Please refer to the document ‘Guidelines Re: A Decision to Request an EHC Statutory Assessment’ before completing a request.
COMMUNICATION AND INTERACTION – SPEECH & LANGUAGE (SLCN)
Children with speech, language and communication needs (SLCN) cover the whole ability range. Their difficulties communicating with others may stem from
their inability to understand what others say or they lack fluency and the ability to form sounds, words and sentences. For some children and young people,
these difficulties become more apparent as the language they need to understand and use becomes more complex.
Speech, language and communication needs (SLCN) relate to difficulties in understanding or using speech and language. This deficit or delay impacts on an
individual’s ability to communicate and on their success at school.
The inability to receive or express language-based communication at an age-appropriate level, is likely to impact on a pupil’s social and emotional
development, their behaviour, and academic and life chances. Research suggests that:
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50-60% of children with SLCN will later develop psychiatric disorders;
40-60 % of children with behaviour disorders will also have SLCN;
70% of children with Attention Deficit Hyperactivity Disorder will also have SLCN.
Specific language problems may occur in areas such as:
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Receptive language (understanding instruction and communication);
Expressive language (responding appropriately to situations);
Pragmatic language (awareness of how language fits together);
Attention control (lack of understanding resulting in disengagement).
The following may indicate the presence of SLCN and teachers/educators must ensure support is targeted in this area as well as dealing with the main
difficulty:
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Difficulty in acquiring literacy, particularly phonological skills;
Poor or limited vocabulary;
Poor social interaction skills;
Failure to understand and/or pay attention to the rules of conversation;
Difficulty using language in different situations;
Reluctance in asking for clarification, or the opposite, always asking for clarification;
Difficulty in organising verbal or written responses;
Attention and listening;
Off-task behaviour;
Problems understanding figures of speech, jokes, sarcasm etc.
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In general children with severe SLCN would be considered for statutory assessment. However where there is clear progress in response to relevant
intervention on the part of the school and supported by a Speech and Language assessment, a statutory assessment would not be deemed appropriate.
Key Stage
SLT Attainments
Abilities
Progress/Attainment
Evidence of involvement of all relevant
agencies where the child/young person
(YP) continues to make little or no
progress despite appropriate and
evaluated support.
Foundation
Key Stage 1
Key Stage 2
Language difficulties
interfere with their daily
functions and academic
progress.
Performance on
standardised language
test is significantly below
age-appropriate levels
Key Stage 3
Key Stage 4
Post 16
Their language difficulties
cannot be explained in
terms of other factors
such as hearing loss,
general developmental
delay, autism, EAL or
physical difficulty in
speaking.
Those who are not yet
speaking when they
start school; language
difficulties pose a
barrier to the
acquisition of
appropriate social
interaction skills.
Difficulties processing
auditory information,
inference and
sequencing.
Speech may be mostly
unclear and probably
unintelligible to nonfamiliar adults and
peers when out of
context.
Documentation Required
For some children their SLCN
may be resolved by the time
they enter formal education (age
5), following intensive
intervention.
Speech and Language therapy
involvement over a period of time with
possible attendance at Cardinal Road
Workshop.
For some children there will be a
significant impact on interaction
skills and behaviour
Records of action taken by the school,
early years setting or college, including the
use of delegated funding (£6K maximum).
Progress in literacy will be slow
even with intensive support, with
very low attainments in other
educational areas as well.
Evidence of school, together with relevant
specialists, having considered a range of
informed and reasoned effective teaching
approaches, appropriate equipment,
strategies and interventions in order to
support the child’s/YP’s progress.
Outcomes that are achievable and with
relevant review dates.
Progress in all areas of learning
is generally very low where both
receptive and expressive skills
are affected.
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Key Stage
SLT Attainments
Abilities
Progress/Attainment
Child who is selectively
mute, please refer to
the Social, Emotional
and Mental Health
criteria.
Documentation Required
Evidence of how support has been
adapted or replaced depending on how
effective it has been in achieving the
expected outcomes.
Evidence of involvement of child’s parent
or YP
Unable to use
language to function
generally in all
settings.
Difficulties intensify as
language becomes
more complex and
abstract, especially at
secondary level.
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