Targeted Speech, Language and Communication Provision
Support for Children and Young People (CYP) with speech and language difficulties
is centred on the Early Years Language and Education Service, (EYSLES) and
Heron Cross Resourced Provision, (KS1 & KS2).
There are three routes to admission to Heron Cross Speech, Language and
Communication (SLCN) Resource:
1. Through Statutory Assessment and Monitoring Panel and the Statementing
2. Through the SLCN Moderation Panel as a pupil exits EYSLES.
3. Through the SLCN Moderation Panel after a pupil has had input at
School Action Plus (SA+), supported by their school, the Speech
and Language Therapy Service and/or the Inclusion Service -
Where the outcomes of the pupil’s SA+ Review concludes that the pupil’s needs are
not being fully met in their mainstream setting, (where SLCN appears to be the
primary area of need), despite appropriate levels of intervention from all agencies
necessary; the pupil may be eligible for referral to the Resource. The school is
responsible for submitting the information/outcomes and reports of all agencies
involved, including views and permission of parents/carers to the SLCN Moderation
Panel; held 3 times per school year.
This does not need to be considered as a request for Statutory Assessment, as the
Statutory Assessment Moderation (SAM) Panel increasingly identifies provision that
does not require statutory assessment. It also means that a pupil does not
necessarily require a statement on admission. It also supports the Local Authority’s
view that statutory assessment should only be carried out when necessary.
This process describes a model that addresses SLC needs along a continuum and
meets those needs within an inclusive setting. It also sets out a model of
identification and assessment, which results in an appropriate provision and multi
SLCN Resourced Provision
Provision at the Foundation Stage is centred on EYSLES and at KS1& KS2 on Heron
Cross SLCN Resource. Foundation Stage pupils access EYSLES through
identification by the Speech and Language Therapy Service and notification to the
EYAF, this process does not require a Statement of Need.
The Local Authority seeks to provide highly specific and individually tailored teaching
and therapy for a pupil with a specific speech and language disorder or impairment,
whose learning difficulties are not substantive or of primary concern, and who have
no significant hearing loss, but who have been unable to develop normal linguistic
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The pupil remains on the roll of their mainstream primary school. They access the
SLCN Resource on a part time basis or receive support on an outreach basis. This
support is set out in a Service Level Agreement (SLA) with the Resource.
A pupil is identified as having a SLC need on the basis of assessments carried out by
an educational psychologist, a specialist teacher from the Inclusion Service and a
speech and language therapist. The results of standardised language assessments
will be within the 1st or 2nd centiles, despite appropriate support and intervention
during the period of assessment.
The CYP will require:
Access to a broad and balanced curriculum, which has been modified and
adapted to meet their SLC needs
Access to intensive speech and language therapy
Access to a mainstream school where the school is supported by staff from
the Resource in order to adapt and modify its’ curriculum. This support will
follow the pupil for a period of time negotiated between school and
appropriate support services.
Some continuing access to Speech and Language Therapy Service.
The pupil’s specific language disorder may be the result of any one of the
following or a combination thereof:
1. Disordered speech
2. Disordered receptive language
3. Disordered expressive language
It would not be appropriate to offer a place if:
The pupil’s speech and language skills are commensurate with their general
rate of learning and level of acquired skills
The pupil’s receptive/expressive language disorder is part of a primary need
of Autistic Spectrum Condition
The pupil’s primary need is hearing loss, physical impairment, behavioural or
The pupil has severe learning difficulties.
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Placement at the SLCN Resource
At Foundation Stage pupils will continue to be identified by the Speech and
Language Therapy Service, notified to the EYAF and then offered a place at
EYSLES. At the end of the pupil’s reception year their parents’ permission may be
sought for the pupil to be referred to the SLCN Moderation Panel.
This panel consists of the Teacher in Charge of the Resource, the SLI Team Leader
(SLT), the EP attached to EYSLES and the Manager of EYSLES and is chaired by
the Head of SEN Assessment and Monitoring.
The panel decides whether a placement at the Resource is appropriate and also the
balance of time between the Resource and the mainstream school or outreach
support, parents are then asked to agree to this provision.
Pupils Accessing Heron Cross SLCN Resource at SA+
Where the outcomes of a Children or Young Person’s (CYPs) School Action
Plus Review concludes that a CYP’s needs are not being fully met in their
Current Mainstream Setting and where SLCN appears to be the primary area of need
and where, despite appropriate levels of intervention from all agencies necessarily
involved, the child has not made progress. The child may be eligible for referral to
the SLCN Resource.
The school are responsible for submitting the information/outcomes/reports of
all agencies involved; speech and language therapy service, inclusion service and
educational psychology service, as well as including views of parents/carers and the
child, (where appropriate to age).
The school would then submit this information for the consideration of the Language
Moderation Panel. This will be held 3 times per school year as a continuation of the
SEN Statutory Assessment and Monitoring Panel.
This does not need to be considered as a request for Statutory Assessment,
as the Language Moderation Panel increasingly identifies provision that does not
require statutory assessment.
The pupil remains on the role of their community mainstream primary school and
support is offered by the Resource focussing on modifying the curriculum and
supporting mainstream staff to meet the needs of the pupil.
During placement at the Resource, a pupil is subject to the usual processes of
assessment including, if necessary, statutory assessment.
Recommendations for transition from the SLCN Resource will be made following a
formal annual review meeting or a SLCN Moderation Panel Meeting.
Brian Hepburn Head of SEN Monitoring and Assessment Service
Chris Staunton Head of Educational Psychology Service
Marj Povey Deputy Manager Inclusion Service
Karin Evans & Angela Wright Speech and Language Therapy Service
Penny Barker Advisory Teacher, Inclusion Service
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