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Maximising the Impact of Interventions Through CPD: A focus on children's language skills
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Authors
Editors
Date
2025
Educational Level
ISCED Level 1 Primary Education
ISCED Level 2 Lower Secondary Education
ISCED Level 2 Lower Secondary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: The study focuses on enhancing language skills among children with special educational needs and disabilities (SEND) through an Action Research approach. It highlights an innovative Language Supervision and Consultancy Model that combines dynamic assessment, practitioner supervision, and reflective continuing professional development (CPD). The purpose is to boost practitioners' confidence in addressing learners' speech, language, and communication needs, ultimately improving intervention outcomes in a secondary school setting.
Aims: The primary aim of the research is to evaluate the effectiveness of the Language Supervision and Consultancy Model in fostering practitioner skill development. A secondary aim is to assess how this model can lead to improved outcomes for students facing language challenges, ensuring that SEND needs are met through targeted interventions and effective pedagogical practices.
Methods: The research involved two cycles of Action Research, incorporating systematic planning, action, review, and refinement steps. A variety of assessment tools were examined, including the Lucid Exact Screener, Wide Range Achievement Test (WRAT5), Access Reading Test (ART), and Language Progression Tool, among others. Participants included practitioners and students with speech and language needs, who engaged with targeted interventions based on their assessment results.
Findings: The findings reveal that the implementation of the Language Supervision and Consultancy Model significantly boosts practitioners' confidence and insights into the communication needs of learners. This increased understanding correlates with improved intervention outcomes, as reflected in post-intervention assessment scores. A diverse range of assessments facilitated a holistic view of student progress in literacy and language skills.
Implications: Other educators may draw valuable insights from this study by recognising the importance of continuous professional development in addressing the specific needs of students with SEND. The integration of comprehensive assessment tools and reflective practices can enhance teaching strategies, leading to more tailored interventions that meet student needs effectively. Additionally, the collaborative model of supervision may serve as an example for schools aiming to improve outcomes in similar educational contexts.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), language skills, continuing professional development (CPD), assessment tools, intervention strategies, teaching assistants