Funding preschool children
(non special
needs)
Why fund?

Communication and language are the foundation
for children’s learning.
By 5, a child’s vocabulary will predict their education success and
outcomes at the age of 30 (Feinstein and Duckworth 2006)

Poor communication skills impact on children’s life
outcomes
Low educational achievement
Emotional and psychological difficulties (Clegg et al 2005)
Behaviour difficulties and offending (Cohen et al 1998)
Poor employment prospects (Elliot 2009)

Early intervention is essential to prevent or at least
reduce the educational, emotional and social
problems caused by SLC difficulties
The Bercow Report

In 2008 the Bercow Report found that ‘there is
insufficient understanding of the centrality of
speech, language and communication among
policy makers, commissioners professionals and
service providers.’

Communication is crucial

Early identification and intervention are essential

A continuum of services designed around the family in need

Joint working is critical

Current system is characterised by high variability and a lack of equality (a postcode
lottery)
Why we need funding for
preschool children
 Bercow
Report:
 Majority
of SLCN can be
identified from 2 years onwards
 7%
of children enter school with a
SLCN
Children’s Centres

Every child matters

Priority of interventions should take place at Children’s
centres

Evidence of good practice in engaging parents and
carers was seen mainly but not exclusively through
children’s centres

MDT working
Types of Interventions

I‐CAN

ELKLAN (online training for SLTs and specialist teachers)

Hanen

Every child a talker (ECAT)
Conclusion

SLTs in preschool centres are currently supporting 37% of
preschool children who require SLT input

Postcode lottery still exists

MDT working

Joint commissioning
References

Bercow Report
http://dera.ioe.ac.uk/8405/1/7771-dcsf-bercow.pdf

Clegg, J et al (2005). Developmental language disorders – a follow up in later adult life, Journal of
Child Psychology and Psychiatry

Cohen, N, et al (1998) Language, social cognitive processing and behavioural characteristics of
psychitrically disturbed children with previously identified and unsuspected language impairments.
Journal of Child Psychology and Psychiatry

Crystal, D. (2010). The Cambridge Encyclopedia of Language. 3rd Ed. Cambridge: Cambridge
University Press

Department of Education (2014). Statutory framework for the early years foundation stage. [pdf].
Available at:https://mail.google.com/mail/u/0/#inbox/14ca854e5181e1fd?projector=1

Department of Education (2014) SEN code of Practice

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/273877/special_e
ducational_needs_code_of_practice.pdf

Law, J., Wren, J., Lee, Y., Zeng, B. & Lindsay, G. (2014).
“What Works”: Interventions for children and young people with speech, language and communication
needs: Technical Annex. [pdf]. Available at:
https://mail.google.com/mail/u/0/#inbox/14ca854e5181e1fd?projector=1
RCSLT position paper for supporting children with SLCN needs within intergrated