Below you can find a range of examples of how to use the SLCF to support workforce development either as an individual or as a group.
1. Using the SLCF as an individual
Many participants use the SLCF to evaluate their own levels of skills and knowledge in speech, language and communication. We have received a series of case studies from individuals who have completed the SLCF and then accessed the targeted training suggested for the strands that they were not very confident in.
One individual noted that after completing the signposted training they felt more confident in identifying children with speech, language and communication needs and also developing the communication skills of all children within their early years setting, through creating communication friendly environments. This then urged her to complete the SLCF as a group, evaluating the strengths and development needs of the entire setting.
2. Using the Universal Handbook
After completing the Universal stage of the SLCF one individual noted, as funding was scarce, that she was looking to develop her skills and knowledge through free continuing professional development. Having downloaded the Universal handbook she completed the activities aligned to her setting and learning needs. With the support of her line manager she recorded the outcomes in a personal portfolio. Free resources from the Hello, Talking Point and various other websites helped support her learning. Please see the resource catalogue for free resources.
3. Using evaluations to link to existing training
As part of the Every Child a Talker programme, Early Language Consultants asked their Early Language Lead Practitioners to complete the SLCF online. All of the responses were analysed, giving an overview of the group’s confidence in different competences. The group was due to receive a national training package, which had previously been mapped using the SLCF. The consultants were then able to see which competences were likely to be supported by the national training programme, and which needed to be developed in different ways with their practitioners. The results of the SLCF online were also shared with the training provider, enabling them to focus on areas most relevant to that particular group.
4. Planning a training offer
One local authority mapped all of its early years training using the SLCF. This enabled them to see that they were offering practitioners a good range of training at the universal stage. It identified however, that there were some gaps at the enhanced stage. This enabled them to then develop some new training, covering key areas and offering progression for their practitioners at the enhanced stage.
5. Using the SLCF to meet development needs in a school
Members of a school staff team completed the SLCF. This enabled their local speech and language therapist to develop targeted training for different groups of staff, based on areas identified by their online evaluations. This meant that training and development was more specifically tailored to a range of different needs, rather than ‘one-size-fits all’.
6. Using the SLCF within job roles
One local authority has recommended stages of the SLCF for different settings and staff roles across the borough. For example, all staff in mainstream settings are supported to develop skills at the universal stage, with key members of staff supported to work at the enhanced stage. In schools with resourced provision, more staff are supported to work at the enhanced stage, with training and development provided by staff with specialist skills.
For information on how to complete the profile at a group please visit the How to complete the SLCF page.
Some individual comments
“I saw a change in competencies for the better. They seem more confident in being able to work with parents and engage them as partners. They also seem more confident in being able to identify children who have speech, language and communication needs.... The settings have now appointed an Early language lead practitioner who co-ordinates all the speech, language and communication needs in the setting. There has been a greater awareness of what SLC training is available as well as better understanding of why children need to be referred and where to refer them to.” Bexley, ECaT
“I am much happier that all staff are now at the same understanding and that we know that we are giving the children the same. We all found it extremely useful as it.” Nursery Manager
Derbyshire, Head of Service SSSEN Case Study:
What did you learn about your settings confidence surrounding speech, language and communication from your group completion?
It was a very comprehensive overview of the wider needs of the service, it certainly gave us things to think about and not just for SLCN as some of the key understandings about our work which we felt were in place appeared not to be.
Did your setting or any individuals embark on training or continued professional development?
Yes we decided that all practitioners in the service should be fully confident at the universal level and the targeted level. Most were already happy at universal but support has been put in place at enhanced.
One teacher per team became an ELKLAN trainer, to ensure that we had full coverage at universal. We have purchased SLT support to address the gaps at Targeted and this will take place in December.
Have you noticed a change in practice since completing the SLCF?
- Yes the profile is much higher. In some areas outcomes for young people have improved.
- Improved resources
- Targeted specific teachers skill bases
- Worked on Language friendly environments
- Checked outcomes for pupils with SLCN through standard monitoring frameworks.
- Working group on SLCN led by Head of Service ( Head teacher)
We have found it very helpful in focussing our work on skill development and a have spread the word to other users in Derbyshire.