Archive for July, 2008

I’ve caught up with lots of my old colleagues from Hackney over the last few weeks and they all greeted me the same way: “You’re famous!” They exaggerate, but a picture of me working with a child accompanies an article about the SLT service in last week’s Hackney Today. You can read a clipping of the article (PDF), or visit the Hackney Today website to see all of issue 188.

Not quite the Independent, but you have to start somewhere!

I have a great way of keeping up to date with SLT issues in the media: my Grandma calls me whenever she spots relevant stories in the newspaper! She pointed out the article in the Independent which features an interview with John Bercow (an MP), and quotes Beth Junor and Stephen Parsons — both friends from Hackney.

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

At work recently, the issue of whether our standard advice for language enrichment is compatible with Montessori education came up, during peer supervision. When a Montessori school asked for help extending their younger pupils’ language and conversation skills, my colleague began by mentioning that the “home corner” was a great setting for encouraging language. She was told that home corners are contrary to the Montessori ethos.

According to Wikipedia, the Montessori method “is characterized by an emphasis on self-directed activity on the part of the child.” My colleague was told that her suggestions to comment on a child’s play, play games involving following instructions and ask questions about a book were adult-directed and therefore not appropriate. The colleague left the meeting feeling frustrated and unsure how to move forward with the situation.

In supervision it was suggested that perhaps the Early Years Foundation Stage would provide a common ground. When I searched google I found that the Montessori Schools Association have put together a document (PDF) which demonstrates how their approach shares the underlying principles of the Early Years Foundation Stage. I found a number of examples of Montessori practice in the document which SLTs could use to model ways of extending and developing language. These included farm, hospital or any other “small world” play, using puppets and props to re-tell stories, and role-play such as “shop”.

I think it’s a helpful document—hopefully the ideas in it will make the next meeting with the school more productive! The same colleague also told the supervision group about many positive experiences working with Montessori schools. What is your experience of working with staff in Montessori settings? Any tips you could share? SLT games / activities that are compatible with their ethos? It would be great to hear other people’s ideas!

Rhiannan