Identifying and Supporting Children with SLCN Training

SLCN is the most common primary area of need for pupils with SEND at 23%.In some areas of deprivation, this figure is at least 50% if not higher. Recent evidence also shows that 81% of children with emotional and behavioural disorders have unidentified language difficulties. Despite its prevalence, only 3% of the school population is ever identified as having SLCN indicating that children are being missed.

Due to the nature of the changes and presentation of the SLCN it can often be difficult to identify. This can lead to difficulties becoming entrenched and harder to change. There is a significant impact on education with substantial evidence showing that exam pass-rate is lower and less than 50% continuing education post 16. Early identification is crucial in order to support children effectively so that it has a positive impact on their academic abilities. This can only be achieved if staff are aware of how SLCN presents and what they can do to support pupils. Specialist training such as this will build your knowledge in these areas and allow you to identify and make appropriate referrals in order to gain specialist support and advice for children. It will also empower you with strategies on how you can provide support.