Benefits

This can help to ensure that all staff are aware of how to recognise and support pupils with SLCN for example pupils with language needs or selective mutism. This is crucial as often SLCN is a ‘hidden disability’ and children can be skilled at masking their difficulties.

The motivation behind SILSA is improved care for pupils with SLCN, not profit. We recognise the financial constraints schools operate under and our aim is to enable schools to access high quality support and training that is both effective and affordable.

Language is the medium of learning and we believe having a ‘lead’ in school for spoken language and SLCN is just as important as having a lead for Maths or English. Having a qualified SILSA in your school means having someone who maintains and develops their knowledge and who can disseminate best practice / research findings to the wider staff team.

As explained in the SILSA Programme, the aim is to extend, rather than replace, existing SLCN provision a school may have. For example, SILSAs can supplement the findings of existing screening assessments by carrying out further assessment e.g. of a pupils understanding, speech sound development, vocabulary development or language memory. They can incorporate additional aims into existing provisions and develop additional groups to meet the needs of pupils.

As examples, one SILSA carrying out a programme for abstract language comprehension has added creating a story using the resources in the programme at the end of each session as that was also an area of need for the pupils she was working with. Another SILSA has set up a range of new language groups targeting different areas such as concept development and following instructions.

Whilst approximately one in ten children have persistent and long-term SLCN, for many other children their needs may be more transient and with support they can be helped to catch-up with their peers. The sooner these children can be identified, and support put in place, the smaller the impact of their SLCN.

SLCN is the most common special educational need in the UK and it is important that schools are able to demonstrate how their pupils are supported using evidence-based and not ‘one size fits all’ provision. It is known that pupils with SLCN may not have their needs recognised and in particular children at risk of exclusion may be considered to have social, emotional or mental health needs. As Ofsted stated in their 2020/21 Annual Report this creates “a risk that these children’s other needs, especially relating to speech, language and communication, are not on the radar and are not addressed”.