Identifying speech, language and communication needs – 6 signs to look out for
There is growing recognition that identifying speech, language and communication needs (SLCN) as early as possible is key. By Hannah Cook In the UK today, 1.9 million children and young people are affected by SLCN impacting their ability to learn, socialise and thrive. Despite its importance, it can be challenging to identify SLCN in a busy classroom environment, particularly when students’ needs can be hidden or perceived as behavioural difficulties. If you are concerned that any of your learners are struggling with SLCN, here are six signs to look out for. 1: Following instructions Many students struggle with classroom instructions, which can often look like non-compliance. A child or young person can become very adept at concealing their difficulties by imitating others. Foster a communication-friendly environment by breaking instructions into smaller chunks and saying them in the order you want them carried out. Spoken words disappear, but visuals such as task plans, visual timetables or ‘now and next’ boards can be referred back to easily. 2: Vocabulary A student might use generalised vocabulary (‘I’m doing cakes’), or make semantic (meaning) and/or phonological (sound) errors in their talking. They might struggle to remember and use more specialised vocabulary related to specific topics or abstract concepts. To support this, create a word wall or topic dictionary for new words and ensure students can use them in sentences. Word maps are a great way to explore meanings and sound qualities. And repeat, repeat, repeat! 3: Putting words together Some students find it tricky to structure sentences and/or narratives. Look out for those who struggle with responding to open-ended questions, prefer yes/no questions, or tend to provide convoluted or incomplete responses —an expressive language difficulty might be preventing them from giving an accurate account of events. Use visuals e.g. who/what/when/where narrative frameworks, and repeat sentences back so the child can hear a correct model. The most important thing is to give extra time for the child or young person to express themselves. 4: Making friends Building and maintaining friendships is highly fulfilling and integral to school life. If you suspect a student is struggling to form friendships, start by understanding their perspective on the importance of having friends and what friendship means to them. Set up buddy systems and support playground games. Having a mixture of break/lunchtime clubs, where children with similar interests can meet organically helps less confident individuals grow friendships. 5: Play Play underpins speech, language and communication development, and evolves throughout childhood. It’s important to investigate when a child isn’t meeting milestones, e.g. younger children struggling with pretend play, or older children having difficulties negotiating the rules of a game or group dynamics. For younger children, try developing a creative plot with toys they’re interested in. Older children might benefit from you modelling and navigating the rules alongside them. Always consider neurodiversity! Neurodivergent students might explore toys and engage in games differently and this should be validated and honoured. 6: Displaying behavioural responses Finding it difficult to understand others and express yourself can be hugely frustrating and emotionally overwhelming. Educators can sometimes see behaviours in children and young people that are actually resulting from unseen or unmet needs – for example, distressed behaviours or withdrawing from lessons. In heightened moments, try modelling behaviours you want to see e.g. calm voice; open, non-threatening body language, and simplify your language. Attempting to problem-solve while a child is dysregulated is unlikely to succeed, and adding more demands when they are already overwhelmed may escalate the situation further. For students who withdraw, check in with them: does their written work show their understanding? Are they more confident sharing their learning with a peer? Explore whether additional psychological needs might be impacting them, for example, selective mutism or anxiety. If you are concerned about a child or young person’s SLCN, contact your local speech and language therapy service in the first instance. Hannah Cook is Speech and Language Therapist at Homerton Healthcare NHS Foundation Trust. The Trust has developed Verbo – an award-winning online speech and language therapy toolkit for children and young people from age 2 through to young adulthood. Verbo offers instant access to screening tools, personalised target trackers, bite-size training and ready-to-go activities and interventions. For more information, visit www.verboapp.co.uk
Practical tips for managing digital learning
By Dakota Murphey The integration of technology into education offers exciting opportunities to enhance student engagement, personalise learning, and prepare students for an increasingly digital world. However, for many educators, navigating this digital frontier can feel overwhelming and chaotic. The shift to digital learning brings with it a host of challenges: managing student device usage, choosing appropriate digital tools, integrating technology seamlessly into lesson plans, and ensuring equitable access for all students. Educators not only need to master new technologies themselves but also guide their students in using these tools effectively and responsibly, and help encourage students to consider tech roles for themselves in the future. Creating a tech-friendly classroom layout Creating a tech-friendly classroom layout is essential for maximising the benefits of digital learning while minimising potential disruptions, whether it’s for daily use with students or making the space flexible for community classes. The physical arrangement of your classroom can significantly impact how effectively students use their devices and collaborate with peers, so start by considering the placement of furniture to support both individual work and group activities. This might mean arranging desks or tables in configurations that allow for easy movement between independent and collaborative work, such as clusters or U-shapes, or managing power sources to keep devices powered throughout the day. Proper lighting is often overlooked but plays a vital role in creating an optimal digital learning environment. Position screens to avoid glare from windows or overhead lights, which can cause eye strain and make it difficult for students to view their devices. By thoughtfully addressing these layout considerations, you can create a classroom environment that supports and enhances digital learning experiences for all students. Understanding storage and underlying systems To effectively manage digital learning, educators must have a solid grasp of the underlying technical aspects that support these systems. This knowledge not only helps teachers troubleshoot common issues but also enables them to guide students in becoming proficient digital learners. A fundamental aspect of this is understanding file formats – introduce students to common formats, explain the purposes of each and when to use each one. This knowledge is crucial for students to effectively create, share, and access digital content moving forward. It’s worth exploring the concept of cloud storage and file sharing too, explaining how platforms like Google Drive or Microsoft OneDrive can facilitate collaboration and provide access to files across different devices. This understanding helps students keep their digital work organised and easily accessible. Lastly, teachers need to equip students with basic troubleshooting skills for common technical issues, such as how to clear browser caches, update software, and perform basic device maintenance. These problem-solving skills guide students through the process of identifying issues, researching solutions, and applying fixes for themselves, which aids confidence in using technology and fosters greater independence. Choosing the right digital tools When selecting tools, educators must consider not only the learning objectives and curriculum standards but also issues of equity and access among their student population. Look for tools that align with your teaching strategies and can enhance student engagement and understanding, but also consider the accessibility features of potential tools. For example, you will want to incorporate platforms that offer text-to-speech capabilities, closed captioning, and adjustable font sizes to accommodate students with diverse learning needs. When evaluating digital resources, also consider the learning curve associated with each tool. While some advanced platforms might offer impressive features, they may be too complex for students to navigate effectively, potentially exacerbating existing digital divides. User-friendly interfaces that allow students to focus on content rather than struggling with the technology itself are a better choice. If possible, facilities should prioritise high-quality, free or low-cost options to avoid creating financial barriers to participation. By carefully considering these factors, educators can choose digital tools that not only meet their instructional needs but also promote equitable inclusivity in the digital learning environment. Managing student use and avoiding distractions Managing the use of digital tools is an important aspect of effective digital learning. Students often struggle with maintaining focus, so it’s essential for educators to implement strategies that promote responsible device usage. Start by establishing clear guidelines for when and how devices should be used in the classroom – one way to achieve this is to implement a system of visual cues or signals that indicate when devices should be active, face-down, or put away entirely. Implementing screen time limits and scheduled breaks is another effective strategy. Extended periods of screen time can lead to fatigue and reduced productivity, so incorporate regular breaks where students can rest their eyes and engage in non-digital activities. Additionally, consider using monitoring software or productivity tools that allow you to oversee student activity on devices. While it’s important to balance monitoring with trust and privacy concerns, these tools can be valuable in ensuring students stay on task and use technology appropriately. Teaching digital citizenship and responsible online behaviour is fundamental to managing student use of technology. Incorporate lessons on internet safety, ethical online conduct, the responsible use of AI, and critical evaluation of digital content into your curriculum, to help students understand the potential consequences of their digital actions and the importance of maintaining a positive digital footprint. Embracing flexibility and progress in digital learning The journey toward effective digital learning is ongoing, and it’s important for educators to remain flexible and open to new ideas and technologies as they appear. As you implement these strategies, remember that what works best will vary depending on your specific context, your students’ needs, and their learning objectives, so it’s critical to be prepared to iterate and refine your approach based on feedback and observed outcomes. Remember, the goal is not perfection, but progress. Each step taken towards more effective digital learning is a step towards better preparing our students for their future. The ultimate aim, as always, is to provide the best possible education for your students in our rapidly evolving digital world.
The Anti-Graffiti Solution That Could Save Your School £1,000s
Want To Save Time & Money? You can with Urban easy-on anti-graffiti premium protection glaze.To keep your school corridoor walls, stairwells & ceilings pristine for longer. Urban easy-on is a super durable, clear glaze that provides school walls with outstanding long term protection. With its 20 year life-span, redecoration intervals can be extended enormously, resulting in huge cost savings. Proven to save schools time, money, and effort. Leaving school walls looking fresh, hygienic and clean without the need for constant redecoration. Easy application with either brush, roll or spray Combats the following: Urban Hygiene is one of the UK’s most trusted providers of Anti-Graffiti Coatings, Graffiti Removers, and Cleaning Products with over 20 years experience! Urban Hygiene and our overseas partners operate a large team of sales representatives who welcome the opportunity to visit you, should you require product assistance. Join the hundreds of schools already using this 5-star product and start saving money today! Please take a look around our website and call us to discuss your requirements. Call now on +44 (0)1302 623193 or email enquiries@urbanhygiene.comwww.urbanhygiene.com
Liverpool college receives prestigious Chartered Institution for Further Education status
Future Trends in Education: Preparing for Tomorrow’s Classroom
Education is on the brink of a significant transformation, driven by rapid technological advancements and changing societal needs. The future classroom will be vastly different from the traditional setup that many of us are familiar with. As educators, students, and policymakers adapt to these changes, it’s essential to explore the trends that will shape the learning environments of tomorrow. Understanding these trends will not only help in preparing students for future challenges but also ensure that they are equipped with the necessary skills to thrive in an increasingly complex world. Embracing Technology in the Classroom One of the most profound shifts in education is the integration of technology within the classroom. The advent of digital learning tools and platforms has revolutionised the way students engage with their studies. In fact, a staggering 80% of students have reported that digital learning technology has directly improved their grades. This significant percentage underscores the pivotal role technology plays in enhancing educational outcomes. Moreover, the financial aspect of educational technology is equally compelling. The global educational technology market is projected to grow to an impressive $377.85 billion by 2028. This growth reflects a broad acceptance and adoption of technology in educational institutions worldwide, from primary schools to universities. Educators are harnessing the power of interactive software, virtual reality (VR), and augmented reality (AR) to create immersive learning experiences. These tools not only make learning more engaging but also cater to different learning styles, ensuring that all students can benefit from the educational material. For instance, VR can take students on virtual field trips to historical sites, while AR can bring complex scientific concepts to life in the classroom. The Rise of Personalised Learning Personalised learning is another trend that is reshaping education. This approach tailors educational experiences to meet the individual needs, strengths, and interests of each student. By leveraging data and analytics, educators can provide customised learning pathways that ensure every student reaches their full potential. In this context, resources like IGCSE past papers and IGCSE revision notes become invaluable. They offer students the ability to practice and review material at their own pace, ensuring they fully grasp the content before moving on. Moreover, IGCSE resources provide a wealth of information that can be tailored to fit the specific needs of each student, making personalised learning more accessible and effective. The importance of using a variety of IGCSE exam questions and IGCSE papers cannot be overstated. These tools allow students to familiarise themselves with the format and style of the exams, reducing anxiety and improving performance. Personalised learning also extends beyond academics, fostering a holistic development that includes critical thinking, problem-solving, and interpersonal skills. Importance of STEM Education Science, Technology, Engineering, and Mathematics (STEM) education is critical in preparing students for the future workforce. As the demand for STEM professionals continues to grow, it is essential that students are equipped with the necessary skills and knowledge to excel in these fields. STEM education promotes problem-solving, critical thinking, and creativity, all of which are essential for success in today’s rapidly changing world. Programs that integrate STEM learning from an early age are becoming increasingly popular. These initiatives often include hands-on projects, coding classes, and robotics competitions, which make learning both fun and practical. By engaging students in STEM activities, educators can ignite a passion for these subjects and inspire the next generation of innovators and leaders. Remote Learning: A New Norm The COVID-19 pandemic has drastically altered the educational landscape, with remote learning becoming a new norm for many students and educators. Before the pandemic, 23% of school systems had plans to adopt supplemental online courses. This number has since risen to 28%, highlighting a shift towards integrating online learning as a permanent fixture in education. Remote learning offers several advantages, including flexibility and accessibility. As noted by educations.com “Online education enables the teacher and the student to set their own learning pace, and there’s the added flexibility of setting a schedule that fits everyone’s agenda.” This flexibility is particularly beneficial for students with varying learning needs and those who require a more adaptable schedule due to extracurricular commitments or personal circumstances. Despite its benefits, remote learning also presents challenges, such as ensuring equitable access to technology and maintaining student engagement. Addressing these issues is crucial for the successful implementation of remote learning on a broader scale. Integrating AI in Education Artificial Intelligence (AI) is making significant strides in various sectors, and education is no exception. AI has the potential to transform teaching and learning by providing personalised educational experiences, automating administrative tasks, and offering real-time feedback. Dan Schwartz, dean of Stanford Graduate School of Education, aptly puts it, “Technology is a game-changer for education – it offers the prospect of universal access to high-quality learning experiences, and it creates fundamentally new ways of teaching.” AI-driven tools can analyse student performance data to identify areas where they may need additional support, thereby allowing teachers to tailor their instruction more effectively. AI can also help in creating intelligent tutoring systems that provide students with immediate feedback and personalised recommendations. These systems can adapt to each student’s learning style and pace, ensuring a more individualised learning experience. Furthermore, AI can assist in administrative tasks such as grading and scheduling, allowing teachers to focus more on instruction and student interaction. Preparing Students for Future Careers As the job market evolves, it is essential to prepare students for the careers of the future. This involves not only providing them with the technical skills required for specific jobs but also fostering soft skills such as communication, collaboration, and adaptability. These skills are increasingly important in a world where many traditional jobs are being automated or transformed by technology. Career education programs that offer real-world experiences, such as internships and apprenticeships, are invaluable in helping students understand the demands of the workplace. These programs provide students with practical skills and insights that are directly applicable to their future careers. Moreover, global collaboration and exchange programs can broaden students’ perspectives
Education Estates – the UK’s leading learning environment event
150+ Exhibitors | 3000+ Attendees | 150+ Speakers | 700 Awards Guests Education Estates® is an annual forum that brings together the education community: from policy makers and designers to suppliers and educators. Held in partnership with the Department of Education, it is a key resource to gain valuable insight into upcoming policy, be inspired by innovative new projects and derive practical knowledge from experts in the sector. ➢ Learn: a two-day conference over seven themed stages ➢ Explore: an exhibition showcasing some of the most innovative solutions around ➢ Celebrate: an awards ceremony celebrating excellence in the sector Education Estates® is the UK’s leading learning environments event, focussing on the funding, design, build, maintenance and management of schools, colleges and universities. This year is the biggest and best yet, with over 150 exhibitors and the highest ever number of registered attendees. The conference programme has just been released and offers delegates innovative ideas to current challenges, with presentations exploring every facet of the project and experiences from concept through to end user. According to Rebecca Stratten-Nott, the Event Commercial Director, the exhibition will see a 20% increase this year, with names including Morgan Sindall, Lawray Architects, Dulux Decorator Centre, Cundall, eEnergy, Bouyges, InVentry, Morleys, Trend Control Systems, Kawneer, RAM Building Consultancy, Energys Group, Saint-Gobain Ecophon, Kier Construction, Salix Finance, Fusion21, BOYCO UK, Pickerings Hire, James Hardie, SFG20, Fagerhult, Pagabo, Twinfix Canopies & Roof Glazing and Fews Temporary Buildings. Meanwhile, the Awards Shortlist has just been announced. The Education Estates® Awards is a sell-out event every year – a great way to celebrate what’s possible in the sector. New for this year is the Education Estates® Peoples Awards, recognising incredible talent and passion in education – the people behind the projects. Programme Highlights: Following the sell-out Education Estates® SEND and Net Zero conferences earlier this year, the conversation continues at Education Estates®! Highlights include: • Climate adaptive school grounds: a new frontier – Matt Robinson, Learning through Landscapes • Acoustic Design Watchlist – What the Building Bulletins don’t cover! – Emma Greenland, Anderson Acoustics • Building Quality from design to handover – Nick Coke, WT Partnership, Linda Stevens, CIOB & Jo Marchant, The Boxing Academy • Does Design Review Deliver for Education Development? – Matthew Blythin, DHA & Catherine Ward, HLM; Enhancing Higher Education Spaces Through Data-Driven Insights – Becky Hayward, Buro Happold • The integration of academia and community and commercial spaces – Robert Hopkins, AHR & Tim Hosker, University of Huddersfield • Education in the Secure Environment – Dave Clark, Lincolnshire County Council & Lorna Crowther – Managing/Regional Lead Architect, Kier Design When: 15-16 October, 2024 Where: Manchester Central How do I register: Register at: www.educationestates.com Education Estates® is free to attend for the public sector*. Education Estates® 2024 Sponsor Partners: Arcadis, AtkinsRéalis, Clevertronics, Galliford Try, i AM Compliant and TG Escapes modular eco-buildings. *Public sector refers to all those directly employed in schools, colleges, universities, government and local authorities (including governors and independent schools). Delegate rates apply to the private sector. The exhibition is free for all to enter.
Discover the future of education with industry experts at BRILLIANT Festival
Pioneering Primary School Abolishes Behaviour Charts
A Shropshire school says it has gone through a ‘paradigm shift’ in a bid to halt child shaming. Textbooks, childhood experts, and even many parents will tell you that children need consequences for their actions, and that it’s only through these that they learn to distinguish right from wrong. Consequences, they’ll tell us, help shape little minds to grow into well-rounded individuals, with a good dose of moral fibre. Indeed, schools up and down the country still rely on consequence-based tools like behaviour charts. A beautiful mural of a rainbow lighting up a sunny sky may at first glance seem like a cheerful classroom image, but look more closely and you’ll see that beneath that splash of bright colour lies a much greyer and more sombre backdrop depicting storm clouds. Imagine being that child whose marker has slipped down into those storm clouds, lurking sad and lonely in the murky depths of shame for everybody to see. It’s perhaps understandable then that some children develop a wholly inaccurate (but sadly sometimes deep-rooted) belief that they are somehow a ‘bad’ child. A belief that can become their ‘truth’ and can colour their attitude and approach across their entire school career. Always keen to find new (and better) ways of doing things, St. George’s Primary School, based in Telford, Shropshire, recently turned their own behaviour policy on its head and made the bold decision to implement an innovative new approach, underpinned by positive psychology and collective rewards school-wide. It’s a move which is already paying dividends according to Kath Watts, Deputy Head of St George’s School. She explained: “We built the new policy on the foundations of our ongoing work around trauma-informed practice, and it has an unwavering focus on inclusivity; physical, cultural, and neurological diversity; and an absolute avoidance of shame. “We knew that we were onto something special when a consulting educational psychologist who visited us recently referred to it as a ‘paradigm shift’ moment. “A lot of groundwork went into the policy courtesy of our early years teacher Lindsey Garroway, our SENDCo Holly Evans and our Senior Middle Leader Clare Holt, and we spoke deeply and candidly with our children about how they felt when their name moved down the behavioural chart. “We were given answers like ‘I felt naughty but sad’ and ‘It made me feel upset because normally I’m not bad that I know of, it made me feel like I was bad’. “The more we explored, the more shame-inducing we realised the charts were and so we abolished them with immediate effect. “Instead, we introduced a more collaborative approach with our Behaviour Stars System. Classes now work collaboratively to earn whole class rewards based on the number of stars they collect as a team. Stars are added to a behaviour app, and the children are also given stickers as an individual reward. “Whole class rewards are discussed and chosen by the children in the class, and can include things like a movie afternoon or a class party. Once the children have worked together to earn 500 stars they achieve their whole class reward, the system then resets for that class and they work on choosing and earning their next reward, ideally one per half term. “This system not only removes any shame-inducing element, but promotes teamwork – encouraging responsibility and accountability in a positive way. “Initial feedback has been incredibly positive with teaching staff reporting that children love to see the stars being added to the app and their class total increasing. It has been praised as a great team motivator – encouraging the children to work together. Children were also able to clearly recall what they did to be awarded the behaviour stars, suggesting a positive pupil engagement with the system. “Other classroom recognition we have put into place has had an equally positive impact. These include special awards such as a Values Award, Reader of the Week, and Postcards and/or texts sent home to parents to celebrate pupils’ success. “A ‘Wanted – Praise on Sight’ poster makes it easy for other teaching staff and even a child’s peers to reinforce their positive behaviour, and the ‘We Can Do It’ board provides additional encouragement. There are also a number of public recognition awards presented in Assembly, such as Class Star of the Week, Certificates, and Special Mentions Certificates. “The positive behaviour being encouraged is represented with visual prompts displayed on the classroom boards, along with reminders of values. At the start of sessions children are positively reminded of expectations, and non-verbal signals are used to help them stay on track. “If and when a derailing does occur, children of course need consequences. But these have also undergone a revamp and teaching staff have been given fresh guidance on how to encourage pupils to consider how best to make ‘good choices’. Language is all from the positive and categorically avoids the use of shaming language. “The approach often starts with a quiet word (with a friendly open face and body language), moving seats, or sitting a child with an adult who knows how to address the behaviour. “Natural consequences occur if matters escalate, with time taken to practise skills, feedback to parents when deemed necessary, and a ‘Reflect and Reset’ written reflection task provides a purposeful learning opportunity (and is never used as an isolation exercise). “For repeated or persistent examples of low-level inappropriate behaviour we have systems such as ‘Time In’ – instead of ‘Time Out’ – which offers time to reflect with a trusted adult outside of the classroom environment, to enable restorative conversations to occur in a safe and calm manner. “Behaviour Support Plans can be put into place where necessary – written by all parties including the child, teacher, parents, inclusion team and/or SLT – and will be monitored by a senior member of staff, and an Early Help Plan may be considered. “Where there is level two behaviour displayed – more serious incidents or continued persistent examples of inappropriate behaviour
Helping children rediscover the joy of writing
A new writing curriculum for primary school children has been launched today (Wednesday 19th June 2024) to help pupils fall in love with writing while improving their skills, which have been adversely affected by the pandemic. The percentage of children reaching the expected standard in writing by the end of Key Stage 2 decreased to 71% in 2023, down from 78% in 2019. As a result, one in three 11-year-olds left primary school last year unable to write at the expected level. The DfE and Ofsted is now focused on tackling the fall in standards. ESSENTIALWRITING, created by HFL Education (formerly Herts for Learning), helps primary school children understand and enjoy the craft of writing. The material enables teachers to look at the curriculum with fresh eyes and impact learning by offering: HFL Education Primary English Advisor Michelle Nicholson said: “We want children to fall in love with writing again – Research by the National Literacy Trust found that only 34.6% of children and young people aged between 8-18 enjoyed writing in their free time, but those that did were more likely to do better in school and throughout life. “We want to ensure children have a voice and a choice as they are developing their writing skills at school, so that they may be more likely to choose to write for pleasure at home which will improve their written skills even more. In the same way as if we support children to read well and read with enjoyment at school, they will read independently at home. All of this improves confidence and life skills in other areas. “Sadly, many children missed out on developing their skills and appreciation of writing during the pandemic. Writing skills are difficult to teach remotely so many younger children missed out on learning vital foundational skills during lockdown. For older children, the shift to online classwork meant physical writing skills weren’t practised as much as they would have been in the classroom. The cumulative effect has been significant gaps in literacy and language skills.” HFL Education ran over 20 pilot schemes for the new ESSENTIALWRITING curriculum across a variety of schools in Hertfordshire, Bedfordshire and London, and they showed real impact. Both children and teachers were measurably more confident around the subject, and children were excited about writing and taking pride in their work. Mrs Danni Hawtree, English subject leader, St Paul’s Walden Primary School, one of the schools that ran the pilot, said: “The quality and quantity of the work has massively improved. The children have enjoyed the English lessons and the range of different themes. They loved writing for a real purpose and were excited to receive a response and see the impact of their writing. The units are enjoyable to teach because it’s clear and easy with the prompts and models in child-friendly language.” HFL Education’s ESSENTIALWRITING curriculum covers the National Curriculum and is designed for years 1 to 6. They will learn to write for a variety of purposes including creating stories and poems, capturing biography and putting together persuasive letters, with an understanding of audiences and purposes. For more information about ESSENTIALWRITING or for further advice about how to enhance your school’s primary English offer, please visit www.hfleducation.org/school-improvement/primary/english