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Key points

  • Speech, language and communication skills play a crucial role in a child’s school readiness and ability to achieve their educational potential.
  • However, not all children have the speech, language, and communication skills they need to fully engage with their education.
  • SLTs work directly with children, their families, and other education professionals to develop personalised strategies to support a child’s individual needs.
  • They also provide training to education professionals so they can identify the signs of SLCN and support them appropriately.

Impact on Educational Outcomes

How do speech, language and communication needs have an impact on a child’s ability to fulfil their education potential?

  • Children with poor language and literacy skills at five years have lower education achievement at seven years (Snowling et al, 2011).
  • One in four children who struggled with language at age five did not reach the expected standard in English at the end of primary school compared with one in 25 children who had good language skills at age five. (Save The Children, 2016)
  • One in five children who struggled with language at age five did not reach the expected standard in maths at the end of primary school compared with one in 50 children who had good language skills at age five. (Save The Children, 2016)
  • Children with poor speech, language and communication get fewer GCSE A–C grades than their peers. 15% achieve 5 A*–C GCSEs compared with 57% of all young people (Bercow, 2008).

See the RCSLT factsheet on the intergenerational cycle of speech, language and communication outcomes and risks for more information.

Role of speech and language therapy in educational environments

SLTs will work with children and young people within the full range of educational settings, from pre-school through to higher education.

The activities of SLTs working in children’s services can be directly linked to the achievement of outcomes for children and young people.

There are different models for the delivery of therapy in educational environments, but all SLTs in these positions will:

  • Work closely with other education professionals, providing training on recognising and responding to speech, language and communication needs.
  • Share information with all key individuals involved in the pupil’s education.
  • Work closely with children and young people and their families/carers to provide tailored support.

This may happen in:

  • One-on-one sessions with individual pupils.
  • Group work with pupils.
  • Whole classroom work with other education staff.

SLTs may be asked to work with all pupils, or just those with special educational needs and disabilities (SEND).

Schools as commissioners

SLTs may be employed by directly by educational bodies or by services commissioned a school. These could be through providers such as local authorities, the NHS or private organisations.

Guidance

This document aims to set guidelines and quality standards for speech and language therapy services commissioned by schools/local authorities so they can ensure they have an appropriate, effective and safe service from whichever provider they choose to commission.

It should be read in conjunction with other RCSLT publications.

It was compiled by SLTs working in the NHS and independently who have experience in working in a wide variety of educational settings, and from standards developed by the RCSLT and the HCPC. The relevant standards and guidance can be found in the boxes at the end of each section.

The RCSLT has also produced some general guidance for the National Association of Head Teachers (NAHT) on employing a SLT.

The RCSLT and NAHT are working together to produce further information and resources for schools on speech and language therapy, which will be made available here.

Resources

Bercow: Ten Years On

In 2018, the RCSLT and I CAN, the children’s communication charity published Bercow: Ten Years On. This is an independent review of provision for children and young people with speech, language and communication needs in England.

As a result of evidence gathered from children and young people, SLTs, parents and carers, education professionals, commissioners and others, the RCSLT and I CAN produced recommendations for change, calls to action and resources to sit alongside the report.

Visit the Bercow: Ten Years On website to find:

  • ‘How to’ information sheets for parents, educational professionals and others
  • Presentations
  • Practical activities
  • Briefings for parents, educational professionals, children and young people, and others

RCSLT Factsheets

See RCSLT Factsheets on

  • Supporting children and young people
  • Looked after children
  • Social, emotional and mental health and wellbeing
  • Safeguarding
  • Working with young offenders

Other useful resources

Online Resources

TES Connect

ICAN

Elklan

NSPCC

Education Endowment Foundation

For videos about a range of SLT activities, visit our YouTube channel

Related pages

Children’s Services

Contact

Please contact us with any feedback on these pages.

References

Department for Children, Schools and Families (2008) The Bercow Report: A Review of Services for Children and Young People (0–19) with Speech, Language and Communication Needs.

Save the Children (2016) Early language Development and Children’s Primary School Attainment in English and Maths: New Research Findings Available at: https://www.savethechildren.org.uk/

Snowling, M., Hulme, C., Bailey, A., Stothard, S. & Lindsay, G. (2011). Better communication research programme: Language and Literacy Attainment of Pupils during Early Years and through KS2: Does teacher assessment at five provide a valid measure for children’s current and future educational attainments? Research Brief. Online. Available at: https://www.gov.uk/