Salford Learning Support Service
IN Salford
Early Years Initial Checklist
Possible indicators of speech, language and communication needs (SLCN)
Name of child:
Dob:
School:
SENCO
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Year group:
Chronological age in years and months:
Date checklist completed:
Class teacher:
This checklist is to help identify children who are a cause for
concern and may have speech, language and communication
needs.
This form should be completed by someone who knows the child
well.
Refer to www.speakupsalford.nhs.uk for the developmental norms
if needed.
To refer a child to the Learning Support Service please request a
referral form from: LSSreferrals@salford.gov.uk
Please tick
as
appropriate:
= most of
the time
= some of
the time
O = hardly
ever/never
Has this child any other known difficulties? If so – please specify:
Is this child EAL? YES/NO. If yes - what is their home language?
ECAT – If you are an ECAT setting, remember to monitor using the ECAT monitoring sheet
to ascertain if a child is at “risk” level - i.e. two levels below the expected age band. Being at
“risk” level is another indicator to refer to LSS
General Signs
Poor listening skills.
Has poor eye contact.
Shows little interest in communication.
Is unable to engage in pretend play.
Is unable to play co-operatively with others.
Responds inappropriately or misinterprets what has been said.
Displays inappropriate behaviour.
Is disruptive.
Has a limited vocabulary.
Is unable to communicate basic needs verbally?
Is unable to remember instructions.
Additional comments:
Speech
Speech sounds are not clear
Salford learning support service – SLCN – Early years initial checklist
Has difficulties in making themselves understood by adults and/or
other children.
Stammers
For more information on stammering go to: www.stammering.org/
Additional comments:
Expressive language
Uses language typical of a much younger child.
Word-retrieval difficulties – has “tip of the tongue” moments.
Frequently hesitates.
Uses “filler” words – frequent use of words such as: thing, there, that.
Uses highly inventive words e.g. orange peas for baked beans.
Uses general “all purpose” verbs e.g. “he do the picture” instead of
“he’s painting the picture”.
Additional Comments:
Receptive Language
Has poor attention – “switches off”.
Rarely follows spoken instructions.
Tends to have own agenda.
Is reluctant to respond.
Only does the last thing you asked of them.
Is the last to finish.
Copies others readily.
Uses all the non verbal cues within the setting to help them
understand.
Is unable to follow stories without seeing pictures.
Gives irrelevant answers.
Additional comments:
Reminder:
Please refer to www.speakupsalford.nhs.uk for advice on
strategies, resources and developmental norms etc
Salford learning support service – SLCN – Early years initial checklist