The new cohort of children has arrived in most primary schools. Tiny and wide-eyed, they pour in with their oversized backpacks and bright new uniforms with starch-stiff collars and rectangular creases.

There’s an atmosphere in the classroom, apprehension and excitement, that just hums. Teachers and TAs look at each other with determined glances, readying themselves for their new students. The summer holiday is well and truly over—sandals, sunshine and siestas replaced with planning, panicking and somewhat unpredictable weather.

It’s not just the children that are feeling apprehensive. The staff know that they’re in for some real challenges, the same ones they face year-on-year, as September swiftly comes.

  • How can I help every child settle in and feel safe?
  • Will there be lots of children who need extra support, do I have the right support for them?
  • How do I balance all the other expectations—meetings, prepping and data recording—without losing sight of what really matters?

The autumn term is undoubtedly tricky. I always remind myself to organise my school meetings in October instead of September, so not to add to the overwhelming to-do list of particularly frazzled, stressed SENCos with so much to coordinate and not enough time.

Even the most stoic of teachers feel the pressure of trying to make ends meet, knowing that there’s only a limited amount of nurture and support that can be provided to the children in their class. And who really wants to put a ration on that?

Here are four predictions for you:

  1. You will have many children with SEND joining your school
  2. It will feel like there are more than the year before…
  3. …and they will have even more significant needs
  4. Most of them will have speech and language difficulties

You might be surprised to know that no psychics were called upon here. I have heard these things reported at conferences, in conversations and during school training sessions. But I’ll let you in on a little secret about the last one: whenever it’s mentioned—and it so often is—I find myself feeling concerned and, if I’m honest, a small sense of relief.

Let me explain.

Whilst it’s worrying that the figures are rising, it’s a huge positive that these difficulties are being recognised. It means that speech, language and communication needs have been pushed to the forefront of conversation, meaning that there is better knowledge of the impact and of what to do.

Going back to challenges, I get it now. I’ll be honest, at the very start of my career as a therapist, I didn’t really grasp the scale of the challenges that schools face alongside supporting speech and language needs. And for that, my former schools, I’m sorry if I wasn’t as understanding as I should’ve been. Over the following years, I’ve come to find out just how many hurdles there are. So, now that I am a little further along in the journey, I wanted to offer a few suggestions for the first term. I just hope they make things a little easier for you.

1. Make sure that your environment is accessible

A well-organised space reduces confusion and supports understanding. Use visual supports like timetables, labels and now/next boards. Keep displays purposeful, label areas and drawers and avoid visual clutter—too much information can seem like old wallpaper—colourful, busy, but after time, easy to overlook.

2. Have a clear plan

Start the year with a clear plan for how you’ll support speech and language needs in your class. Whether using a structured programme or various approaches, being proactive means a calm and collected approach down the line.

3. Spot needs early…

Speech and language skills underpin learning, literacy and friendships (amongst many other things). Yes, screening your class can take some time, but it’s time well spent! Identifying needs early in the school year means you can put the right support in place before gaps widen and there are more concerns to contend with. For those with our Infant Language Link package or contemplating screening at school entry, we have made our assessment process speedier for you—have a look here.

4. …but not too early!

You don’t need to spring into action straight away. In fact, doing assessments and investigations very early in the first term will skew your results. So, give yourself a breather and give your children time to settle in. After a few weeks, observe carefully: Who’s finding it hard to follow instructions? Who’s struggling to join in? Insights like these will support you in your next steps. For our Infant Language Link package, we recommend you wait until after the half-term holidays before screening your pupils.

5. Buddy up your pupils

You’ll know to do this already, but pairing children with good language skills with those who need more support is so powerful. Structured interaction will help both children, so ensure that there are plenty of opportunities for discussion built into your teaching.

And finally, when things start to feel too much, don’t feel guilty about letting people know, “That’s enough”. You can’t do everything. I know it’s easy for me to say, but delegate where you can and pick a few tasks at a time. Your weekends matter too, and whilst next Summer’s holiday feels like a lifetime away, don’t lose sight of it. It’s a reminder that cocktails and day naps are on the horizon, and you really do deserve it.

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Did you know that a major cause of teacher burn-out is due to guilt and stress from feeling like they aren’t meeting needs in the classroom and don’t have the sufficient tools to manage them? Speech & Language Link’s structured programmes lift the emotional load by making SLCN manageable, helping teachers work smarter and happier. Furthermore, our reception-aged school entry assessment in Infant Language Link has been improved. We have made screening much speedier, to save you on your most precious commodity: time.

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