1
Planned integrated pathway for supporting children and young people with Speech, Language and
Communication Needs (SLCN)
February 2011
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2
Planned integrated pathway for supporting children and young people with Speech, Language and
Communication Needs (SLCN)
February 2011
Speech, Language and Communication Needs (SLCN) Pathway
Context
The Speech, Language and Communication needs pathway was devised in the context of Removing
Barriers to Achievement, the recommendations of the Bercow Report and the anticipation of the
implementation of the outcomes from the report.
Introduction
One in ten children has difficulty with speech, language and communication. In areas of high deprivation
this figure rises to almost two. This has an impact throughout life; communication skills are the most
important employability skill and lack of them impacts on later employment.
Two thirds of 7 – 14 year olds with serious behaviour problems have language impairment.
Only a quarter of children with speech, language and communication needs reach the expected levels for
Maths at age 11.
Only 6% get good GCSE’s including Maths and English.
Two thirds of young offenders have language difficulties.
Without effective help, a third of children with speech, language and communication needs will need
treatment for mental health problems in adult life.
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3
Planned integrated pathway for supporting children and young people with Speech, Language and
Communication Needs (SLCN)
February 2011
Vocabulary at age 5 has been found to be the best predictor of whether children who experience social
deprivation in childhood were able to “buck the trend” and escape poverty in later adult life.
(Source: HELLO literature and www.thecommunicationtrust.org.uk)
Objectives of SLCN Provision in Derbyshire
 To ensure that no child enters school with an unidentified speech, language and communication
need.
 To provide help, advice and therapeutic intervention as appropriate to the child’s needs, stage and
phase.
 To ensure an effective and timely pathway for children with SLCN to access support services across
all tiers of service provision to ensure that they experience a seamless service.
 To use effective preventative strategies to reduce the numbers of children experiencing speech,
language and communication difficulties.
 To ensure that people who care for and work with children have the necessary skills to help children
develop speech, language and communication skills.
 To ensure that all people who care for and work with children are aware that the development of
Speech Language and Communication Skills is every bodies business.
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4
Planned integrated pathway for supporting children and young people with Speech, Language and
Communication Needs (SLCN)
February 2011
Expected / Intended outcomes
 An increase in the confidence and ability of parents / carers to be able to manage their child’s SLCN.
 An increase in confidence and ability of children’s workforce to identify and help children with SLCN.
 That no child enters school with an unidentified SLCN.
 Where a need is identified a clear pathway of provision is visible.
 Improvement in school attainment for all young people experiencing SLCN.
 Reduction in numbers of young people experiencing mental health problems as a result of an
unidentified SLCN.
 Improved behaviour achieved through appropriate early intervention strategies.
 Reduction in youth offending behaviours.
The Role of the Pathway
The pathway is designed to act as a tool to support the identification of support already available
and the commissioning of both new and continuing services, to improve outcomes for children
with Speech, Language and Communication Needs (SLCN), as identified in national and local
strategies.
4
5
Planned integrated pathway for supporting children and young people with Speech, Language and
Communication Needs (SLCN)
February 2011
When
Pre-birth
8 -12 weeks
gestation
20 weeks
gestation
35-40 weeks
gestation
Birth
National/DCC
Initiatives to
support children’s
SLCN
National Ante-Natal
parenting plan
Healthy Child
Programme
Universal Services
First ante-natal midwife appointment
(‘booking appointment’) – early
identification of risk factors.
Distribution of pregnancy book to all
first-time parents (Ch 13 – enjoying
your baby)
Midwives meet all pregnant mums →
Baby-friendly
breast-feeding
advice
NICE ante and postnatal Mental Health Scan and ‘Talk to your Bump’ leaflet
Guidance
Access to Children’s Centres (CCs)
Children’s Centre
services and the language rich
core offer as a
environment of the local programme
minimum
requirement
Hello Campaign
2011 and materials
Newborn Hearing
Assessment of home environment &
Screening
monitoring by midwives
Programme
EYFS/Inclusion
Development
Programme (if in
setting)
Targeted Services
Specialist Services
25-30 weeks gestation visit if
CAF/Social Care identified as
need (S. Derbyshire
midwifery pilot in CC)
identify vulnerable families using pre Common Assessment
Framework (pre CAF)/ notification
to Health Visitor (HV)
Visit from HV – emphasise
importance of early communication
Midwife/HV/CC worker in lead
professional role
Referral of family to adult
learning disabilities where
required
HVs targeting vulnerable families
identified by the midwife prior to
birth-CAF used to provide support
5
6
Planned integrated pathway for supporting children and young people with Speech, Language and
Communication Needs (SLCN)
February 2011
When
National/DCC
Initiatives to
support children’s
SLCN
10-14 days
Speech Language
(could be up to and Communication
28 days in
Framework (SLCN)
exceptional
(Communication
circumstances) Trust)
Infant, Toddler
Environment Rating
Scale (ITERS) in all
early years settings
(for 0 – 2 ½ yrs)
EYFS/Inclusion
Development
Programme (if in
setting)
National Literacy
Strategy
6 - 8 weeks+
Infant, Toddler
Environment Rating
Scale (ITERS)
in all early years
settings (for 0 – 2 ½
year olds)
EYFS/Inclusion
Development
Programme (if in
setting)
Universal Services
Targeted Services
Specialist Services
HV – Primary Core visit formal hand
over of care from midwife to HV.
HV gives out Birth to Five book
(which includes section on SLC) to all
first time mums
HV registration with CCs
Identifying and targeting vulnerable
children and families including the
use of a CAF, signposting to CCs
and other services.
Mother and Baby Unit
Social care work with families with
Safeguarding issues
Children’s Centre worker makes
follow-up phone call/visit if required
at 8-10 weeks
Speech, Language and
Communication (SLC) resources and
language champion in Children’s
Centres (CCs) (aspirational aim)
HVs – Core visit – identify
low/med/high risk families of children
likely to develop poor SLC skills.
Parenting support and guidance
includes SLC needs of baby
HV - Post natal depression
monitoring. If Edinburgh scale is
more than 10, HV will refer to GP
and HV will carry out “listening
visits” and refer to CCs/other
services as appropriate.
Children’s Centre staff give out SLC
information as appropriate
Drop in sessions in CCs/Child Health
clinics – ongoing in some areas
PEEP babies (Peers Early
Education Programme) at CCs in
areas according to need
Access to Early Years Foundation
Stage (EYFS) through Private Day
Social care work with families with
Safeguarding issues
Referral from HV, GP, acute
services to SLT for pre- or
peri-natally diagnosed
conditions e.g. feeding and
drinking difficulties, cleft
palate, Down’s syndrome,
hearing impairment
Specialist support and
access to services through
Early Years’ panel and
appropriate referrals for
statutory assessment.
Educational Psychology
Specialist support and
access to services through
Early Years’ panel and
appropriate referrals for
statutory assessment.
Educational Psychology
BookShine (for Hearing
Impaired children) baby pack
for 0-2 yrs
BookTouch (for Visually
Impaired children) baby pack
6
7
Planned integrated pathway for supporting children and young people with Speech, Language and
Communication Needs (SLCN)
February 2011
When
8 – 10 weeks
National/DCC
Initiatives to
support children’s
SLCN
National Literacy
Strategy
Infant, Toddler
Environment Rating
Scale (ITERS)
in all early years
settings (for 0 – 2 ½
year olds)
National Literacy
Strategy
Universal Services
Targeted Services
Nurseries/childminders and sessional
care – preschools/playgroups
Baby Room project for Private Day
Nurseries
HV registration with CC (if not
Social care work with families with
completed at 10-14 days handover)
Safeguarding issues
Children’s Centre worker makes
follow-up phone call/visit if required
Access to Early Years Foundation
Stage (EYFS) through Private Day
Nurseries/childminders and sessional
care – preschools/playgroups
for 0 -2 yrs available from
BookStart co-ordinator based
at Staveley Library
Specialist support and
access to services through
Early Years’ panel and
appropriate referrals for
statutory assessment.
Educational Psychology
BookShine (for Hearing
Impaired children) baby pack
for 0-2 yrs
BookTouch (for Visually
Impaired children) baby pack
for 0 -2 yrs available from
BookStart co-ordinator based
at Staveley Library
EYFS/Inclusion
Development
Programme (if in
setting)
3 - 4 months
Specialist Services
Infant, Toddler
Environment Rating
Scale (ITERS)
in all early years
settings (for 0 – 2 ½
year olds)
HVs – Core visit – identify
low/med/high risk families of children
likely to develop poor SLC skills.
Parenting support and guidance
includes communication needs of
baby
HV - Post natal depression
monitoring. If Edinburgh scale is
more than 10, HV will refer to GP
and HV will carry out “listening
visits” and refer to CCs/other
services as appropriate.
National Literacy
Strategy
Shirebrook – HV pilot project with
BookStart packs given out at 3 - 4
PEEP(Peers Early Education
Programme )at CCs in areas
Specialist support and
access to services through
Early Years’ panel and
appropriate referrals for
statutory assessment.
Educational Psychology
BookShine (for Hearing
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8
Planned integrated pathway for supporting children and young people with Speech, Language and
Communication Needs (SLCN)
February 2011
When
National/DCC
Initiatives to
support children’s
SLCN
EYFS/Inclusion
Development
Programme (if in
setting)
6-11 months
Book Start for early
literacy/story
telling/library
membership
Infant, Toddler
Environment Rating
Scale (ITERS)
in all early years
settings (for 0 – 2 ½
year olds)
EYFS/Inclusion
Development
Programme (if in
setting)
Universal Services
Targeted Services
Specialist Services
mths rather than 8 mths (Effective
evaluation will result in roll out of
serv)
according to need
Impaired children) baby pack
for 0-2yrs
BookTouch (for Visually
Impaired children) baby pack
for 0 -2 yrs available from
BookStart co-ordinator based
at Staveley Library
Access to Early Years Foundation
Stage (EYFS) through Private Day
Nurseries/childminders and sessional
care – preschools/playgroups
HVs – Core visit including Health
Needs Assessment/Developmental
review – identify low/med/high risk
families of children likely to develop
poor SLC skills.
Parenting support and guidance
includes communication needs of
baby
Bookstart for Babies given out (by
Health Visitor or Library Service)
‘Rhythm and Rhyme’ type sessions
at CCs
Access to Early Years Foundation
Stage (EYFS) through Private Day
Nurseries/childminders and sessional
care – preschools/playgroups
Baby Room project for Private Day
Nurseries
Social care work with families with
Safeguarding issues
HV team and Children’s Centre
staff engage with other agencies as
appropriate in CAF and Team
Around the Child (TAC) processes
linking in with CC services
PEEP(Peers Early Education
Programme )at CCs in areas
according to need
Social care work with families with
Safeguarding issues
Specialist support and
access to services through
Early Years’ panel and
appropriate referrals for
statutory assessment.
Educational Psychology
BookShine (for Hearing
Impaired children) baby pack
for 0-2yrs
BookTouch (for Visually
Impaired children) baby pack
for 0 -2 yrs available from
BookStart co-ordinator based
at Staveley Library
8
9
When
12 – 23
months
Planned integrated pathway for supporting children and young people with Speech, Language and
Communication Needs (SLCN)
February 2011
National/DCC
Initiatives to
support children’s
SLCN
Infant, Toddler
Environment Rating
Scale (ITERS)
in all early years
settings (for 0 – 2 ½
year olds)
Universal Services
Targeted Services
Specialist Services
Access to Early Years Foundation
Stage (EYFS) through Private Day
Nurseries/childminders and sessional
care – preschools/playgroups
HV team and CC staff engage with
other agencies as appropriate in
CAF and Team Around the Child
(TAC) linking in with CC services
Specialist support and
access to services through
Early Years’ panel and
appropriate referrals for
statutory assessment.
Educational Psychology
EYFS/Inclusion
Development
Programme (if in
setting)
‘Rhythm and Rhyme’ type sessions
at CCs
Children’s centre services – see local
diary of events
Targeted SLT sessions in the
community in some areas
PEEP at CCs in areas according to
need - CC services for
targeted/outreach families
Early Years Action (EYA) and Early
Years Action Plus (EYA+)
processes in schools
Social care work with families with
Safeguarding issues
BookShine (for Hearing
Impaired children) baby pack
for 0-2yrs
BookTouch (for Visually
Impaired children) baby pack
for 0 -2 yrs available from
BookStart co-ordinator based
at Staveley Library
9
10
Planned integrated pathway for supporting children and young people with Speech, Language and
Communication Needs (SLCN)
February 2011
When
National/DCC
Initiatives to
support children’s
SLCN
24 - 35 months Early Childhood
Environment Rating
Scale (ECERS) in
all early years
settings (for 2 ½ - 5
year olds)
Speech and
Language Screen
ECAT
EYFS/Inclusion
Development
Programme (if in
setting)
Universal Services
Targeted Services
Specialist Services
HVs – Core contact (2-2½ yrs)
HV team carry out developmental
assessment using Denver/SLC Scale
(Enhanced Denver pilot in South
Derbyshire plan to roll out)
HVs share screening outcome with
Children’s Centre Co-ordinator (with
parental consent)
Specialist support and
If outcome of screening is medium access to services through
risk HV signposts to Children’s
early Years’ panel and
Centre for children identified
appropriate referrals for
through Denver but below threshold statutory assessment.
for special services or not eligible
Educational Psychology
for 2 year funding
SLT assessment, diagnosis,
If outcome of screening is high risk report and advice/
HV refers to SLT
intervention
Bookstart Plus pack invitation given
SLTs/SLT assistants support
to all families to collect pack from
PEEP(Peers Early Education
1)parents/carers at home
local library (18-24 months)
Programme )at CCs in areas
2)Early Years practitioners
according to need and linking with
delivering speech and
‘Rhythm and Rhyme’ type sessions
ready for nursery/school courses
language programmes in
at CCs
settings
Children’s centre services – see local Early Years Improvement Officers
Early Years Improvement
diary of events
(EYIOs) support Early Years
Officers (EYIOs) support
practitioners delivering speech and Early Years practitioners
Access to Early Years Foundation
language programmes in settings
delivering speech and
Stage (EYFS) through Private Day
language programmes in
Nurseries/childminders and sessional Early Years Action (EYA) and Early settings
care – preschools/playgroups
Years Action Plus (EYA+)
BookShine (for Hearing
processes in schools
Impaired children) toddler
pack for 3-4 yrs
Social care work with families with
BookTouch (for Visually
Safeguarding issues
Impaired children) toddler
pack for 3-4 yrs available
from BookStart co-ordinator
based at Staveley Library
10
11
When
36 – 47
months
Planned integrated pathway for supporting children and young people with Speech, Language and
Communication Needs (SLCN)
February 2011
National/DCC
Initiatives to
support children’s
SLCN
Nursery Education
Grant
EYFS/Inclusion
Development
Programme (IDP) (if
in setting)
Early Childhood
Environment Rating
Scale (ECERS) in
all early years
settings (for 2 ½ - 5
year olds)
Early intervention
support for children
aged 3 to 5 through
Temporary
Additional Early
Years Support
(TAEYS) funding
Bookstart
Universal Services
Targeted Services
Specialist Services
HVs – Core visit – identify
low/med/high risk families of children
likely to develop poor SLC skills.
Parenting support and guidance
includes communication needs of
baby
Specialist support and
access to services through
early years panel
Book Start Treasure Chest given out
at Nurseries
Settings and Nurseries identify
children with speech/language
skills below expected outcomes
resulting in:
1) Targeted support by setting
staff and EYIOs (Early Years
Action (EYA) stage)
2) Referral to SLT as
appropriate Early Years
Action Plus (EYA+)
3) Early Years providers
highlight need to school prior
to entry
‘Rhythm and Rhyme’ type sessions
at CCs
Children’s centre services – see local
diary of events
PEEP(Peers Early Education
Programme )at CCs in areas
according to need and linking with
ready for nursery/school courses
Opportunities for speaking and
listening at nursery – via free nursery
sessions (Nursery Education Grant)
Application for Temporary
Additional early Years
Support (TAEYS) funding
Appropriate referrals for
statutory assessment.
HV team and Children’s Centre
staff engage with other agencies as
appropriate in CAF and Team
Around the Child (TAC) processes
linking in with CC services
11
12
Planned integrated pathway for supporting children and young people with Speech, Language and
Communication Needs (SLCN)
February 2011
When
48 months
onwards
National/DCC
Initiatives to
support children’s
SLCN
Nursery Education
Grant
EYFS/Inclusion
Development
Programme(IDP) (if
in setting)
Early Childhood
Environment Rating
Scale (ECERS) in
all early years
settings (for 2 ½ - 5
year olds)
Speech and
Language Link
software (in some
schools)
Universal Services
Targeted Services
Specialist Services
Opportunities for speaking and
listening at nursery – via free nursery
sessions (Nursery Education Grant)
EYA processes in schools
EYA+ and SSSEN processes
in all schools
Access to Early Years Foundation
Stage (EYFS) through Private Day
Nurseries/childminders and sessional
care – preschools/playgroups
Foundation Stage Profile (FSP) will
identify children not meeting national
levels for Communication, Language
and Literacy (CLL)
Language – friendly schools file in all
schools
‘Rhythm and Rhyme’ type sessions
at CCs
Children’s centre services – see local
diary of events
School Action (SA) and School
Action Plus (SA+)
Application for TAEYS
funding
Targeted support for
Communication, Language and
Literacy in 12 schools
Educational Psychology
ECAT work in piloted areas
SLT services as appropriate
Schools use speech link to assess
and provide intervention for
children with speech delay
BookShine (for Hearing
Impaired children) toddler
pack for 3-4 yrs
BookTouch (for Visually
Impaired children) toddler
pack for 3-4 yrs available
from BookStart co-ordinator
based at Staveley Library
PEEP(Peers Early Education
Programme )at CCs in areas
according to need and linking with
ready for nursery/school courses
HV team and Children’s Centre
staff engage with other agencies as
appropriate in CAF and Team
Around the Child (TAC) processes
linking in with CC services
Social care work with families with
Safeguarding issues
12
13
Planned integrated pathway for supporting children and young people with Speech, Language and
Communication Needs (SLCN)
February 2011
When
5 – 11 years
National/DCC
Initiatives to
support children’s
SLCN
Statutory schooling Access to teaching
and learning
experiences through
Key Stages 1 and 2
SENCO clusters
and accredited
SENCO training
Universal Services
Targeted Services
Specialist Services
Language friendly files in all schools
Opportunities in class for speaking
and listening
Autism friendly files in all schools
Autism friendly files and
support documentation
Communication
Language and
Literacy (CLL)strand
of National
Curriculum
Quality First Teaching
Differentiated approaches and
materials
Assessment using P Levels and
National Curriculum for speaking and
listening at end of Key Stages 1 and
2
School SENCO
IDP
Speech and
Language Link
software (in some
schools)
Children in Care
(CIC) – early
language
development with
carers
Identification of children with
speech/language skills below
expected outcomes.
School Action (SA) and School
Action Plus (SA+)
IEP/group IEP
Targeted teaching
Appropriate use of intervention
materials and target setting
guidance
Appropriate referrals for children
with SLCN
Outreach support to families
available from Children’s Centres
Use of language link software to
screen classes (in some areas)
Education/Health staff refer to SLT
services as required
Social care work with families with
Safeguarding issues
Use of speech link to assess and
provide intervention for children
with speech delay (in some areas)
SA+ procedure with
appropriate referral to EP
Educational Psychology
Children with statements
have:
1) Statutory reviews
2) Specialist teaching
programmes
SLT assessment, diagnosis,
report and advice and
intervention
SLT/SLT
assistants/practitioners
support education staff
delivering speech and
language programmes in
schools and enhancing SLC
support in settings
Family Learning
13
14
Planned integrated pathway for supporting children and young people with Speech, Language and
Communication Needs (SLCN)
February 2011
When
11-16 years
National/DCC
Initiatives to
support children’s
SLCN
Access to teaching
and learning
experiences through
key Stages 3&4
Universal Services
Targeted Services
Specialist Services
Opportunities for speaking and
listening activities.
Language friendly files
Education/Health staff refer to SLT
services as required
Access to tertiary
education
opportunities
School SENCO
Quality first teaching – Inclusion
Development Plan (ie to improve the
quality of teaching for different
disabilities in all schools)
Differentiation
SLT assessment, diagnosis,
report and advice and
intervention
SLT/SLT
assistants/practitioners
support education staff
delivering speech and
language programmes in
schools and enhancing SLC
support in settings
YOT
CAHMS
AAC
Inclusion
Development
Programme
Family Learning
Identification of children with
language skills below expected
outcomes.
Autism friendly files
School Action (SA) and School
Action Plus (SA+)
IEP/group IEP
Targeted teaching
Advice available from Bennerley
Fields Specialist Speech and
Language College to support
schools to use appropriate
strategies.
Social skills training eg Talkabout
for Teenagers
Appropriate referrals for statutory
assessment.
Social care work with families with
Safeguarding issues
Appropriate assessment ay
key stage ¾ using
benchmarking against
national progression
guidance
SA+ procedure with
appropriate referral to EP
Educational Psychology
Children with statements
have:
1) Statutory reviews
2) Specialist teaching
programmes
Appropriate referrals for
children with SLCN to SLT
14
15
Planned integrated pathway for supporting children and young people with Speech, Language and
Communication Needs (SLCN)
February 2011
When
National/DCC
Initiatives to
support children’s
SLCN
Universal Services
Targeted Services
Specialist Services
service
Access to outreach services
from Bennerley Fields
Specialist Speech and
Language College
16-19 years
Access to tertiary
education
opportunities
Social care work with families with
Safeguarding issues
Referrals for services from Youth
Offending team
Family Learning
Services for Teenage parents
Key – Red – Social Care; Blue – Health; Green – Education; Brown – Children’s Centres; Black – Library Service
Denver
Hanen
Portage
Edinburgh Scale
ELKLAN
CIC
ECAT
EYA
EYA+
SLT assessment, diagnosis,
report and advice and
intervention
Referrals for services from
Youth Offending team
Glossary of terms
Assessment profile
SLT training programme
Not an acronym, the name of a training methodology identified through the SLCF
Children in Care
Every Child a Talker
Early Years Action
Early Years Action Plus
15
16
Planned integrated pathway for supporting children and young people with Speech, Language and
Communication Needs (SLCN)
February 2011
EYFS
EYIO
ECERS
ITERS
IDP
IEP
PEEP
SA
SA+
SAMG
SENCO
SLCN
SLT
SLCF
SSSEN
SSPSCSEN
TAEYS
TAPS
Early Years Foundation Stage
Early Years Improvement Officer
Early Childhood Environment Rating Scale
Infant and Toddler Environment Rating Scale
Inclusion Development Programme
Individual Education Plan
School Action
School Action Plus
Statutory Assessment Moderating Group
Special Educational Needs Co-Ordinator
Speech Language and Communication Needs
Speech and Language Therapy
Speech Language and Communication Framework
Support Service for Special Educational Needs
Support Service for Pre School Children with Special Educational Needs
Temporary Additional Early Years Support
Temporary Additional Pupil Support
16
17
Planned integrated pathway for supporting children and young people with Speech, Language and
Communication Needs (SLCN)
February 2011
Training available (to be reviewed by group)
Type of training
Delivered by
Attendees
Annual professional update of
Relevant professional leads
SLC needs as part of Healthy
Child programme
Hanen:’ You Make the Difference’ SLT service
programme for parents of children
with learning disabilities
HVs and Community Nursery
Nurses
Children’s workforce assess
levels of competence in providing
SLC using SLCN Framework
Line managers
Early years staff and CCworkers
Multi agency training sessions for
Children’s Workforce
SLT
Baby Room Project
EP/SSPSCSEN
Early years staff, CCworkers,
midwives, HVs and Community
NNEBs
Early Years staff/CC workers
Training available via Derbyshire
Community Health Services SLT
training prospectus
SLT service
Any health staff
SLT and early years team input to SLT and Early years team
children’s workforce professional
development re SLCN
ELKAN training offered to Early
SSPSCSEN/EYIOs/SLT service
Years practitioners by Support
Service to Pre-schools for
Children with Special Educational
Needs (SSPSCSEN), Early Years
Parents
Early years staff and CC workers
Early years staff and CC workers
17
18
Planned integrated pathway for supporting children and young people with Speech, Language and
Communication Needs (SLCN)
February 2011
Type of training
Intervention Officers
‘Get Talking’ (and other training)
via Derbyshire Community Health
Services SLT training prospectus
Early Years Foundation Stage
staff in schools use language link
software to screen classes
Training – available via Local
Authority Directory and
Derbyshire Community Health
Services SLT Training
Prospectus
Delivered by
Attendees
SLT service
Early years staff and CC workers
LA/SLT staff
Staff working with EYFS
Bennerley Fields specialist school SLT and specialist teaching staff
for SLC - Speech and language
training/ workshops available
School staff
‘Supporting Learners with
Therapy Needs course for
teaching assistants (accredited
via Northampton University)
Training for language friendly
setting status
Training for Foster
carers/Adoptive parents
Northampton University –
distance learning?
TAs
SLT service?
EYrs workforce
SLT service?
Foster carers/Adoptive parents
18