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Improving identification and intervention for Speech, Language and Communication Needs (SLCN)
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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
In response to inconsistent identification and support for Speech, Language and Communication Needs (SLCN), a local authority convened a Whole School SEND Professional Development Group bringing together SENDCOs, NHS speech therapists and integrated care partners. Challenges included fragmented practice across phases and limited tools for older pupils. Actions focused on joint training, co-developed toolkits, piloting structured identification and intervention approaches in Key Stages 1 and 2, and extending strategies into Key Stages 3 and 4. Evidence of impact includes strengthened health-education collaboration, improved consistency in SLCN identification, SLCN becoming a strategic priority locally, and the development of locality-based principles to support equitable provision across all educational phases.
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Keywords (free text)
inclusion, special educational needs and disabilities (SEND), teacher professional development, inter-agency working