Tell us a little about your school, how many children are roughly on roll?
Mainstream primary school, EYFS to Year 6, with 266 pupils on roll.
Are you using Infant and Junior Language Link across your school?
We assess all children in EYFS and KS1 using Infant Language Link and then use the Language Link intervention activities to help address the children’s identified gaps in receptive language. In KS2, we assess pupils and intervene where needed using Junior Language Link.
You are also a continuing user with Speech Link (the speech sound package) too – what are the reasons why you continue to renew your license?
We feel that the Speech Link assessment is a great tool to identify sounds that need to be worked on and gives you a programme that you can use straight away.
Has the screening process helped you with your referrals to speech and language therapy services?
We have made SALT referrals based on assessments as we have more accurate information on the areas they struggle with and their scaled scores on Language Link. The good thing is that you get weekly activities that can be worked on with the children to help them, whilst they await seeing the SALT. It’s great that we can be doing something proactive that helps them in school while they are on the waiting list.
Why do you think other schools should find out more about Speech & Language Link and the packages they offer?
I think the assessment tools are incredible – they give a clear picture of the areas that need to be worked on. You can also track how each intervention is going to see if children are closing the gaps. It also supports us with referrals for neurodivergent children, EHCPs, speech and language therapists, for example. It’s just great being able to see the progress the children have made.
Finally, do you have any success stories that you wish to share?
We had two children in EYFS who were assessed using Infant Language Link and marked as having severe language and communication needs (scaled score 53 and 75). We followed the recommended interventions and the plans that accompanied them. They had a language intervention once a week. We also used their score and assessment information to put referrals in for speech and language therapy, which were accepted straight away for both children.
As the year progressed, we noticed that Child A was becoming more talkative within the classroom. Previously, she had been very quiet and engaged with few people. Her confidence grew as the year went on and this meant we were then able to assess her speech as well. She developed some great friendships and engaged in lessons, helping her to make small steps of progress academically as well. We reassessed at the end of the year, and she had a scaled score of 95 and was appropriate for age for her language.
Child B had significant speech gaps alongside language difficulties, and it was a struggle to understand him. At the beginning of the year, he was quite rough and physical with other children, and he had to be spoken to regularly. As the year progressed, he became less physical but also his confidence to share information and discuss things that had happened which led to him being physical was incredible. As his understanding of language improved, he became more confident in finding ways of communicating with us and understanding what was happening. When he was reassessed at the end of the year, he had a scaled score of 102 and was appropriate for his age in language.
It’s been so interesting to hear about the impact that Language Link and Speech Link have made to your school – thank you both.