the speech, language and communication framework (slcf) · 3 contents introduction what is the...

The Speech, Language and Communication Framework (SLCF)

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Contents Introduction

What is the Speech, Language and Communication Framework (SLCF)?

What does it cover?

Definitions

Competences

Universal stage

Enhanced stage

Specialist stage

Extension stage

Matrix of competences

Glossary

About the Communication Trust

Contributors

The Speech, Language and Communication Framework (SLCF)

The Speech, Language and Communication Framework (SLCF) is relevant to anyone who works with children and young people, whatever their role, experience or level of training. The SLCF uses four stages from universal through to extension, showing the change in skills needed by people in different roles. At the universal stage, the SLCF sets out the skills and knowledge needed by all practitioners to support children’s speech, language and communication development.

The SLCF can also be used as a self-evaluation online audit tool, which is available www.talkingpoint.org.uk/slcf. Once the self-evaluation is completed the SLCF will signpost you to training, information and ideas to develop your skills.

This booklet has been written to provide an overview of the content of the SLCF.

Other important information:• The SLCF refers to other qualification frameworks, such as the Qualification

and Credits Framework (www.ofqual.gov.uk) and the Integrated Qualifications Framework (www.cwdcouncil.org.uk)

• The SLCF supports a range of other competence-based frameworks relevant to specific professions

• The SLCF supports the Department for Education’s ‘Every Child a Talker’ initiatives and the Inclusion Development Programme. It is a useful tool for organisations taking forward work under the Better Communication Action Plan, including those involved in the Better Communication Pathfinders

• The SLCF builds on the Joint Professional Development Framework, which sets out joint training needs for education and speech and language therapy colleagues who work with children and young people with SLCN

The SLCF has been developed with input from experts in speech, language and communication from across health and education and representing voluntary, private and public sector organisations. Launched as a working pilot in April 2008, this version of the SLCF has been enhanced by feedback from members of the children’s workforce and has been given Plain English Campaign’s Crystal Mark for clarity.

The SLCF has been developed by The Communication Trust, a consortium of 40 voluntary sector organisations. For more information on the work of The Communication Trust, please go to www.thecommunicationtrust.org.uk

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IntroductionSpeech, language and communication skills are essential for the development of a child’s learning and their social and emotional wellbeing. They also play a vital role in developing skills for life and work.

It is important that everyone who works with children and young people has the appropriate skills and knowledge to be able to:

• promote speech, language and communication development;

• identify those children who are experiencing difficulties; and

• support children and young people who have speech, language and communication needs (SLCN).

The Speech, Language, and Communication Framework (SLCF) provides support to recognise and develop these skills.

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What is the Speech, Language and Communication Framework (SLCF)?

The SLCF is a clear and detailed framework of the skills and knowledge in speech, language and communication which are important for everyone who works with children and young people.

It is available as an interactive online tool at www.talkingpoint.org.uk/slcf. Here, practitioners and managers can complete an online evaluation of their current skills and knowledge. Once completed they will have a list of competences where they are fairly confident or not confident. The website then links to training and resources that will support these competences.

Who is it for?

The SLCF is relevant to everyone who works with children or young people.

It is useful for practitioners, managers and service providers from different settings and professional backgrounds, who work with children and young people of different ages.

It is also useful for training providers to assess how well new and existing learning outcomes and training support the defined competences (see next page).

It is useful for people who develop National Occupational Standards (NOS) or qualifications for people in the children’s workforce.

What does it do?

The SLCF provides defined competences around speech, language and communication. There are four stages:

UniversalEnhancedSpecialistExtension

The stages range from the skills and knowledge that everyone who works with children and young people should have (universal) through to the specialised learning around speech, language and communication needs (SLCN) at a postgraduate level (extension).

The SLCF can be used to:

• provide a clear route for professional development;

• profile skills and knowledge, identify development needs and show links to appropriate training and professional development resources; and

• find ways for practitioners to gain the knowledge and skills they need, simply and efficiently.

What does it cover?

The SLCF outlines competences at each stage across eight ‘strands’.

Strand A Typical speech, language and communication development and use

Strand B Identifying and assessing SLCN

Strand C Positive practice

Strand D Speech, language and communication and behaviour, and emotional and social development

Strand E Roles and responsibilities and how services are structured

Strand F Special educational needs in educational settings

Strand G Parents, carers, families, peers and friends

Strand H The effects of professional development in speech, language and communication

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How is it organised?

In each strand there is a list of competences which set out the skills and knowledge that practitioners should have. These vary depending on the stage of the SLCF.

Each competence has an ‘indicator of competence’. These are to guide practitioners who are evaluating their skills, by helping them to make judgements about their current skills and knowledge and how they use these in their work.

How the SLCF applies to the UK

For the most part, the SLCF is relevant to all four nations of the UK. There are, however, a small number of competences in strands E and F which refer to laws, documents or terms which are specific to England.

These are clearly identified in the text. For these competences, there may be other examples specific to Northern Ireland, Wales or Scotland which could replace the English versions. Otherwise, these competences could be left out, if necessary.

Definitions

Throughout the SLCF, we use the term speech, language and communication needs (or SLCN). This term refers to children and young people who have difficulties in communicating with others; it may be that they cannot express themselves effectively or they may have difficulties in understanding what is being said to them.

This difficulty may be minor and temporary, or more complex and long term. The term ‘needs’ refers both to the child’s or young person’s needs and what society can do to support them, by looking at the child and the environments in which they play, learn, communicate and live.

We use the term ‘practitioner’ to describe anyone who works with children and young people – this also includes volunteers.

The term ‘competence’ refers to skills and knowledge or both.

For more definitions please see the glossary.

The ‘universal’ stage is for people who:

• work with children or young people;

• have not previously explored their skills and knowledge in speech, language and communication;

• need a general awareness of speech, language and communication for their role;

• need to identify features of SLCN.

The ‘enhanced’ stage is for people who:

• already have competences from the universal stage;

• need a more detailed understanding of speech, language and communication development for their role;

• support speech, language and communication development as a major part of their role;

• are likely to be involved in helping to identify children who may have SLCN;

• work with children and young people whose SLCN have been identified.

The ‘specialist’ stage is for people who:

• already have competences from the enhanced stage;

• whose work significantly relates to children and young people with SLCN;

• have a significant role in identifying and assessing children’s and young people’s SLCN;

• are likely to support other practitioners in working with children and young people with SLCN.

The ‘extension’ stage is for people who:

want to develop a much greater level of knowledge and understanding of speech, language and communication equivalent to a postgraduate level. It would also support people who want to develop specific skills (for example, in research, development or design), or move into specialist areas of work. People who use the ‘extension’ stage may include:

• practitioners – for example, teachers, speech and language therapists (SLT’s) or educational psychologists; managers;

• people who want to carry out research or be involved in research in their practice; and

• people who want to develop highly specialist skills – for example, SLT’s moving towards consultant-level activities or advisory teachers looking to gain specialist knowledge.

The SLCF is made up of four stages.

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iversal StageUniversal Stage

Who is it for?

This stage sets out the skills and knowledge relating to speech, language and communication for everyone who works with children and young people.

It is designed for a wide range of roles across all relevant sectors, including:

• early years;

• education and training (including teaching and support staff);

• health;

• sport and fitness;

• outdoor education, leisure and training;

• playwork;

• social care;

• voluntary work;

• youth justice; and

• youth work and support.

What does it set out?

The universal stage is the first level of competence, where practitioners will show a good level of awareness of areas such as:

• how children develop and use speech, language and communication;

• what features to look out for to help identify whether a child or young person is having difficulties with speech, language or communication;

• positive approaches and strategies to support speech, language and communication;

• the links between language, learning, behaviour, and social and emotional development; and

• what the roles of different professionals might be, and what responsibilities they have towards children’s and young people’s speech, language and communication.

At the universal stage, practitioners can use the SLCF to check their existing skills and knowledge and plan for future learning. Many practitioners may have already developed some competences through initial training or other professional development activities.

The Speech, Language and Communication Framework (SLCF) 11

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At this level, the terms in the indicators of competence have the following meanings.

Describe: Provide clear details about a topic or item.

Describe how: Provide clear details about a topic or item, with examples from your own experience and work where possible.

Explain: Provide clear details about a topic, with reasons or examples from your own experience and work where possible.

Identify: Recognise and include the main points.

List: Write one thing after another.


Competence Examples of indicators of competence

UniversalA1

You will be aware of what the terms ‘speech’, ‘language’ and ‘communication’ mean and how they are used to describe typical development.

Describe the terms ‘speech’, ‘language’ and ‘communication’.

UniversalA2

You will be aware that speech and language development should follow a typical pattern.

Identify where you can find information on typical speech, language and communication development.

UniversalA3

You will be aware that most children and young people who learn English as an additional language follow a typical pattern of development.

Identify where you can find relevant information on English as an additional language.

UniversalA4

You will be aware that some children and young people do not follow the typical pattern of speech and language development and that this might mean that they have SLCN (see glossary).

Identify where you can find information which highlights that some children do not follow the typical pattern of speech and language development and that this might mean that they have SLCN.

UniversalA5

You will be aware that communication includes social skills.

Give an example of how social skills link to communication.

Universal A6

You will be aware that language is about understanding as well as talking.

Give an example that shows a child’s or young person’s understanding of language.

UniversalA7

You will be aware that communication skills are developed through interacting with other people.

Give an example of where a child’s interactions with another person show their communication skills developing.

UniversalA8

You will be aware that the home environment and other settings affect children’s and young people’s development and use of language.

Give an example of things which happen in the home which might affect language development. Give an example of things which happen in your workplace which might affect language development.

UniversalA9

You will be aware that language skills are the basis for all learning.

Give an example of where language is important in learning a new skill.

SLCF Universal Stage

At this stage, practitioners will be able to complete defined tasks and make relevant decisions about their work in relation to children’s and young people’s speech, language and communication.

For some practitioners, the universal stage will describe all they need to know to effectively support the speech, language and communication of the children and young people they work with. For others, the universal stage may provide the starting point from which to build and extend their knowledge and understanding further.


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Strand B Identifying and assessing speech, language and communication needs (SLCN)


UniversalB1

You will be aware that children and young people may have difficulties with speech, language or communication.

Give an example of a difficulty children or young people may have with speech, language or communication.

UniversalB2

You will be aware of how common SLCN are among the general population.

Describe how many children and young people in the UK have SLCN.

UniversalB3

You will be aware of what to look for to help identify children and young people in your workplace who may have SLCN.

Give an example of what you might see when a child or young person has difficulty with speech, language or communication in your workplace.

UniversalB4

You will be aware that it is also important to identify the effects of a child’s or young person’s environment on their speech, language and communication development. This includes how adults use language in the environment.

Explain how a situation or the language an adult uses may affect a child’s or young person’s speech, language and communication development.

UniversalB5

You will be aware of some of the ways in which difficulties with speech, language and communication can affect a child or young person you work with.

Explain one way in which a difficulty with speech, language or communication could affect a child or young person in your workplace.

Universal B6

You will be aware that there is a range of reasons for a child or young person to have SLCN.

List some relevant reasons why a child or young person may have SLCN.

UniversalB7

You will be aware of how common it is for children and young people who speak English as an additional language to have SLCN.

Explain that it is as common for children and young people who have English as an additional language to have SLCN as those who do not.

UniversalB8

You will be aware of how to raise concerns about the speech, language and communication development of children and young people where you work.

Describe how you would raise concerns about the speech, language and communication development of children and young people where you work.




UniversalC1

You will be aware of and use positive ways to communicate with children and young people where you work.

Describe how you use positive ways to communicate with children and young people where you work.

UniversalC2

You will be aware of some of the features that promote a positive communication environment.

List some of the features of your workplace that promote positive communication, including examples of how adult language is used.

UniversalC3

You will be aware of some of the positive strategies to support the speech, language and communication development of children and young people you work with.

Describe some particular strategies you can use to support the speech, language and communication development of the children and young people you work with.

UniversalC4

You will be aware of the role of communication in getting the views of children and young people.

List ways of getting the views of children and young people in your workplace, highlighting the role of communication.

UniversalC5

You will be aware of the existing systems where you work for collecting appropriate information about speech, language and communication.

Describe how information about speech, language and communication is collected where you work.

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UniversalE1

You will be aware of your own roles and responsibilities in your workplace in relation to children and young people’s speech, language and communication development.

Describe your own roles and responsibilities in your workplace in relation to children and young people’s speech, language and communication development.

UniversalE2

You will be aware of the benefits of joint working in supporting speech, language and communication for all children and young people.

Give an example of the benefits of joint working in supporting speech, language and communication for all children and young people.

UniversalE3

You will be aware of the different professionals who may be involved in supporting children and young people with particular SLCN.

Give examples of different professionals who may be involved in supporting children and young people with particular SLCN.

UniversalE4

You will be able to communicate effectively with other practitioners about the speech, language and communication of the children and young people you work with.

Describe how you communicate effectively with other practitioners about children and young people’s speech, language and communication in your workplace.

UniversalE5

You will be aware of the main principles of ‘Every Child Matters’ (ECM) (see the note on page 19) in relation to children’s and young people’s speech and language development.

Give an example of how speech, language and communication is relevant to at least one of the ECM outcomes.

Universal E6

You will be aware of any reasonable adjustments for children and young people with SLCN in relation to your workplace’s duties under the Equality Act 2010. (see the note on page 19).

Explain where to find relevant information about the Equality Act 2010.

Strand D Speech, language and communication, and behavioural,emotional and social development (BESD)


UniversalD1

You will be aware of the importance of language and communication for behavioural, emotional and social development.

Give an example of how language and communication are important for children and young people’s:• Behavioural development• Emotional development• Social development

UniversalD2

You will be aware that adults’ language and style of communication can affect the behavioural, emotional and social development of children and young people.

Give an example of how adults’ language and style of communication affects children and young people’s:• Behavioural development• Emotional development• Social development

SLCF Universal Stage SLCF Universal Stage

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Strand F Special educational needs (SEN) in educational settingsNot everyone who uses the universal competences of the SLCF will work in educational settings. As a result, some of the competences in strand F may not be directly relevant. However, it may still be useful to be aware of these points.


UniversalF1

You will be aware that children and young people with SLCN may have SEN and may need additional support in educational settings.

Give an example of why a child with SLCN may have SEN. Give an example of the kind of support they may need.

UniversalF2

You will be aware of the Government’s policy on including children and young people with SEN or SLCN in educational settings.

Identify where to find information on the Government’s policy on including children and young people with SEN or SLCN in educational settings.



UniversalG1

You will be aware of the roles of parents, carers, families, peers and friends in speech, language and communication development.

Describe how different people can influence speech, language and communication development.

UniversalG2

You will be aware that there are voluntary sector and public sector agencies that provide support for children and young people with SLCN and their families and friends.

Explain where you could find information on other agencies that support children and young people with SLCN, and their families.



UniversalH1

You will be aware of the benefits of professional development in increasing the positive effect you can have on the speech, language and communication development of all children and young people.

Describe how professional development activities have changed your skills in developing the speech, language and communication skills of the children and young people you work with.

Note: This relates to laws or policies in England, and may vary in Northern Ireland, Scotland or Wales.


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Stage

Enhanced Stage

Who is it for?

This stage of the Speech, Language and Communication Framework (SLCF) sets out skills and knowledge for practitioners who:

• need a more detailed understanding of speech, language and communication development for their roles;

• support speech, language and communication development as a major part of their role;

• are likely to be involved in helping to identify children who may have speech, language and communication needs (SLCN); and

• are working with children and young people whose SLCN have been identified.

It is designed for a wide range of roles across all relevant sectors, including:

• early years;

• education and training (including teaching and support staff);

• health;

• sport and fitness;

• outdoor education, leisure and training;

• playwork;

• social care;

• voluntary work;

• youth justice;

• youth work and support.

It is likely that many practitioners will be based in educational or early years settings, but the competences at this stage are relevant for anyone who is likely to work with children and young people with SLCN.


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At this level, the terms in the indicators of competence have the following meanings.

Compare: Provide clear and comprehensive details about the similarities and differences, using examples from your experience or work where possible.

Describe: Provide clear details about a topic or item.

Describe how: Provide clear details about a topic or item, with examples from your experience and work where possible.

Explain: Provide clear details about a topic with reasons or examples (based on your observations, work or theories).

Identify: Recognise and include the main points.

List: Organise information in a suitable way for the question or task.

Summarise: Present all the main points in a brief but clear way.

Use: Include relevant resources or information.


The enhanced stage assumes that practitioners already have competences from the universal stage and sets out knowledge and understanding of:

• speech, language and communication development;

• how to help effectively identify children and young people who may have SLCN;

• positive practice for all children and young people, but specifically focusing on children and young people with SLCN;

• the links between SLCN and behavioural, social and emotional development;

• the roles and responsibilities of people who work with children with SLCN; and

• SLCN and SEN in educational settings.

At the enhanced stage, practitioners can use the SLCF to check their existing skills and knowledge and plan for future learning. Some practitioners may already have some skills and knowledge from their initial training or other professional development activities. For other practitioners, it may be likely that they would need further training and professional development to develop competences at this stage.

At this stage, practitioners will be able to take greater responsibility for making decisions in their work in relation to children and young people’s speech, language and communication development and needs.

Practitioners with skills and knowledge at the enhanced stage, will be able to help identify children and young people with SLCN and effectively support their needs, with guidance from specialist professionals where appropriate.



EnhancedA1

You will understand the typical stages in speech, language and communication development.

Use appropriate resources and information to describe the typical stages in speech, language and communication development.

EnhancedA2

You will understand normal differences in typical speech, language and communication development.

Compare the speech, language and communication development of two or more typically developing children or young people, using any appropriate resources you need.

EnhancedA3

You will understand the differences between receptive and expressive language.

Explain the differences between receptive and expressive language.

EnhancedA4

You will know some of the ways in which language and learning are linked.

Give two examples showing a link between language and learning.

EnhancedA5

You will understand how speech, language and communication skills are used in different contexts.

Compare the use of speech, language and communication skills in two different contexts.

EnhancedA6

You will be aware of a model of speech, language and communication.

Describe a model of speech, language and communication.

SLCF Enhanced StageSLCF Enhanced Stage

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EnhancedB9

You will know how to help identify whether a child or young person with English as an additional language has SLCN in their first language, and how to follow the appropriate referral process.

Describe your role in identifying whether a child or young person has SLCN in their first language.

EnhancedB10

You will know when and how to refer a child or young person for further assessment and be able to do this, following the agreed procedures in your workplace.

Describe the agreed procedures in your workplace to refer a child or young person, for further assessment, showing your own role in the process.

EnhancedB11

You will know a range of formal and informal assessment approaches which can be used to assess the speech, language and communication skills and needs of children and young people.

Give examples of formal and informal assessment approaches and describe how they can be used to assess the speech, language and communication skills and needs of children and young people.

EnhancedB12

You will be aware that different forms of assessment have benefits and limitations.

Describe the benefits or limitations (or both) of two forms of assessment.

Enhanced B13

You will know that different factors might influence how a child or young person responds to an assessment.

Give examples of factors which might influence how a child or young person responds to an assessment.



EnhancedB1

You will be aware of the range of SLCN that children and young people may have.

Give examples of the range of SLCN that children and young people may have.

EnhancedB2

You will understand that SLCN can be primary or can be associated with other disabilities or needs.

Explain primary SLCN and give an example of where SLCN are associated with other disabilities or needs.

EnhancedB3

You will know that some SLCN may be short term and that some may be persistent or a lifelong disability.

Describe a child who may have persistent SLCN. Give an example of an SLCN that may be short term.

EnhancedB4

You will know that there is a difference between delayed and disordered speech, language and communication development.

Identify one important difference between delayed and disordered speech, language and communication development (see glossary).

EnhancedB5

You will know how common SLCN are within your workplace.

Compare how common SLCN are in your workplace with national statistics.

EnhancedB6

You will be able to identify when a child or young person is not developing speech, language and communication as expected.

Use appropriate resources and information to identify when a child or young person is not developing speech, language and communication as expected.

EnhancedB7

You will understand why it is important to assess the effects of a child’s environment on their speech, language and communication development and skills.

Explain the importance of assessing how the child’s environment can affect their speech, language and communication development and skills, and give clear examples.

EnhancedB8

You will understand how having SLCN in their first language can affect the child’s or young person’s ability to learn English as an additional language.

Explain how having SLCN in their first language can affect a child’s or young person’s ability to learn English as an additional language.


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EnhancedC1

You will understand the importance of knowing the strengths and needs of a child or young person with SLCN and use these to influence positive practice.

Give an example of positive practice that builds on a particular strength of a child or young person with SLCN.

EnhancedC2

You will be able to use appropriate strategies to support children and young people with SLCN.

Give examples of several different strategies and describe how you use these in your work. You should include visual and kinaesthetic or alternative and augmentative communication (AAC) strategies (see glossary).

EnhancedC3

You will be able to alter your own language to meet the needs of children and young people with SLCN.

Describe how you alter your own language to meet the needs of children and young people with SLCN.

EnhancedC4

You will know, and use, a range of strategies in your workplace that help children and young people with SLCN access social opportunities and communicate more effectively with other people their own age.

Describe examples of strategies you use to help children and young people with SLCN to access social opportunities in your workplace.

Describe how you support children and young people with SLCN to communicate effectively with other people their own age.

EnhancedC5

You will be able to set specific targets and choose strategies for children and young people with SLCN, with guidance and working jointly with other professionals.

Explain the process of setting targets for children and young people with SLCN and give examples of specific targets and strategies you have developed by working with other professionals.

EnhancedC6

You will be aware of strategies to get the views of children and young people with SLCN and be able to use these, with guidance if necessary.

Describe strategies used to get the views of children and young people with SLCN and give examples of how you use them in your work.

EnhancedC7

You will be able to provide clear and relevant information about the progress of children and young people with SLCN you work with. This would relate to their speech, language and communication and should be easy for them, their parents or carers and other agencies to understand.

Give examples of relevant information on the progress in speech, language and communication of the children and young people with SLCN you work with.

EnhancedC8

You will be able to promote positive practice in the home or other relevant settings to support children and young people with SLCN.

Give examples of ways to promote positive practice to support the SLCN of children and young people in the home or other settings.

EnhancedC9

You will be aware that positive practice is based on evidence from current research.

Give examples of how evidence from current research supports positive practice.

EnhancedC10

You will know that SLCN can affect a child’s or young person’s literacy skills and be able to differentiate (see glossary) the curriculum or change your approach (or both) as a result, with appropriate guidance as necessary.

You will know that SLCN can affect a child’s or young person’s numeracy skills and be able to differentiate the curriculum or change your approach (or both) as a result, with appropriate guidance as necessary.

Give examples of how SLCN affect literacy skills and explain how you differentiate the curriculum or change your approach (or both) as a result of this.

Give examples of how SLCN affect numeracy skills and explain how you differentiate the curriculum or change your approach (or both) as a result of this.

EnhancedC11

You will be able to follow guidance to support the cognitive, (see glossary) social, emotional and behavioural needs that children and young people with SLCN may have in your workplace.

Give examples of strategies or approaches to support the cognitive, social, emotional and behavioural needs that children and young people with SLCN may have, or examples of practitioners or services who provide guidance in these areas.

EnhancedC12

You will be aware that different tasks, situations, settings and parts of the curriculum, present different challenges in terms of language and you will be able to consider this fully in your work.

Identify two different tasks, situations, settings or parts of the curriculum and compare the challenges that language brings in these examples.


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Strand D Speech, language and communication, and behavioural, emotional and social development (BESD)


EnhancedD1

You will understand the range of behavioural, emotional and social needs that children and young people with SLCN may have, and how these needs affect their learning and development.

Describe some of the behavioural, emotional and social needs that children and young people with SLCN may have, and how these needs affect their learning and development.

EnhancedD2

You will understand how to change your language to promote positive behaviour, emotional wellbeing and social communication skills for children and young people with SLCN.

Explain how you change your language to promote positive behaviour, emotional wellbeing and social communication skills for children and young people with SLCN.

EnhancedD3

You will understand some reasons why SLCN may affect children’s and young people’s behaviour and use this to influence your work.

Give examples of when SLCN affect the behaviour of children and young people and identify positive approaches you have used in your work.

EnhancedD4

You will understand some reasons why SLCN may affect children’s and young people’s social and emotional development and use this to influence your work.

Give examples of where SLCN affect children’s and young people’s social and emotional development and identify positive approaches you have used in your work.

EnhancedD5

You will be able to use appropriate activities that develop the social communication skills of children and young people with SLCN.

Give examples of appropriate activities you use to develop the social communication skills of children and young people with SLCN.

EnhancedC13

You will be aware that specialist resources are available to support children and young people with SLCN.

Describe the process for getting information or guidance about specialist resources.

EnhancedC14

You will understand how resources can be adapted to meet the SLCN of children and young people, and take responsibility for adaptingthem, with guidance as necessary.

Describe a resource and how you have adapted it to meet the SLCN of children and young people.

EnhancedC15

You will be able to provide a range of opportunities for developing speech, receptive and expressive language and social communication, for children and young people with SLCN.

Describe the range of opportunities you provide for children and young people with SLCN to develop speech, receptive and expressive language and social communication.

EnhancedC16

You will understand how to make all opportunities available to all children and young people with SLCN in your workplace.

Identify barriers which prevent children and young people with SLCN from gaining access to opportunities in your workplace, and give examples of solutions to overcome these.

EnhancedC17

You will be able to encourage children and young people with SLCN to become more independent.

List some ways in which you encourage children and young people with SLCN to become more independent in your workplace.

SLCF Enhanced Stage SLCF Enhanced Stage

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Strand F Special educational needs (SEN) in educational settingsNot everyone who uses the enhanced competences of the SLCF will work in educational settings. As a result, some of the competences in strand F may not be directly relevant. However, it may still be useful to be aware of these points.


EnhancedF1

You will know, understand and take responsibility for meeting your legal responsibilities in relation to pupils with SLCN.

Describe your legal responsibilities in relation to pupils with SLCN, as set out in SEN laws and codes of practice.

EnhancedF2

You will be aware of the relevance of the National Curriculum Inclusion Statement (see the note below) for children and young people with SLCN.

Explain the relevance of the National Curriculum Inclusion Statement for children and young people with SLCN.

EnhancedF3

You will understand how health, social care and education laws, policies and guidance have influenced current practices in SEN, referring in particular to SLCN of children and young people.

Give an example of how one aspect of the laws, policies or guidance has influenced current practice for children and young people with SLCN in your workplace.




EnhancedE1

You will understand your own roles and responsibilities in relation to children and young people with SLCN, and be able to monitor your effectiveness in your workplace.

Describe your own roles and responsibilities in relation to children and young people with SLCN, and explain how you monitor your effectiveness in your workplace.

EnhancedE2

You will be able to identify the factors that would allow you to work as effectively as possible with other professionals and be able to take responsibility for helping this to happen.

List factors that would allow you to work as effectively as possible with other professionals, and give examples of how you are doing this.

EnhancedE3

You will understand the different roles and practices of different practitioners who work with children and young people with SLCN.

Compare the roles and working practices of at least two different practitioners who work with children and young people with SLCN.

EnhancedE4

You will understand the relevant terms used by professionals who work with children and young people with SLCN.

Give examples of specific terms used by professionals who work with children and young people with SLCN, and explain how they are used and what they mean.

EnhancedE5

You will understand how ‘Every Child Matters’ (ECM); (see the note below) relates to how services are provided for children and young people with SLCN.

Explain how ECM affects how services are provided for children and young people with SLCN.

EnhancedE6

You will know how to identify which children and young people with SLCN in your workplace are defined as disabled under the Equality Act 2010 (see the note below).

Describe the process for identifying which children and young people with SLCN in your workplace are defined as disabled under the Equality Act 2010 (see the note below).



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EnhancedH1

You will understand the importance of assessing the effect of your professional development in speech, language and communication and be able to do so effectively.

Summarise the effects of any continued professional development (CPD) in speech, language and communication you have taken part in.

EnhancedH2

You will understand that your CPD in speech, language and communication can be achieved in a number of different ways.

Describe how your CPD in speech, language and communication has been achieved, and identify how you will maintain and build on it.

EnhancedH3

You will understand the need to make sure that your CPD in speech, language and communication includes contact with an appropriately qualified professional.

Explain why contacting and working with appropriate professionals is important to support your CPD in speech, language and communication, and identify how this may be possible.



EnhancedG1

You will understand the importance of the views and knowledge of parents and carers in different aspects of your work with children and young people with SLCN.

Give an example of how the views and knowledge of parents and carers are important in your work with children and young people with SLCN.

EnhancedG2

You will understand the importance and effect of the relationships between children and young people with SLCN and their friends and other people their own age.

Give an example of how their relationships with friends and other people their own age can affect children and young people with SLCN.

EnhancedG3

You will be able to include the views of parents, carers, friends and other young people in your planning.

Describe ways in which you can include the views of parents, carers, friends and other young people in your planning.

Enhanced G4

You will be aware of relevant public-sector or voluntary-sector agencies, and know what support they can provide to children and young people with SLCN, and their families.

Give examples of what support is available for children and young people with SLCN and their families from voluntary-sector and public-sector agencies.


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Specialist Stage

Who is it for?

This stage of the Speech, Language and Communication Framework (SLCF) sets out skills and knowledge for practitioners:

• whose work significantly relates to children and young people with speech, language and communication needs (SLCN);

• who have a significant role in identifying and assessing children’s and young people’s SLCN; and

• who are likely to support other practitioners in working with children and young people with SLCN.

Practitioners with competences at the specialist stage are more likely to be working in or with educational settings, although this is not exclusive or essential.


The specialist stage assumes that practitioners already have competences from the universal and enhanced stages, and sets out the need for a detailed knowledge and understanding of:

• speech, language and communication development;

• how to effectively identify children and young people who have SLCN;

• positive practice for all children and young people, but specifically focusing on children and young people with other SLCN, including those with complex and high levels of need;

• the relationships between speech, language and communication and behaviour, social and emotional development;

• the roles and responsibilities of people who work with children with SLCN; and

• SLCN and special educational needs (SEN) in educational settings.

At the specialist stage, practitioners can use the SLCF to check their existing skills and knowledge and plan for future learning. Practitioners may already have developed competences at this stage through a combination of skills and knowledge from initial training, further professional development and expertise gained through your work, particularly from working with other professionals.


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Strand A Developing and using speech, language and communication


SpecialistA1

You will understand and be able to evaluate the relationship between language and learning.

Analyse the relationship between language and learning.

SpecialistA2

You will understand different theoretical models of speech, language and communication.

Critically evaluate different theoretical models of speech, language and communication, and describe how they are relevant to your work.

SpecialistA3

You will be able to promote the development of speech, language and communication for all children and young people where you work.

Evaluate how you promote speech, language and communication development in settings you work in or with.

SpecialistA4

You will be able to advise others on children’s speech, language and communication development, as appropriate to your profession and role.

Give examples of how you advise others on children’s speech, language and communication development.

SLCF Specialist Stage

At this stage, practitioners will be able to make clear, informed decisions about many aspects of children’s and young people’s speech, language and communication development and needs, as well as supporting others in their work in this area.

Practitioners with competences at the specialist stage will be able to; effectively identify children and young people with SLCN, choose and use appropriate strategies, interventions and approaches to support SLCN, and be able to provide a high level of advice and support to other practitioners, parents and carers. These competences may relate to specific groups of children or areas of need in a particular field of work.

SLCF Specialist Stage

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SpecialistB9

You will be able to use a range of formal and informal assessment techniques, as appropriate to your profession and role, to contribute to the multi-disciplinary holistic assessment of a child’s or young person’s SLCN.

Describe formal and informal assessment techniques you use, explaining how they contribute to the assessment of a child’s or young person’s SLCN.

SpecialistB10

You will be able to evaluate different forms of assessment relevant for children and young people with SLCN, as appropriate to your profession and role.

Compare a number of forms of assessment, identifying the strengths and limitations of each.

SpecialistB11

You will be able to evaluate the role of the assessor in the assessment process as appropriate to your profession and role.

Describe and evaluate the role of the assessor.

SpecialistB12

You will be able to provide information to help identify and describe a child’s or young person’s SLCN, including their strengths.

Explain how you provide important information which is useful to describe the SLCN of children and young people.

SpecialistB13

You will be able to analyse the range of learning and development needs that a child or young person with SLCN may have, as appropriate for your profession and role, and working with other people as necessary.

Analyse some needs that a child or young person with SLCN may have in each of the following areas:• cognitive• social • emotional• behavioural

SpecialistB14

You will be able to monitor the progress of children and young people with SLCN, as appropriate to your profession and role, and be able to advise other people on how to monitor progress.

Evaluate progress-monitoring systems you use and explain how you would support other people to monitor progress.

SpecialistB15

You will be able to support other people’s understanding of assessment information which is relevant to a child’s or young person’s SLCN, as appropriate to your profession and role.

Describe the main ways you make sure assessment information is relevant to other people and easy for them to understand.

SpecialistB16

You will understand the factors that influence children’s and young people’s responses to assessment, and will use this knowledge to interpret assessment information.

Analyse the factors that influence children’s and young people’s responses to assessment and evaluate how these can affect how assessment information is interpreted.

SLCF Specialist Stage SLCF Specialist Stage



SpecialistB1

You will understand how SLCN relate to a range of other disabilities or needs.

Compare the features of primary SLCN with SLCN associated with other disabilities or needs.

SpecialistB2

You will be able to identify the children and young people who have, or are at risk of developing persistent SLCN.

Analyse important factors which allow you to identify persistent SLCN.

SpecialistB3

You will be able to differentiate between delayed and disordered speech, language and communication development.

Compare the differences between delayed and disordered speech, language and communication development.

SpecialistB4

You will be able to effectively identify children’s and young people’s SLCN.

Evaluate important factors which allow you to effectively identify children and young people with SLCN.

SpecialistB5

You will be able to evaluate how the child’s environment affects speech, language and communication development, skills and needs.

Evaluate the positive and negative effects of a number of different environmental factors on speech, language and communication development, skills and needs of a specific child or young person.

SpecialistB6

You will understand your role in identifying those children and young people who are learning English as an additional language and who have other SLCN, and in providing a link to specialist services or professionals if necessary.

Evaluate your role in identifying SLCN for children who are learning English as an additional language.

SpecialistB7

You will know when and how to get second opinions or further input from other professionals or agencies to support your work with a child or young person with SLCN.

Give examples of when you might get second opinions or other input from other professionals or agencies, based on your own experience.

SpecialistB8

You will be able to provide relevant information and feedback to practitioners you work with about identifying and assessing a child or young person’s SLCN.

Summarise important information you provide to other practitioners to support how SLCN are assessed and identified.

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SpecialistC8

You will be able to provide guidance to other people to support the cognitive, social, emotional and behavioural needs that children and young people with SLCN may have, as appropriate to your profession and role.

Give examples of information you give to other people to support the cognitive, social, emotional and behavioural needs that children and young people with SLCN may have.

SpecialistC9

You will be able to advise other people on a range of specialist resources that are relevant for children and young people with SLCN, as appropriate to your profession and role.

Compare a number of specialist resources that support SLCN and describe how you would use this information to support other people.

SpecialistC10

You will be able to adapt, and support other people to adapt and use, existing resources for children and young people with SLCN, as appropriate to your profession and role.

Describe how resources can be adapted to meet children’s and young people’s SLCN, and provide examples of adaptations you have made.

SpecialistC11

You will be able to identify factors that are currently preventing children and young people with SLCN from gaining access to all aspects of your setting (or another setting), and identify and take appropriate steps to remove or reduce these barriers.

Identify any relevant barriers in your (or another) workplace and describe the steps you would take to remove them.

SpecialistC12

You will be able to advise other people on strategies to promote the development of independence for children and young people with SLCN.

Give examples of the main strategies you use to promote independence and explain how you use them.

SpecialistC13

You will be able to provide information (written and verbal) that is fully accessible and appropriate for the relevant audiences.

Explain how you make sure that the information you provide is fully accessible to the relevant audiences.

SpecialistC14

You will be able to provide appropriate analysis and guidance to other practitioners on their practice, as appropriate to your profession and role.

Describe how you give other practitioners appropriate analysis and guidance on their practice.

SpecialistC15

You will understand what support, benefits and opportunities children and young people with SLCN are entitled to.

Give examples of the support and benefits children and young people with SLCN are entitled to, such as Disability Living Allowance or special arrangements for examinations.




SpecialistC1

You will be able to develop an appropriate profile of a child’s or young person’s SLCN, using your knowledge of them and other relevant assessment information, as appropriate for your profession and role.

Describe what you would include in an appropriate profile and explain how you would develop one.

SpecialistC2

You will be able to use an appropriate profile of a child’s or young person’s individual SLCN to plan strategies, interventions and approaches suitably and effectively adapted for them.

Evaluate an individual profile you have used and describe how it has helped you to plan effectively.

SpecialistC3

You will be able to use a range of strategies, interventions and approaches to support a wide range of SLCN and effectively evaluate their effects.

Describe and compare two different strategies, interventions or approaches you have used and evaluate their use and outcomes for different children and young people with SLCN.

SpecialistC4

You will be able to provide guidance and support to other people to set specific targets and choose appropriate strategies for children and young people with SLCN, as appropriate to your profession and role.

Give examples of the systems you use to help other practitioners set targets and choose appropriate strategies and explain how these may be put in place, either as specific activities or built into existing everyday activities.

SpecialistC5

You will be able to get the views of children and young people with SLCN in relation to their needs on a full range of relevant issues, and support other people to do so.

Describe how you get the views of children and young people with SLCN in relation to their needs on a full range of relevant issues, and how you support other people to do so.

SpecialistC6

You will understand the importance of evidence-based practice and use relevant research and theories to influence your own and other people’s work.

Explain the importance of using evidence to influence your work, and give examples of relevant research.

SpecialistC7

You will be able to provide guidance to other people to help them to differentiate the curriculum or their approach (or both), as appropriate to your profession and role.

Give examples of how you support other people to differentiate specific areas of the curriculum or their approach.

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Strand E Your roles and responsibilities and how services are structured


SpecialistE1

You will be able to evaluate your role (or roles) in meeting children’s and young people’s SLCN and in supporting other people to do so.

Evaluate your role (or roles) in meeting the needs of children’s and young people’s SLCN, highlighting the main areas in which you have been successful and the potential for development.

SpecialistE2

You will be able to contribute positively to the development of effective multi-agency working practices for children and young people with SLCN.

Evaluate how you have contributed to the development of effective multi-agency working practices for children and young people with SLCN.

SpecialistE3

You will understand the professional culture and practices of the practitioners who work with children and young people with SLCN, and how these affect joint working.

Compare the professional culture and practices of two professional groups working with children and young people with SLCN and identify how these affect joint working.

SpecialistE4

You will understand how Every Child Matters (ECM) (see the note) applies to the range of practitioners who work with children and young people with SLCN.

Explain how the principles of ECM apply to the range of practitioners who work with children and young people with SLCN.

SpecialistE5

You will be able to provide relevant advice on making reasonable adjustments for children and young people with SLCN in relation to the Equality Act 2010 (see the note below), as appropriate to your profession and role.

Give examples of reasonable adjustments that could be made for children and young people with SLCN in relation to a specific part of the Equality Act 2010 (see the note).

SpecialistE6

You will understand how the skills and knowledge of practitioners from different professional groups can complement and benefit each other.

Describe how the skills of two different practitioners can support and improve each other’s work.

SpecialistE7

You will understand the structure of national and local health, social care and educational services which are relevant for a range of children with SLCN.

Describe the structures of appropriate services and how they are relevant to children and young people with SLCN.

Note: This relates to laws and policies in England, and may vary in Northern Ireland, Scotland or Wales.


Strand D Speech, language and communication, and behavioural, emotional and social development (BESD)


SpecialistD1

You will understand the complex relationships between SLCN and BESD and use this, and current evidence, to influence your work.

Analyse the relationship between SLCN and BESD and describe how current evidence in this area influences your work.

SpecialistD2

You will understand how SLCN can affect children’s and young people’s behaviour and use appropriate strategies to limit these effects and support other people to do so, as appropriate to your profession and role.

Describe the main effects SLCN can have on behaviour and give examples of how you limit these effects in your work.

SpecialistD3

You will understand how SLCN can affect children’s and young people’s social and emotional development, and know how to limit these effects and support other people to do so, as appropriate to your profession and role.

Describe the main effects SLCN can have on social and emotional development and give examples of how you limit these effects in your work.

SpecialistD4

You will understand, apply and evaluate different approaches to meeting the behavioural, social and emotional needs of children and young people with SLCN.

Analyse different approaches to meeting the behavioural, social and emotional needs of children and young people with SLCN.

SpecialistD5

You will be able to identify and provide skills and strategies to children and young people with SLCN which support their behaviour and social and emotional development.

Give examples of skills and strategies young people can use to support their behaviour and social and emotional development.

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SpecialistH1

You will be able to clearly evaluate how your own professional development affects a range of outcomes in your work with children and young people with SLCN.

Evaluate how your own professional development affects a range of outcomes in your work with children and young people with SLCN, specifically referring to the children and young people themselves.

SpecialistH2

You will be able to develop and provide appropriate and differentiated training and CPD opportunities in speech, language and communication development and needs to practitioners and parents, as appropriate to your profession and role.

Compare different examples of training or CPD opportunities you have developed or provided.

SpecialistH3

You will be able to evaluate the effectiveness of the training and professional development you provide to other people on a range of outcomes.

Evaluate how effective the training or professional development you have provided is on outcomes for practitioners and the children and young people they work with.

SpecialistH4

You will understand and apply appropriate current research and evidence-based practice to support your own and other people’s professional development.

Analyse an example of how current research or evidence has supported professional development for yourself or other people.

SpecialistH5

You will understand the importance of supporting the transfer of skills from training and CPD into the workplace to allow practitioners to develop their practice and help children and young people make the maximum progress possible.

Summarise the ways in which new knowledge can be supported to have the maximum effect on practice, and explain how this applies to your own work.



SpecialistG1

You will be able to work effectively in a range of ways with the parents, carers, families, peers and friends of children and young people to support speech, language and communication.

Analyse how you work with parents, carers, families, peers and friends and explain how this can greatly improve the opportunities for children and young people and help them to progress most effectively.

SpecialistG2

You will be able to support other practitioners to work effectively with the parents, carers, families, peers and friends of children and young people to support speech, language and communication.

Evaluate how you support other practitioners to work effectively with parents, carers, families, peers and friends and explain how this can greatly improve the opportunities for children and young people with SLCN.

SpecialistG3

You will be able to provide parents, carers, families, peers and friends of children and young people with SLCN with appropriate information about a relevant range of voluntary-sector and public-sector agencies.

List relevant organisations from the voluntary and public sectors and briefly summarise what they provide for parents, carers, families, peers and friends.


Strand F Special educational needs (SEN) in educational settings


SpecialistF1

You will be able to evaluate the role that the Government’s policies and professional guidelines have played in identifying, assessing and planning for children and young people with SEN, specifically SLCN.

Give examples of how the Government’s policies and professional guidelines have helped to identify, assess and plan for children and young people with SLCN.

SpecialistF2

You will be able to maintain up-to-date knowledge and understanding of recent, relevant developments in the Government’s policy and guidelines.

Give examples of how you keep an up-to-date understanding of recent, relevant developments of the Government’s policy and guidelines.

SpecialistF3

You will understand the SEN (see the note below) framework and how it applies to children and young people with SLCN at a local level, and be able to advise other people on this.

Describe how the SEN framework applies to a child or young person with SLCN you work with, or a specific setting you have contact with.

Note: This relates to laws and policies in England, and may vary in Northern Ireland, Scotland or Wales.

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SLCF Exten

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Stage

Extension Stage

Context

The first three stages of the Speech, Language and Communication Framework (SLCF) (universal, enhanced and specialist) set out the skills and knowledge practitioners across the children’s workforce need in relation to speech, language and communication. These are described as competences applied within the workplace. The extension stage works alongside the other three stages of the SLCF, but is somewhat different.

For example, the extension stage has one overarching competence, which relies on a range of advanced skills and knowledge. These skills may apply to research activities as well as ‘service settings’ such as schools. The format and presentation of the extension stage is also different to the other stages of the SLCF.

Summary

The extension stage describes a set of advanced skills and knowledge, usually gained through further study. These would enable practitioners to evaluate existing approaches and create and disseminate original and innovative approaches in their work with children and young people in the area of speech, language and communication development or needs. These approaches would be based on a detailed understanding of current research and best practice.


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SLCF Exten

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Who is it for?

The extension stage is for people who want to develop a much greater level of knowledge and understanding of speech, language and communication equivalent to a postgraduate level. It also supports people who want to develop specific skills (for example, in research development or design) or move into specialist areas of work. This may include:

• practitioners – for example, teachers, speech and language therapists (SLTs) or educational psychologists;

• managers;

• people who want to carry out research or be involved in research in their practice; and

• people who want to develop highly specialist skills – for example, SLTs who are moving towards consultant-level activities or advisory teachers looking to gain specialist knowledge. This could relate to speech, language and communication needs (SLCN) generally or to a specific area of SLCN, such as a specific language impairment, cleft palate or a wide range of others.

People who study at the extension stage are currently more likely to have a background in speech and language therapy, education or psychology, although this is not essential. The term ‘practitioner’ is used throughout the extension stage, in line with the other stages of the SLCF and to reflect the benefits that these skills and knowledge can bring to practical situations, such as developing and delivering services. However, it is likely that a wide range of people with different roles, interests and purposes will choose to study at the extension stage.

What is its purpose?

The extension stage will:

• support and enable practitioners who want to gain a deeper knowledge and understanding of theory and research (this may relate to speech, language and communication generally, or to a specialised area);

• help practitioners identify and develop the skills they need to carry out activities such as research;

• support practitioners to develop their career;

• direct practitioners to appropriate study opportunities; and

• support practitioners to gain access to opportunities to develop their skills, share their practice and carry out research.


The extension stage presents a set of skills and knowledge which would enable practitioners to create and share original and innovative approaches in speech, language and communication. These would be based on a detailed understanding of current research and best practice.

It does not necessarily assume that practitioners have practical skills and knowledge at the specialist stage of the SLCF, but that they have the appropriate knowledge of theory to support their study at this level.

Depending on practitioners’ learning needs, the extension stage focuses on increasing the depth or breadth of their knowledge, as well as the necessary skills of analysis, critical evaluation and innovation. It does not describe exactly what this should cover, as the range of knowledge will vary greatly between individual practitioners’ programmes of learning and study.

The extension stage covers the following five main areas:

• having advanced skills and knowledge;

• having a comprehensive understanding;

• being able to critically evaluate a wide range of information and ideas;

• being able to use advanced skills and knowledge;

• being able to communicate complex information effectively.

It is likely that practitioners would develop skills through planned postgraduate study such as a Masters-level programme or through mentored study. This could include full-time or part-time taught courses, Masters-level distance learning, self-directed study or involvement as a clinical partner with a higher education institution in a research project. We would expect this kind of study to involve an appropriate level of support or mentoring (or both) from an appropriately qualified and experienced professional, and assessment at this level is linked to a relevant academic institution.

SLCF Extension Stage SLCF Extension Stage

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How the Extension Stage varies from other stages of the SLCFThere is one overarching competence, with three themes.

Each of the skills described contributes to a practitioner’s ability to achieve this competence.

The extension stage does not necessarily show a direct progression from earlier stages of the SLCF. It focuses on an increased depth or breadth of knowledge and the necessary skills of analysis, critical evaluation and innovation. This could help to further develop practitioners’ competences at the specialist stage or provide new skills to support their practice, extend their role or provide wider working opportunities beyond direct services to children and young people (for example, in research).

Because of the great differences in outcomes for practitioners at the extension stage, there are no descriptions of how this would be shown directly in practice.

For all the stages of the SLCF, the main function is to support practitioners to develop their skills and knowledge. The first three stages have clear and direct benefits and it is clear how they apply to other groups such as training providers, but this is probably less the case at the extension stage.

For the first three stages, it would be possible to gain skills and knowledge through a wider range of methods, such as experience gained through practice, training, collaborative working with people from different professional groups and independent study. For the extension stage, it is likely that practitioners would gain skills through study (including self-directed study) or supervised research (or both).

The extension stage does not follow the same strands as the earlier stages of the SLCF, but covers five main areas. Each of these needs to relate directly to relevant content in the field of speech, language and communication, which may be typical development or one or more areas of SLCN.

To do this within the field of speech, language and communication, practitioners will:

The extension stage focuses on an overarching competence where practitioners can:

• critically evaluate theory and research findings;• create original and innovative approaches in the field of speech,

language and communication; and • effectively disseminate these approaches widely.

Have relevant, advanced skills and knowledge:

• according to the area and programme of study.

Have a critical awareness and comprehensive understanding of:

• current issues;• new insights;• current theory and research;• relevant techniques;• how research can be used to create and interpret knowledge and practice;• how boundaries of knowledge are advanced through research.

Be able to integrate and critically evaluate:

• knowledge and understanding from a wide range of sources;• new ideas and evidence from a range of sources;• current research;• current methods;• arguments, assumptions and theoretical viewpoints;• other perspectives;• links between theory and practice.

Be able to use their advanced skills and knowledge to:

• initiate or carry out research;• initiate or carry out advanced technical or professional activity;• analyse and solve problems;• deal with complex issues creatively;• show that they have mastered a complex or specialised area of knowledge and skills;• critically review, consolidate and extend their knowledge;• develop and use collaborative approaches, wherever appropriate;• identify and access appropriate sources of information.

Be able to effectively and clearly present and communicate:

• integrated conclusions; • complex ideas;• materials and information at different levels for different purposes and audiences;• research findings and evidence for practice;• shared knowledge to develop other people’s knowledge or work;• in order to represent the field of speech, language and communication in a professional and

positive way;• to share their knowledge to help develop other people’s knowledge or work.

SLCF Extension Stage SLCF Extension Stage

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STRAND ATypical speech, language and communication development and use


UNIVERSAL ENHANCED SPECIALIST

Universal A1Be aware of what the terms speech, language and communication mean and how they are used in typical development.

Universal A2Be aware that speech and language development should follow a typical pattern.

Enhanced A1Understand the typical stages in speech, language and communication development.

Enhanced A2Understand normal differences in typical speech, language and communication development.

Universal A3Be aware that most children and young people learning English as an additional language follow a typical pattern of development.

Universal A4Be aware that some children and young people do not follow the typical pattern of speech and language development and this might indicate that they have SLCN.

Universal A5Be aware that communication includes social skills.

Universal A6Be aware that language is about understanding as well as talking.

Enhanced A3Understand the differences between receptive and expressive language.

Universal A7Be aware that communication skills are developed through interacting with others.


Universal A8Be aware that the home environment and other settings have an impact on children and young people’s development of, and use of, language.

Universal A9Be aware that language skills underpin all learning.

Enhanced A4Know some of the ways in which language and learning are linked.

Specialist A1Understand and be able to evaluate the relationship between language and learning.

Enhanced A5Understand the ways in which speech, language and communication skills are used in different contexts.

Enhanced A6Be aware of a model of speech, language and communication development.

Specialist A2Understand different theoretical models of speech, language and communication.

Specialist A3Be able to promote the development of speech, language and communication for all children and young people where you work.

Specialist A4Be able to advise others on children’s speech, language and communication development, as appropriate to your profession and role.

STRAND A - continued Typical speech, language and communication development and use

This section includes a matrix of all of the competences across the Universal, Enhanced and Specialist stages. This shows how competences relate to each other and demonstrates progression across stages for specific comptences.

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Universal B1Be aware that children and young people may experience difficulties with speech, language and/or communication.

Enhanced B1Be aware of the range of SLCN that children and young people may have.

Enhanced B2Understand that SLCN can be primary or can be associated with other disabilities or needs.

Specialist B1Understand how SLCN relate to a range of other disabilities or needs.

Enhanced B3Know that some SLCN may be short term and that some maybe persistent or a lifelong disability.

Specialist B2Be able to identify the children and young people who have, or are at risk of developing, persistent SLCN.

Enhanced B4Know that there is a difference between delayed and disordered speech, language and communication development.

Specialist B3Be able to differentiate between delayed and disordered speech, language and communication development.

Universal B2Be aware of the prevalence of SLCN amongst the general population.

Enhanced B5Know how common SLCN are within your workplace.

Universal B3Be aware of what to look for to help identify children and young people in your workplace who may have SLCN.

Enhanced B6Be able to identify when a child or young person is not developing speech, language and communication as expected.

Specialist B4Be able to effectively identify children’s and young people’s SLCN.

Universal B4Be aware that it is also important to identify and assess the impact of a child or young person’s environment, including the adults’ use of language upon his/her speech, language and communication development.

Enhanced B7Understand the importance of assessing the effects of a child’s environment on their speech, language and communication development and skills.

Specialist B5Be able to evaluate how the child’s environment affects speech, language and communication development, skills and needs.

STRAND BIdentification and assessment of speech, language and communication needs (SLCN)

STRAND B - continuedIdentification and assessment of speech, language and communication needs (SLCN)

Universal B5Be aware of some of the ways in which difficulties with speech, language and communication can affect a child or young person you work with.

Universal B6Be aware that there is a range of reasons for a child or young person to have SLCN.

Universal B7Be aware of the prevalence of SLCN for children and young people for whom English is an additional language.

Enhanced B8Understand how having SLCN in their first language can affect the child’s or young person’s ability to learn English as an additional language.

Enhanced B9Know how to help identify whether a child or young person with English as an additional language has SLCN in their first language and how to follow the appropriate referral process.

Specialist B6Understand your role in identifying those children and young people learning English as an additional language who have other SLCN, and in providing a link to specialist services or professionals as necessary.

Universal B8Be aware of the process of raising concerns about the speech, language and communication development of children and young people where you work.

Enhanced B10Know when and how to refer a child or young person for further assessment and be able to do this, following the agreed procedures in your workplace.

Specialist B7Know when and how to get second opinions or further input from other professionals or agencies to support your work with a child or young person with SLCN.

Specialist B8Be able to provide relevant information and feedback to practitioners you work with about identifying and assessing a child or young person’s SLCN.


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Enhanced B11Know a range of formal and informal assessment approaches which can be used to assess the speech, language and communication skills and needs of children and young people.

Specialist B9Be able to use a range of formal and informal assessment techniques, as appropriate for your profession and role, to contribute to the multi-disciplinary holistic assessment of a child’s or young person’s SLCN.

Enhanced B12Be aware that different forms of assessment have benefits and limitations.

Specialist B10Be able to evaluate different forms of assessment relevant for children and young people with SLCN, as appropriate to your profession and role.

Enhanced B13Know that different factors might influence a child or young person’s response to an assessment.

Specialist B11Be able to evaluate the role of the assessor in the assessment process as appropriate to your profession and role.

Specialist B12Be able to provide information to help identify and describe a child’s SLCN, including their strengths.

Specialist B13Be able to analyse the range of learning and development needs that a child or young person with SLCN may have, as appropriate to your profession and role, and working with other people as necessary.

Specialist B14Be able to monitor the progress of children and young people with SLCN, as appropriate to your profession and role, and be able to advise others on how to monitor progress.

Specialist B15Be able to support other people’s understanding of assessment information which is relevant to a child’s or young person’s SLCN as appropriate to your profession and role.

Specialist B16Understand the factors that influence children’s and young people’s responses to assessment and use this knowledge to interpret assessment information.

UNIVERSAL ENHANCED SPECIALIST UNIVERSAL ENHANCED SPECIALIST

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Universal C1Be aware of and use positive ways to communicate with children and young people where you work.

Universal C2Be aware of some of the features which promote a positive communication environment.

Enhanced C1Understand the importance of knowing the strengths and needs of a child or young person with SLCN and use these to inform positive practice.

Specialist C1Be able to develop an appropriate profile of a child’s or young person’s SLCN using your knowledge of them and other relevant assessment information.

Specialist C2Be able to use an appropriate profile of a child’s or young person’s individual SLCN to plan strategies, interventions and approaches suitably and effectively adapted for them.

Universal C3Be aware of some positive strategies to support speech, language and communication development of children and young people you work with.

Enhanced C2Be able to use appropriate strategies to support children and young people with SLCN.

Specialist C3Be able to use a range of strategies, interventions and approaches to support a wide range of SLCN and effectively evaluate their effects.

Enhanced C3Be able to alter your own language to meet the needs of children and young people with SLCN.

Enhanced C4Know and use a range of strategies in your workplace that help children and young people with SLCN to access social opportunities and communicate more effectively with other people their own age.

Enhanced C5Be able to set specific targets and choose strategies for children and young people with SLCN, with guidance and working jointly with other professionals.

Specialist C4Be able to provide guidance and support to other people to set specific targets and choose appropriate strategies for children and young people with SLCN, as appropriate for your profession and role.

Universal C4Be aware of the role of communication in seeking the views of children and young people.

Enhanced C6Be aware of strategies to get the views of children and young people with SLCN and be able to use these, with guidance if necessary.

Specialist C5Be able to get the views of children and young people with SLCN in relation to their needs on a full range of relevant issues, and support other people to do so.

Universal C5Be aware of the existing systems where you work for collecting appropriate information with regard to speech, language and communication.

Enhanced C7Be able to provide clear and relevant information about the progress of the children and young people with SLCN you work with. This would relate to their speech, language and communication and should be easy for them, their parents or carers and other agencies to understand.

Enhanced C8Be able to promote positive practice in the home or other relevant settings to support children and young people with SLCN.

Enhanced C9Be aware that positive practice is based on evidence from current research.

Specialist C6Understand the importance of evidence-based practice and use relevant research and theories to influence your own and other people’s work.


STRAND CPositive Practice

STRAND C - continued Positive Practice

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STRAND C - continuedPositive Practice

STRAND C - continuedPositive Practice

Enhanced C10Know that SLCN can affect a child’s or young person’s literacy skills and be able to differentiate the curriculum or change your approach (or both) as a result, with appropriate guidance as necessary.

Know that SLCN can affect a child’s or young person’s numeracy skills and be able to differentiate the curriculum or change your approach (or both) as a result, with appropriate guidance as necessary.

Specialist C7Be able to provide guidance to others to help them to differentiate the curriculum or their approach (or both), as appropriate to your profession and role.

Enhanced C11Be able to follow guidance to support the cognitive, social, emotional and behavioural needs that children and young people with SLCN may have in your workplace.

Specialist C8Be able to provide guidance to other people to support the cognitive, social, emotional and behavioural needs which children and young people with SLCN may have, as appropriate to your profession and role.

Enhanced C12Be aware that different tasks, situations, settings and parts of the curriculum, present different challenges in terms of language and you will be able to consider this fully in your work.

Enhanced C13Be aware that there are specialist resources available to support children and young people with SLCN.

Specialist C9Be able to advise other people on a range of specialist resources that are relevant for children and young people with SLCN, as appropriate to your profession and role.

Enhanced C14Understand how resources can be adapted to meet the SLCN of children and young people, and take responsibility for adapting them, with guidance as required.

Specialist C10Be able to adapt, and support other people to adapt and use, existing resources for children and young people with SLCN, as appropriate to your profession and role.

Enhanced C15Be able to provide a range of opportunities for the development of speech, receptive and expressive language and social communication, for children and young people with SLCN.

Enhanced C16Understand how to make all opportunities available to all children and young people with SLCN in your workplace.

Specialist C11Be able to identify factors that are currently preventing children and young people with SLCN from gaining access to all aspects of your setting (or another setting) and identify and take appropriate steps to remove or reduce these barriers.

Enhanced C17Be able to encourage children and young people with SLCN to become more independent.

Specialist C12Be able to advise others on strategies to promote the development of independence for children and young people with SLCN.

Specialist C13Be able to provide information (written and verbal) that is fully accessible and appropriate for the relevant audiences.

Specialist C14Be able to provide appropriate analysis and guidance to other practitioners on their practice, as appropriate to your profession and role.

Specialist C15Understand what support, benefits and opportunities children and young people with SLCN are entitled to.

UNIVERSAL ENHANCED SPECIALIST UNIVERSAL ENHANCED SPECIALIST

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STRAND DSpeech, language and communication and behavioural, emotional and social development (BESD)

STRAND E Roles and responsibilities and how services are structured


Universal D1Be aware of the importance of communication for behavioural, social and emotional development.

Enhanced D1Understand the range of behavioural, emotional and social needs that children and young people with SLCN may have, and how they affect their learning and development.

Specialist D1Understand the complex relationships between SLCN and BESD and use this, and current evidence, to influence your work.

Universal D2Be aware that adults’ language and communication styles impact on the behavioural, social and emotional development of children and young people.

Enhanced D2Understand how to change your language to promote positive behaviour, emotional well-being and social communication skills for children and young people with SLCN.

Enhanced D3Understand some reasons why SLCN may affect children and young people’s behaviour and use this to inform your work.

Specialist D2Understand how SLCN can affect children’s and young people’s behaviour and use appropriate strategies to limit these effects and support other people to do so, as appropriate to your profession and role.

Enhanced D4Understand some reasons why SLCN may affect children and young people’s social and emotional development and use this to inform your work.

Specialist D3Understand how SLCN can affect children’s and young people’s social and emotional development and know how to limit these effects and support others to do so, as appropriate for your profession and role.

Enhanced D5Be able to use appropriate activities that develop the social communication skills of children and young people with SLCN.

Specialist D4Understand, apply and evaluate different approaches to meeting the behavioural, social and emotional needs of children and young people with SLCN.

Specialist D5Be able to identify and provide skills and strategies to children and young people with SLCN which support their behaviour and social and emotional development.


Universal E1Be aware of your own roles and responsibilities within your setting with regard to children and young people’s speech, language and communication development.

Enhanced E1Understand your own roles and responsibilities, in relation to children and young people with SLCN, and be able to monitor your effectiveness in your workplace.

Specialist E1Be able to evaluate your role (or roles) in meeting children’s and young people’s SLCN and in supporting other people to do so.

Universal E2Be aware of the benefits of joint working in supporting speech, language and communication for all children and young people.

Enhanced E2Be able to identify the factors that would allow you to work as effectively as possible with other professionals and be able to take responsibility for helping this to happen.

Specialist E2Be able to contribute positively to the development of effective multi-agency working practices for children and young people with SLCN.

Universal E3Be aware of the different professionals who may be involved in supporting children and young people with particular SLCN.

Enhanced E3Understand the different roles and practices of different practitioners who work with children and young people with SLCN.

Specialist E3Understand the professional culture and practices of the practitioners who work with children and young people with SLCN and how these affect joint working.

Enhanced E4Understand the relevant terminology used by professionals who work with children and young people with SLCN.

Universal E4Be able to communicate effectively with other practitioners about the speech, language and communication of the children and young people with whom you work.

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Universal E5Be aware of the key principles of Every Child Matters (ECM) (or similar) in relation to children and young people’s speech, language and communication development.

Enhanced E5Understand the implications of Every Child Matters (ECM) (or similar), relates to how services are provided for children and young people with SLCN.

Specialist E4Understand how Every Child Matters (ECM) (or similar) applies to the range of practitioners working with children and young people with SCLN.

Universal E6Be aware of any reasonable adjustments for children and young people with SLCN in relation to your setting’s duties under the Equality Act 2010 (or similar).

Enhanced E6Know how to identify which children and young people with SLCN in your workplace are defined as disabled under the Equality Act 2010 (or similar).

Specialist E5Be able to provide relevant advice on making reasonable adjustments for children and young people with SLCN in relation to the Equality Act 2010 (or similar), as appropriate to your profession and role.

Specialist E6Understand how the skills and knowledge of practitioners from different professional groups can complement and benefit each other.

Specialist E7Understand the structure of national and local health, social care and educational services, which are relevant for a range of children with SLCN.


STRAND E - continuedRoles and responsibilities and how services are structured

STRAND FSpecial educational needs (SEN) in educational settings

Universal F1Be aware that children and young people with SLCN may have SEN and may need additional support in educational settings.

Enhanced F1Know, understand and take responsibility for meeting your legal responsibilities in relation to pupils with SLCN.

Specialist F1Be able to evaluate the role that Government policies and professional guidelines have played in identifying, assessing and planning for children and young people with SEN, specifically SLCN.

Universal F2Be aware of the Government’s policy on including children and young people with SEN or SLCN in educational settings.

Enhanced F2Be aware of the relevance of the National Curriculum Inclusion statement (or similar) for children and young people with SLCN.

Enhanced F3Understand how health, social care and education laws, policies and guidance have influenced current practices in SEN, referring in particular to SLCN of children and young people.

Specialist F2Be able to maintain up to date knowledge and understanding of recent, relevant developments in Government’s legislation, policy and guidelines.

Specialist F3Understand the SEN framework and how it applies to children and young people with SLCN at a local level, and be able to advise other people on this.


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Universal G1Be aware of the roles of parents, carers, families, peers and friends in speech, language and communication development.

Enhanced G1Understand the importance of the views and knowledge of parents and carers in different aspects of your work with children and young people with SLCN.

Specialist G1Be able to work effectively in a range of ways with the parents, carers, families, peers and friends of children and young people to support speech, language and communication.

Specialist G2Be able to support other practitioners to work effectively with the parents, carers, families, peers and friends of children and young people to support speech, language and communication.

Enhanced G2Understand the importance and effect of the relationships between children and young people with SLCN and their friends and other people their own age.

Enhanced G3Be able to include the views of parents, carers, friends and other young people in your planning.

Universal G2Be aware that there are voluntary and public sector agencies that provide support for children and young people with SLCN and their families and friends.

Enhanced G4Be aware of relevant public or voluntary sector agencies and know what support they can provide to children and young people with SLCN, and their families.

Specialist G3Be able to provide parents, carers, families, peers and friends of children and young people with SLCN with appropriate information about a relevant range of voluntary and public sector agencies.


STRAND G Parents, carers, families, peers and friends

STRAND HThe effects of professional development in speech, language and communication

Universal H1Be aware of the benefits of professional development in increasing the positive impact you can have on the speech, language and communication development of all children and young people.

Enhanced H1Understand the importance of assessing the effect of your professional development in speech, language and communication and be able to do so effectively.

Specialist H1Be able to clearly evaluate how your own professional development affects a range of outcomes in your work with children and young people with SLCN.

Enhanced H2Understand that your CPD in speech, language and communication can be achieved through a number of different ways.

Enhanced H3Understand the need to make sure that your CPD in speech, language and communication includes contact with an appropriately qualified professional.

Specialist H2Be able to develop and provide appropriate and differentiated training and CPD opportunities in speech, language and communication development and need, to practitioners and parents, appropriate to your profession and role.

Specialist H3Be able to evaluate the effectiveness and impact of the training and professional development you provide to other people on a range of outcomes.

Specialist H4Understand and apply appropriate current research and evidence-based practice to support your own and other people’s professional development.


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Specialist H5Understand the importance of supporting the transfer of skills from training and CPD into the workplace to allow practitioners to develop their practice and help children and young people make the maximum progress possible.


STRAND H - continued The effects of professional development in speech, language and communication

NOTESUse this space to make any notes

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GlossarySpeech, language and communication needsWe use the term ‘speech, language and communication needs’ (or ‘SLCN’) in relation to children and young people who have difficulty with some aspects of communicating. This difficulty may be minor and temporary, or more complex and long term. The term ‘needs’ refers both to the child’s or young person’s needs and to what society can do to support them, by looking at the child and the environments in which they play, learn, communicate and live.

Enhanced

Receptive LanguageThese include attention, listening, and understanding language.

Expressive LanguageThese can be described as ‘talking’ – putting sounds, words and sentences together to share information, ideas and wishes.

Delayed Speech, Language and CommunicationWhere, a child or young person follows the typical pattern for developing speech and language but at a slower rate. This might be in one or more areas of speech, language or communication. The child or young person continues to learn skills, but at a slower rate.

Disordered Speech, Language and CommunicationDisordered speech, language and communication does not follow the typical pattern of development. All areas may be affected, or there can be one area of language which has been more severely affected than the others. Children and young people with speech, language or communication disorders need specialist help to support their speech, language and communication development.

Visual and Kinaesthetic or Augmentative and Alternative Communication (AAC) StrategiesVisual strategies make sure children and young people have opportunities to learn through looking.

Kinaesthetic strategies use movement and touch to support learning.

Augmentative and alternative communication (AAC) refers to the different ways (other than speech) that people use to communicate with each other. This could include signs, symbols or technology such as an electronic communication device, for example.

Cognitive (needs or difficulties)This describes skills relating to thinking or combining information – for example, perception (seeing, hearing), attention, memory and reasoning.

PeersChildren or young people of the same age or in the same groups.

Specialist

Differentiate, differentiatedInformation that has been changed or adapted in some way so that it can be understood more easily (for example, using simpler vocabulary or pictures to explain complicated information).

HolisticTaking into account all elements of development to get a rounded picture of a child or young person (for example, looking at learning, language, physical development, play).

InterventionsSpecific activities or programmes of work designed to help a child or young person improve in a particular area of their development where they are having difficulties. These may be designed specifically for individuals or be aimed at groups.

AccessibleInformation that is easy to understand. This can be in terms of using, for example, simple, clear and relevant language, clear examples, pictures or diagrams, and may vary for different people.

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The Communication TrustThe Communication Trust consists of over 40 voluntary sector organisations that bring together their expertise to ensure that the speech, language and communication needs of all children and young people are met. This is through signposting specialist training, support and guidance to people working with children.

The Communication Trust was founded by Afasic, BT, Council for Disabled Children and I CAN.

www.thecommunicationtrust.org.uk

If your organisation would like to become a member of The Communication Trust’s consortium please go to:www.thecommunicationtrust.org.uk/partners/advisorypanel for more information or e-mail [email protected] For current membership of the advisory panel please go to: www.thecommunicationtrust.org.uk/advisorypanel

fasicunlocking speech and language

We are working with the Royal College of Speech and Language Therapists (RCSLT) and other professional bodies to see how all stages compliment and support the professional standards and existing professional development programmes for a range of professional groups.

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The SLCF was written and produced by:Simeon Elliot - ConsultantMary Hartshorne - Head of Quality and Outcomes, I CANWendy Lee - Professional Director, The Communication TrustLisa Morgan - Professional Director, SLCF Project Leader, The Communication TrustJohn Parrott - Communication Advisor, I CANGlinette Woods - Specialist Advisory Teacher for Speech and Language, London Borough of Barking & Dagenham

Thank you to the Review Group who supported the development of the SLCF:

Julie Dockrell - Professor of Psychology and Special Needs, Institute of Education

Ruth Paradice - Principal Child Psychologist, Cardiff and Vale NHS Trust

Judy Roux - Head of Service, Language and Communication and Interaction Team, Newham Children and Young People’s Service

And the following members of the SLCF Steering Group who advised on the development of the SLCF:

Mary Daly - Senior Advisor / Programme Leader (Inclusion Development Programme), National Strategies

Gill Haynes - Consultant

Linda Lascelles - Chief Executive, Afasic

Janice Murray - Faculty of Health Psychology and Social Care, Manchester Metropolitan University

Nick Peacey - Institute of Education

John Perryman - SEN & Disability Workforce Team, Department for Children, Schools and Families (DCSF)

Liz Relf - Clinical Manager for Islington targeted Speech and Language Therapy Services, Islington PCT, representing Royal College of Speech and Language Therapists (RCSLT)

The following group supported the development of the extension stage:

Catherine Adams - Clinical Senior Lecturer in Speech and Language Therapy, University of Manchester

Deidre Martin - Senior Lecturer, School of Education, Univeristy of Birmingham

Maggie Vance - Lecturer, Language and Education Department of Human Sciences, The University of Sheffield

This information was correct at time of publication. Plain English Campaign’s Crystal Mark is a symbol that the document is as clear as it can be for it’s intended audience.

Photos © Deborah Ripley, design by The Design Conspiracy

Third edition, published September 2011. First edition published July 2008.

The Communication Trust8 Wakley StreetLondonEC1V 7QE

0207 843 2550

www.thecommunicationtrust.org.uk

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