In the practice guidance booklet, on page 6, it states: “Meeting the individual needs of all children lies at the heart of the EYFS. Practitioners should deliver personalised learning… to help children get the best possible start in life.” It goes on to say, “You must plan for each child’s individual care and learning requirements.”

On these occasions, this kind of individual planning seemed to be missing. Perhaps I could refer to the EYFS to make discussions with teachers more constructive?

Something along the lines of: We need to be planning how to meet x’s individual learning requirements, in line with the EYFS. Shall we have a look at the plans you have in place already, and think about how the activities x and I have been doing can be incorporated?

Too confrontational? What do you think?

The article prompted me to read the executive summary of The Bercow Report: Services for Children and Young People with Speech, Language and Communication Needs, and the government’s response. Lots of the recommendations in the report seem sensible; a few particularly jumped out at me.

I’m encouraged that some of the recommendations are already common practice; in some areas where Children’s Centres have successfully been implemented, I’ve observed that speech, language and communication is being made a priority (recommendation 11).

Having come across teachers who anxiously refer children with lisps to me, but seem unaware of the those with severe language delay, I think developing teachers’ understanding of speech, language and communication needs (SLCN) is vital (recommendations 21 and 22). Training teachers will aid early identification and allow SLTs to use their time more effectively.

Recommendation 14 talks about issuing guidance to schools on the use of funding, in order to meet the needs of all children with SLCN. I’ve often suggested to schools that pupils would benefit from various inexpensive resources, only to be told, “there is no budget left this year, talk to me again next year!” So a reminder of the requirement to meet all children’s needs may mean that staff on the ground, working with the children on the SLT caseload, have adequate resources.

In their response to the report, the government announced a £40 million programme called “Every Child A Talker.” The programme is supposed to ensure that early years staff can support children’s speaking and listening. It sounds great; I’ve seen how effective joint working with early years staff can be. Bring on the £40 million!

The Bercow Review has got speech and language into the news this week: for example, this article from the BBC. Just raising awareness is helpful. I’ve only read the summary, but how exciting that the Government might have too! Anyone delved into the actual report? Which recommendations do you think the Government will actually implement? It would be interesting to hear what other people make of it.

Rhiannan