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To develop a trust wide approach to identifying and supporting children and young people (CYP) with speech and language difficulties
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Authors
Editors
Date
2026
Educational Level
ISCED Level 1 Primary Education
ISCED Level 2 Lower Secondary Education
ISCED Level 3 Upper Secondary Education
ISCED Level 2 Lower Secondary Education
ISCED Level 3 Upper Secondary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Analysis of trust-wide data revealed growing speech, language and communication needs (SLCN) and variable impact of existing support. With guidance from a Whole School SEND Regional Lead, the MAT launched a Professional Development Group focused on Oracy as a unifying strategy. Actions included protected collaboration time for SENCOs and T&L leads, co-construction of school-level projects, shared CPD and WAGOLLs, investment in consistent tools (e.g. Voice 21), and peer visits. Early evidence shows more language-rich classrooms, improved pupil confidence and participation, positive parental feedback, stronger inclusion in mainstream lessons, and a sustained trust commitment to Oracy as a multi-year priority.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), teacher professional development, oracy