachers have not undertaken training at all in their initial training, and 42% had received no initial training around children’s Speech, Language and Communication.

• 50% of Health Visitors said they had received no initial training.

• 70% of member said there were not enough opportunities to access this type of training.

• A lack of time, budget and relevant opportunities was discussed as being some of the barriers.

The communication trust are recommending that

• They work with Ofsted to ensure good practice around supporting SLC is reflected in schools and early years reports.

• All SLC, and SLCN training includes working with parents.

• Settings promote the use of the Pupil Premium and the Early Years Pupil Premium to support children’s SLC and SLCN.

• SLC/SLCN becomes an entry level training in initial teacher training.

• All early years settings to have at least one member of staff with a level 3 qualification in SLC.

From this survey it recognises the importance of bridging the training gap in SLC/SLCN, this then would in return support children’s speech, language and communication needs, helping them reach their full potential.