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Building a graduated approach to support speech, language and communication needs
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Authors
Editors
Date
2026
Educational Level
ISCED Level 0 Early Childhood Education
ISCED Level 1 Primary Education
ISCED Level 1 Primary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
This infant and nursery school, serving a highly diverse community with high levels of EAL and SEND, identified Speech, Language and Communication Needs (SLCN) as its most significant barrier to learning. Existing specialist capacity was insufficient to meet demand. Leaders began developing a graduated approach combining specialist therapy, targeted interventions and strengthened universal provision. Actions included securing additional speech-therapy input, piloting Little Language Link screening, training TAs to deliver targeted programmes, and improving classroom oracy through visual supports, repetition and explicit vocabulary teaching. While still at an early stage, anticipated impact includes clearer identification of need, more consistent provision across tiers, improved staff accountability, and measurable improvements in language outcomes over time.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), speech, language and communication needs, targeted intervention, oracy