Identification

Children/young people can present with difficulties in some or all areas of language (attention and listening, receptive language, expressive language, speech/articulation and/or social interaction).  Concerns about language development are often identified in the early years but can also be identified in school at a later date.

Concerns about speech and language can be identified in school in a number of ways - for example, teacher assessment, curriculum assessment and academic achievement.  As a general guidance principle, skills could be measured at below a standard score of 80 (or 80-85 over time with intervention) is likely to require additional support and intervention.

Usually, there should be evidence that teachers have made the reasonable adjustments outlined in the Quality First Teaching section have been made before individual intervention is considered.

The development of the pupil’s social communication skills is at a very different rate and style and is a barrier to learning which requires additional support to achieve progress.

Pupil’s social communication skills are at a level below age-related expectation and there is evidence of an increasing gap between them and their peers.