# data[].attributes.body
All the items in the resource library with an explanation of what the resources can be used for.

# data[].attributes.headline
SELECTIVE MUTISM INFORMATION & RESEARCH ASSOCIATION- How to get help for selective mutism

# data[].attributes.subject
SELECTIVE MUTISM INFORMATION & RESEARCH ASSOCIATION- How to get help for selective mutism

# data[].attributes.attachment_link.readable_text
The information charts below are particularly relevant for England and Wales (UK) but contain general points which may be useful elsewhere.

NB: Page 4 below contains a glossary of abbreviations
The links shown on the flowcharts are given in clickable form underneath each flowchart

1. How to get help for Selective Mutism

Links given on page 1 above:
Search for Private Therapist
Check that the therapist has SM knowledge and is registered with www.hcpc-uk.co.uk

2. Selective Mutism Therapy

Links given on page 2 above:
SMIRA International Contacts List
3. Learning About Selective Mutism

Links given on page 3 above:
Additional Reading
Details and purchase links for all of the books below are on the Recommended Reading page on this website.

"Selective Mutism Resource Manual 2nd Edition" (Johnson & Wintgens). Most changes in 2nd Edition are for older people with SM and generalising outside school

"Tackling Selective Mutism" (Sluckin & Smith, ISBN-13: 978-1849053938, ISBN-10: 1849053936)

"Can I tell you about Selective Mutism?" (Johnson & Wintgens, ISBN-13: 978-1849052894, ISBN10: 1849052891)

"Can't Talk? Want to Talk!" (Jo Levett, ISBN-10: 1909301310,ISBN-13: 978-1909301313)

4. Selective Mutism Information

You may download these flowcharts to your computer as a PDF file, for emailing or printing out:
Download flowcharts as a colour pdf Download as a black & white pdf

# data[].attributes.attachment_link.title
Info: Where to Get Help with Selective Mutism - SMIRA

# data[].attributes.attachment_link.description
SELECTIVE MUTISM INFORMATION & RESEARCH ASSOCIATION Registered Charity No. 1022673 The information charts below are particularly relevant for England and Wales (UK) but contain general points which may be useful elsewhere. NB: Page 4 below contains a glossary of abbreviations The links shown on the flowcharts are given in clickable form underneath each flowchart [...]

# data[].attributes.headline
Just One Norfolk- The speech and language Pyramid 

# data[].attributes.subject
Just One Norfolk- The speech and language Pyramid 

# data[].attributes.body
The communication pyramid highlights the general stages children develop their communication and where support needs to be targeted first.

# data[].attributes.headline
Just One Norfolk: The Norfolk and Waveney Children's Speech and Language Therapy Service - Landing Page

# data[].attributes.subject
Just One Norfolk: The Norfolk and Waveney Children's Speech and Language Therapy Service - Landing Page

# data[].attributes.attachment_link.readable_text
Our Speech and Language Therapists support children with speech, language and communication needs, to help them to communicate better. They also work with children who have eating and swallowing problems.

# data[].attributes.attachment_link.keywords[]
speech language therapy talking talk problems issues play salt communication support supporting cleft lip palate hearing loss stammer stutter stuttering development social worried child early years school eating drinking sound

# data[].attributes.attachment_link.title
Norfolk & Waveney Children's Speech and Language Therapy Service

# data[].attributes.attachment_link.description
Here at Just One Norfolk, we are dedicated to providing children and young people's health services to the community. Find out more about our services

# data[].attributes.body
Screening and Intervention Toolkit

(For children aged 6mths to 6years)

# data[].attributes.attachment_link.readable_text
Delayed language skills lead to under-performance later in life, yet many primary school children have unidentified speech and language difficulties. WellComm can help you to turn this around.
Both the Early Years and the Primary toolkits enable you to quickly and easily identify children needing support. They're quick and simple to use (requiring no speech and language expertise), and the traffic light scoring format of the instant reports makes them quick to interpret.

Both toolkits come with an age-appropriate Big Book of Ideas providing a total of over 150 instant, play-based activities so you can take appropriate action straight away. Activities can be used with parents at home too, so that support is provided whether or not a child is referred to a speech and language therapist

# data[].attributes.attachment_link.description
Both the Early Years and the Primary toolkits enable you to quickly and easily identify children needing support.

# data[].attributes.headline
Guidance from Norfolk and Waveney Children's Speech and Language Therapy service 

# data[].attributes.subject
Guidance from Norfolk and Waveney Children's Speech and Language Therapy service 

# data[].attributes.body
Guidance and ideas to support early communication including use of visuals, developing understanding and developing use of language. Webpages include lots of videos and activity ideas.

# data[].attributes.attachment_link.readable_text
Our Speech and Language Therapists support children with speech, language and communication needs, to help them to communicate better. They also work with children who have eating and swallowing problems.

# data[].attributes.attachment_link.keywords[]
speech language therapy talking talk problems issues play salt communication support supporting cleft lip palate hearing loss stammer stutter stuttering development social worried child early years school eating drinking sound

# data[].attributes.attachment_link.title
Norfolk & Waveney Children's Speech and Language Therapy Service

# data[].attributes.attachment_link.description
Here at Just One Norfolk, we are dedicated to providing children and young people's health services to the community. Find out more about our services

# data[].attributes.body
A video made by the team at Norfolk County Council discussing the use of visuals.

# data[].attributes.attachment_link.description
Using Visuals https://justonenorfolk.nhs.uk
Pyramid Educational Consultants - PECS https://pecs-unitedkingdom.com
Speech, Language and Communication: Supporting the early years in Norfolk https://padlet.com/account/setup

# data[].attributes.headline
Public Health England, Best start in speech, language and communication: supporting evidence

# data[].attributes.subject
Public Health England, Best start in speech, language and communication: supporting evidence

# data[].attributes.headline
Universally Speaking: children's communication development from birth to 5 years  

# data[].attributes.subject
Universally Speaking: children's communication development from birth to 5 years  

# data[].attributes.body
This document provides a comprehensive overview of how children's communication develops and how each stage can be supported through practice, interaction and environment.

# data[].attributes.body
Children develop language at different rates. However, understanding what is typical can help you identify speech and language problems early.  You can also find out how to help your child learn to talk and develop their communication skills.

# data[].attributes.attachment_link.description
Children develop language at different rates. However, understanding what is typical can help you identify speech and language problems early. You can also find out how to help your child learn to talk and develop their communication skills.

# data[].attributes.headline
Nuffield Early Language Intervention (NELI)

# data[].attributes.subject
Nuffield Early Language Intervention (NELI)

# data[].attributes.attachment_link.provider_name
Nuffield Early Language Intervention (NELI)

# data[].attributes.attachment_link.readable_text
The NELI Programme, provided by OxEd and Assessment, is an integrated programme, for 4-5 year olds, that is proven to improve language and behaviour. The Programme consists of:

LanguageScreen, an assessment to select children for intervention and monitor individual and whole-class progress,

CPD certified training with mentor support,

a 20-week intervention delivered by TAs or teachers. The printed resource pack includes full session plans and materials to make delivery of the intervention as easy as possible.

# data[].attributes.attachment_link.title
Nuffield Early Language Intervention (NELI)

# data[].attributes.attachment_link.description
The Nuffield Early Language Intervention (NELI) is an integrated programme, for 4-5-year-olds, proven to improve language and behaviour.

# data[].attributes.body
Most speech and language referrals require evidence of screening and intervention for 10-12weeks. This is then sent in alongside the referral form. Please see guidance here.

# data[].attributes.attachment_link.description
If you are at home with your child and have been advised that you need to do a check of their current communication skills, please watch Early Years Screening video and use the Early Years Language Screening Tool to try the activities with your child.

# data[].attributes.headline
Communication Friendly Environment audit tool

# data[].attributes.subject
Communication Friendly Environment audit tool

# data[].attributes.body
This accessible tool has two sections, to help you reflect on the development of children's speech, language and communication. The first section has a focus on the environment whilst the second section focuses on the practitioner interactions.

# data[].attributes.attachment_link.description
Here at Just One Norfolk, we are dedicated to providing children and young people's health services to the community. Find out more about our services

# data[].attributes.headline
Norfolk County Council- Transition support 

# data[].attributes.subject
Norfolk County Council- Transition support 

# data[].attributes.attachment_link.readable_text
Supporting Transition and Inclusion Record (STAIR)

The Early Years Learning and Inclusion Service has worked with partners to coproduce a record to support children's transitions. The STAIR has been designed to enable smooth transitions, which recognise children's emotional needs, what help they might need and to capture each child's uniqueness.

The STAIR is optional, and settings may use their own versions if they prefer. The STAIR is in 8 short sections. Privacy Notice, Child Details, Transition Information, Developmental Progress and Contact Details should be completed for every child. Learning and Inclusion Needs, Professional Involvement and Plans should be completed where additional information would be useful in making adjustments to ensure transition is successful. When sharing the STAIR for children with additional needs you should also attach any relevant plans, reports or letters from professionals.

The most important thing is to paint an accurate picture of the child, taking into account the child's own views. The STAIR should be completed in conversation with parents/carers and shared with consent, in line with your setting's information sharing policy.

A copy of the STAIR will be emailed to you. You can also include email addresses for parents/carers and the onward setting to have a copy sent to them automatically. Alternatively, the STAIR can be printed and delivered by hand or forwarded via email.

The STAIR online form can be completed using this link https://forms.norfolk.gov.uk/service/Supporting-Transitions-and-Inclusion-Record

Ideas, information and resources to support practitioners, families and children with transitions in the Early Years. This includes the STAIR, publications, videos to share with families, research and book recommendations.

EYFS Transitions in Norfolk (padlet.com)

Below are some downloadable leaflets to help support the various transitions that children may experience in the EYFS. Please note that due to Covid-19, some of the practices described in the leaflets may not be possible. Settings and schools must prioritise health, safety and hygiene requirements at all times.

# data[].attributes.attachment_link.description
Early years forms and leaflets about children progressing from pre-school to school, etc

# data[].attributes.headline
Early Years Transition - The STAIR transition document, the Padlet and downloadable information leaflets

# data[].attributes.subject
Early Years Transition - The STAIR transition document, the Padlet and downloadable information leaflets

# data[].attributes.attachment_link.readable_text
Supporting Transition and Inclusion Record (STAIR)

The Early Years Learning and Inclusion Service has worked with partners to coproduce a record to support children's transitions. The STAIR has been designed to enable smooth transitions, which recognise children's emotional needs, what help they might need and to capture each child's uniqueness.

The STAIR is optional, and settings may use their own versions if they prefer. The STAIR is in 8 short sections. Privacy Notice, Child Details, Transition Information, Developmental Progress and Contact Details should be completed for every child. Learning and Inclusion Needs, Professional Involvement and Plans should be completed where additional information would be useful in making adjustments to ensure transition is successful. When sharing the STAIR for children with additional needs you should also attach any relevant plans, reports or letters from professionals.

The most important thing is to paint an accurate picture of the child, taking into account the child's own views. The STAIR should be completed in conversation with parents/carers and shared with consent, in line with your setting's information sharing policy.

A copy of the STAIR will be emailed to you. You can also include email addresses for parents/carers and the onward setting to have a copy sent to them automatically. Alternatively, the STAIR can be printed and delivered by hand or forwarded via email.

The STAIR online form can be completed using this link https://forms.norfolk.gov.uk/service/Supporting-Transitions-and-Inclusion-Record

Ideas, information and resources to support practitioners, families and children with transitions in the Early Years. This includes the STAIR, publications, videos to share with families, research and book recommendations.

EYFS Transitions in Norfolk (padlet.com)

Below are some downloadable leaflets to help support the various transitions that children may experience in the EYFS. Please note that due to Covid-19, some of the practices described in the leaflets may not be possible. Settings and schools must prioritise health, safety and hygiene requirements at all times.

# data[].attributes.attachment_link.description
Early years forms and leaflets about children progressing from pre-school to school, etc

# data[].attributes.headline
Just One Norfolk: Speech and Language Screening & Intervention

# data[].attributes.subject
Just One Norfolk: Speech and Language Screening & Intervention

# data[].attributes.attachment_link.description
If you are at home with your child and have been advised that you need to do a check of their current communication skills, please watch Early Years Screening video and use the Early Years Language Screening Tool to try the activities with your child.

# data[].attributes.headline
Family Information Service: Finding the right childcare for your child

# data[].attributes.subject
Family Information Service: Finding the right childcare for your child

# data[].attributes.attachment_link.title
Choosing the right childcare for young children with SEND

# data[].attributes.headline
Universally Speaking Booklet and Progression Tool 

# data[].attributes.subject
Universally Speaking Booklet and Progression Tool 

# data[].attributes.body
Screening Tool

(For children aged 3 to 4years)

# data[].attributes.attachment_link.provider_name
Speech and Language UK: Changing young lives

# data[].attributes.attachment_link.description
We know some children can have speech, language and communication needs (SLCN) that can impact on their ability to listen, understand and express themselves. However, it’s not always easy to judge how well a child is progressing with these skills; children may have good skills in one area whilst str…

# data[].attributes.headline
Words for life - National Literacy Trust 

# data[].attributes.subject
Words for life - National Literacy Trust 

# data[].attributes.body
Family support section with resources, videos and activity ideas. Families can also sign up to a Newsletter to access updates.

# data[].attributes.attachment_link.title
Words for Life | National Literacy Trust

# data[].attributes.attachment_link.description
Activities and support for parents, children and young people to improve language, literacy and communication skills from home.

# data[].attributes.headline
Attention Autism - 'A bucket full of ideas' 

# data[].attributes.subject
Attention Autism - 'A bucket full of ideas' 

# data[].attributes.body
A document which covers each stage of Attention Autism as well as of the theory behind it.

# data[].attributes.headline
Early Talk Boost research project with EEF- Speech and Language UK (formerly ICAN)

# data[].attributes.subject
Early Talk Boost research project with EEF- Speech and Language UK (formerly ICAN)

# data[].attributes.body
Fully funded research programme. The Early Talk Boost intervention has been designed by Speech and Language UK specialist teachers and speech and language therapists, with the help of early years practitioners and parents. It is informed by strong evidence and has demonstrated early promise in a study that showed impact on children's ability to talk and understand words.

The intervention is 9-weeks long and comprises of three 15–20-minute sessions a week.  It is usually delivered to around 6-8 pupils in each setting.

# data[].attributes.attachment_link.provider_name
Speech and Language UK: Changing young lives

# data[].attributes.attachment_link.title
Early Talk Boost research project with EEF

# data[].attributes.attachment_link.description
Being able to talk and understand words are key skills for young children, enabling them to access all areas of the early years foundation stage (EYFS).

# data[].attributes.body
Kirstie Page, Speech and Language Therapist and Teacher explains how to weave interventions into early years practice. This 1 hour training video explains aspects of early language development and considers how interventions can be embedded throughout interactions, curriculum, pedagogy and learning environments.

# data[].attributes.body
A speech & language toolkit from screening to intervention

# data[].attributes.attachment_link.readable_text
Delayed language skills lead to under-performance later in life, yet many primary school children have unidentified speech and language difficulties. WellComm can help you to turn this around.
Both the Early Years and the Primary toolkits enable you to quickly and easily identify children needing support. They're quick and simple to use (requiring no speech and language expertise), and the traffic light scoring format of the instant reports makes them quick to interpret.

Both toolkits come with an age-appropriate Big Book of Ideas providing a total of over 150 instant, play-based activities so you can take appropriate action straight away. Activities can be used with parents at home too, so that support is provided whether or not a child is referred to a speech and language therapist

# data[].attributes.attachment_link.description
Both the Early Years and the Primary toolkits enable you to quickly and easily identify children needing support.

# data[].attributes.headline
Speech, Language & Communication development: Moving into KS1

# data[].attributes.subject
Speech, Language & Communication development: Moving into KS1

# data[].attributes.body
As children move onto Key Stage 1, the focus on this essential area of development often lessens. Shifting our focus away from speech, language and communication skills as we begin to focus more on formal learning, literacy, maths and knowledge is a false economy

# data[].attributes.attachment_link.readable_text
The need to understand more about speech, language and communication development and making this a core focus of CPD is frequently discussed within the Early Years. As we move to work in Key Stage 1, the focus on this essential area of development often lessens. Shifting our focus away from speech, language and communication skills as we begin to focus more on formal learning, literacy, maths and knowledge is a false economy.

For all children, there is still a great need for us to understand more about speech, language and communication development. Although, for many children, the basic skills are in place as they leave the EYFS, they still have so much to learn. To name just a few, narrative, negotiation and the language skills surrounding problem solving need to develop way beyond the basic level of skill which will have been established by the age of 5. Non-literal understanding, allowing children to understand and then use humour, sarcasm and metaphors, also develops within this next phase of Education.

Understanding more about the speech, language and communication skills children still need to develop between the ages of 5 and 7, can allow us to think specifically about the opportunities we create for our children. These opportunities could be created within the learning environment, our planning and the games we play. For example, if we are making some play-based learning available to children within our learning environment, we can make more informed decisions about what we add to the environment and how we might evolve the opportunities over time. This is because we have a greater understanding of the correlation between the purpose of the opportunities we make available and the skills we are wanting to facilitate in our children.

Although understanding more about this crucial area of child development has applications for all children aged 5-7, it becomes even more important when a child presents with skill gaps. Many children leaving the EYFS will continue to present with some or all areas of speech, language and communication at an earlier stage of development than would be expected for their age. This is known as delayed development. The more we know, the easier it is to establish which area or areas of a particular child's development are delayed and which are not. Even more essentially, understanding more about the order of speech, language and communication development, allows us to establish what a child can do, moving away from just describing what they cannot. It is from the child's level of success that we must work from as we set next steps and facilitate progression.

Developmental Language Disorder can be easily missed within the EYFS and it is often between the ages of 5 and 7 that children with disordered patterns of language development begin to stand out a bit more. As the other children's higher-level skills develop, especially with social communication, inference, prediction and non-literal understanding, it becomes apparent that these skills are not as automatic for some children. It is essential that, if we work in this age bracket, we know more about this so that we can spot Developmental Language Disorder and not confuse a child's issues with behaviour, lack of listening or rudeness. As our expectations with reading comprehension, problem solving and creative writing rise quite quickly and significantly, it is essential that we understand the impact that disordered patterns of development may have. Understanding pragmatic development/social communication is essential if we want to know how to support a child who is not mixing with or struggling to socially engage with the other children. Pragmatic issues are often the core root issue, with many children struggling with Personal, Social and Emotional Learning.

Understanding more about speech, language and communication development links in very strongly with Ofsted's agenda with, as they term it, 'The lowest 20%.' It becomes very difficult to decide and talk about what this group of children need if we do not understand more about child development and what the barriers to learning and progression are for this group of individuals. Building a Skill Profile for children who are causing us concern and who need and deserve a little more thought is often the best place to start. From this point, we can then think about what each child needs and decide how we might achieve that.

At this point, our thoughts often turn to interventions alongside some Quality First Teaching Strategies. More often than not though, we will reach for isolated Intervention Programmes or follow a pattern of giving these children more of that same, but simply in smaller groups.

Although there is nothing intrinsically wrong with Intervention Programmes, it is essential that we understand what the gaps are that need closing. Otherwise, we are trying to fix a problem that we haven't understood ourselves. We also need to think about what we do outside of that Intervention Programme. How can we support closing the gap within our interactions, within the opportunities we create within our learning environment, etc?

Understanding more can also help us to understand that more of the same, is not always the best way to ensure progression. For example, visual discrimination issues will impact on a child's ability to retain graphemes, especially similar, confusable ones or to move on to di- and trigraphs. Issues with sequential auditory memory are often the root cause of children not being able to blend. Although a strong and consistent SSP is crucial, we will be much more effective if, alongside, we identify and tackle these barriers rather than ignoring them. Not only is this more likely to facilitate progression, but it is also a fairer and more empowering approach to take when children are finding things tricky, no matter how many times you repeat the same thing.

Issues with auditory memory and sequential auditory memory may also be the hidden reasons why a child can't hold a sentence, remember what to do when they get to the table, struggle with problem solving and reading comprehension. Issues with semantic development/vocabulary skills may also be the hidden reason why certain children struggle with inference, prediction, generating ideas of things to write about and why they still tend to take everything that is said or read literally. Understanding more about the links between these core skills and the things we are trying to teach and ensure progression with can make things a lot less frustrating when a child can't do something. Most importantly, it allows us to understand why this might be the case and what we need to do about it.

Knowing more about the specific nature of different children's skill gaps and the incremental skills that need to be facilitated to close the gaps, will allow us to think about the exact Quality First Teaching Strategies we need to put in place for different children. It also allows us to begin to embed interventions into our interactions, our planning, the learning environment and the speaking & listening games we choose to play. This means that 'interventions' become more frequent, are less labour intensive, more sustainable and are woven into what the child is learning and communicating about already. Often, we turn to isolated Intervention Programmes as they seem easier, particularly when we don't have the knowledge or confidence to embed our own.

Understanding more about speech, language and communication development can also really support us when we need to work with Outside Agencies. Deciding which children need referring elsewhere is greatly supported the more we know. The extent of the mismatch between a child's stage of development and their age, along with disordered patterns of development would be the main factors that would indicate that a referral might be needed. Understanding more about this area of development also allows us to avoid over referring as we begin to feel more confident about these decisions and being able to set next steps for children ourselves.

Multidisciplinary working also becomes more two-way, the more we understand about speech, language and communication development. It allows our referrals and reports to contain more specific detail and offers clarity to our thoughts about what a child can do well and what they find more difficult. A greater level of knowledge also allows us to interpret reports from Speech and Language Therapists, Educational Psychologists, etc. Most fundamentally, it allows us to understand what their assessment findings mean to a child's learning and what we need to put in place for that child.

To find out more about Launchpad for Literacy, visit the website.

All our primary articles have been moved to Tapestry.info. You can read them and lots of other articles there.

# data[].attributes.attachment_link.title
Speech, Language and Communication Development in Key Stage 1

# data[].attributes.attachment_link.description
The need to understand more about speech, language and communication development and making this a core focus of CPD is frequently discussed within the Early Years. As we move to work in Key Stage 1, the focus on this essential area of development often lessens. Shifting our focus away from speec...

# data[].attributes.attachment_link.description
Here at Just One Norfolk, we are dedicated to providing children and young people's health services to the community. Find out more about our services

# data[].attributes.headline
Just One Norfolk- Development of speech sounds 

# data[].attributes.subject
Just One Norfolk- Development of speech sounds 

# data[].attributes.body
The development of speech sounds

# data[].attributes.attachment_link.description
Transition resources for settings supporting children or young people with a special educational need or disability (SEND)

# data[].attributes.headline
Just One Norfolk: Speech, Language and Communication Referrals 

# data[].attributes.subject
Just One Norfolk: Speech, Language and Communication Referrals 

# data[].attributes.attachment_link.description
Here at Just One Norfolk, we are dedicated to providing children and young people's health services to the community. Find out more about our services

# data[].attributes.headline
Family Information Service: The benefits of funded childcare for 2 year olds

# data[].attributes.subject
Family Information Service: The benefits of funded childcare for 2 year olds

# data[].attributes.attachment_link.title
The benefits of funded childcare for two-year-olds

# data[].attributes.body
Screening Tool

(For children aged 18mths to 5years)

# data[].attributes.attachment_link.title
Teddy Talk Test (No VAT. P&P included) | teddytalktest Update

# data[].attributes.attachment_link.description
Please email us at teddytalktest.co.uk for shipping outside of EuropeCONTENTS:	1 wipe clean drawstring bag	36 page instruction booklet	8 objects	6 action pictures	6 ‘Talk-about’ pictures.	4 page A4 photocopiable Record Form Careful consideration has been given to the safety of the items that make up…

# data[].attributes.headline
Tips for talking to your baby and young child

# data[].attributes.subject
Tips for talking to your baby and young child

# data[].attributes.body
Tips and benefits, taken from the Royal College of Speech and Language Therapists.

# data[].attributes.attachment_link.readable_text
You don't need to be an expert to help your child develop good communication skills. All you need is a listening ear and the willingness to chat to your child whenever you can.

Here are some top tips and benefits of talking with your baby and young child.

Top tips for talking with your child

1. Talk to your child when you're playing together.

2. Get into their zone and talk about what they are looking at or playing with - they will learn language faster that way.

3. Have fun with nursery rhymes and songs, especially those with actions.

4. Encourage your child to listen to different sounds, such as cars and animals. This will help your child's listening skills.

5. Gain your child's attention when you want to talk.

6. Increase vocabulary by giving choices, e.g. "Do you want juice or milk?"

7. Talk about things as they happen, e.g. when you're both unpacking the shopping.

8. Listen carefully and give your child time to finish talking. Take turns to speak.

9. Always respond in some way when your child says something.

10. Help your child to use more words by adding to what they've said, e.g. if they said "ball" you might say, "Yes, it is a big, red ball."

11. If your child says something incorrectly, say it back the right way, e.g. "Goggy bited it." "Yes, the dog bit it, didn't he?"

12. Try and have special time with your child each day to play with toys and picture books.

13. Limit TV time. Try to watch TV together so you can talk about what happens.

Talking to your baby matters
Here are some of the benefits:

1. It will help your child learn to talk, as it is from listening to your voice that babies learn to use language.

2. It will stimulate your baby's brain, helping to strengthen the connections that make learning possible.

3. It will help your child become a good reader and writer, because language skills form the foundation for literacy.

4. It will help your child develop social skills and good relationships.

5. It will show that you love and respect your child, enhancing self-esteem.

6. It will help the two of you form a close bond - communication is the basis of your relationship with each other.

Content was originally developed for Talk To Your Baby, drawing on research from the leaflet, Help Your Child Talk by the Royal College of Speech and Language Therapists.

For more information

# data[].attributes.attachment_link.title
Tips for talking to your baby and young child | National Literacy Trust

# data[].attributes.attachment_link.description
You don't need to be an expert to help your child develop good communication skills. All you need is a listening ear and the willingness to chat to your child whenever you can. Here are some top tips and benefits of talking with your baby and young child.

# data[].attributes.body
Guidance and videos to support the use of Intensive Interaction, Attention Autism, Choice Making and Objects of Reference.

# data[].attributes.attachment_link.readable_text
Communication is so much more than just talking, developing good early interaction skills form the foundations of language. Children also need reasons to communicate and opportunities to do so.

In addition to the ideas on the early communication, y our child may also benefit from some more specific early communication and interaction approaches to reach their potential with communicating.

# data[].attributes.attachment_link.description
Communication is so much more than just talking, developing good early interaction skills form the foundations of language. Children also need reasons to communicate and opportunities to do so. In addition to the ideas on the early communication, y our child may also benefit from some more specific early communication and interaction approaches to reach their potential with communicating.

# data[].attributes.headline
Whole School SEND Fully Funded 20 minute CPD-  

# data[].attributes.subject
Whole School SEND Fully Funded 20 minute CPD-  

# data[].attributes.body
Series of online Continuing Professional Development (CPD) units designed to support those who work with children and young people in schools to deliver an inclusive experience for every learner. Each online unit takes 20 minutes to complete and is supported by a live online networking session, facilitated by a regional SEND leader. Areas of interest may be; An introduction to speech, language and communication needs (SLCN), Identifying and supporting speech, language and communication needs (SLCN) and Supporting the development of speech, language and communication skills.

# data[].attributes.attachment_link.readable_text
This series of online Continuing Professional Development (CPD) units is designed to support those who work with children and young people in schools and further education settings to deliver an inclusive experience for every learner.

Funded by the Department for Education, and developed in partnership with Real Group, these free-to-access units build on learning from our Ambitious About Inclusion modules.

In all, 20 units will be released over the next two years. Units on Safety and Belonging were launched in October 2022 and have since been completed by over 1200 practitioners with consistently positive feedback. Over the next few months we will be launching further units - check back regularly for the latest releases.

Each online unit takes 20 minutes to complete and is supported by a live online networking session, facilitated by a regional SEND leader. Places are limited, so early booking is advised - please see below.

Please note, you must be logged into your free nasen or Whole School SEND account to access these online units.

# data[].attributes.attachment_link.description
This series of online Continuing Professional Development (CPD) units is designed to support those who work with children and young people in schools and further education settings to deliver an inclusive experience for every learner. Funded by the Department for Education, and developed in partnership with Real Group, these free-to-access units build on learning from our Ambitious About Inclusion modules.

# data[].attributes.attachment_link.title
Why closing the word gap matters: The Oxford Language Report - Oxford Education Blog

# data[].attributes.attachment_link.description
The first Oxford Language Report finds evidence of a significant word gap in UK schools, a problem which is holding back children’s learning and which teachers believe is getting worse. Here Jane Harley, Strategy Director ED-UK at Oxford University Press, gives some background to the report and expl…

# data[].attributes.body
Kirstie Page, Speech and Language Therapist and Teacher explains how to weave interventions into early years practice. This 1 hour training video explains how we can support early communication skills.

# data[].attributes.headline
Every child a talker [ECAT] Monitoring tool

# data[].attributes.subject
Every child a talker [ECAT] Monitoring tool

# data[].attributes.body
Monitoring tool to assess children's speech, language and communication

# data[].attributes.attachment_link.readable_text
The child monitoring tool enables practitioners to assess the developmental level of children's speech, language and communication. It is structured across 4 strands which, although appear separate, are interlinked.

It is proposed that observations link to the best fit for a child in each strand (see information on the reverse of the tool). The information is to be put onto the overview sheet along with the child's chronological age in months. The developmental stage needs to be compared to the child's chronological age to establish if the child is 'at risk of delay', 'as expected' or 'ahead' (see information on the reverse of the tool).

This is a very powerful and informative tool and should be used on a regular basis to link outcomes to learning language across the provision.

For use with PFTS:

# data[].attributes.attachment_link.title
Child Monitoring Tool and Action Plan | Leicestershire County Council Professional Services Portal

# data[].attributes.attachment_link.description
The child monitoring tool enables practitioners to assess the developmental level of children’s speech, language and communication. It is structured across 4 strands which, although appear separate, are interlinked.

# data[].attributes.body
Speech link provide SCLN support packages for schools

# data[].attributes.attachment_link.readable_text
Speech Link and Language Link empower SENCos, teachers and TAs in their work with SLCN and indicate the need for further support for the child where required. We do this through screening, intervention, staff training and support which are all included in one yearly subscription.

Schools can book a FREE, no obligation trial of our award winning speech and language support packages.
Download an overview of our packages.

# data[].attributes.attachment_link.title
Speech and Language Link - support for SLCN

# data[].attributes.attachment_link.description
Speech and Language Assessment, Interventions, Screening and Support from Reception to KS3. Empowering teachers to target help where it is needed for SLCN

# data[].attributes.headline
Just One Norfolk (JON) Speech & Language Therapy Service 

# data[].attributes.subject
Just One Norfolk (JON) Speech & Language Therapy Service 

# data[].attributes.body
For ideas to help children with their speech and language intervention, use the pages linked here. This is JON’s central webpage for Norfolk and Waveney Childrens Speech and Language Therapy Service with links for both parents and professionals.

# data[].attributes.attachment_link.description
Here at Just One Norfolk, we are dedicated to providing children and young people's health services to the community. Find out more about our services

# data[].attributes.headline
Resources to support English as an Additional Language (EAL) in the Early Years

# data[].attributes.subject
Resources to support English as an Additional Language (EAL) in the Early Years

# data[].attributes.attachment_link.title
English as an additional language (EAL) for Early Years - Schools

# data[].attributes.attachment_link.description
Definiton, FAQs, Language Line for early years and childcare settings, plus information on cultural differences, settling in, and some top tips

# data[].attributes.headline
Just One Norfolk: Speech and Language Therapy Training

# data[].attributes.subject
Just One Norfolk: Speech and Language Therapy Training

# data[].attributes.attachment_link.description
Here at Just One Norfolk, we are dedicated to providing children and young people's health services to the community. Find out more about our services

# data[].attributes.headline
Family Information Service Contact Details

# data[].attributes.subject
Family Information Service Contact Details

# data[].attributes.body
For family information and home learning support, please contact fis@norfolk.gov.uk

# data[].attributes.body
Screening Tool
(Free downloads)

# data[].attributes.attachment_link.readable_text
The child monitoring tool enables practitioners to assess the developmental level of children's speech, language and communication. It is structured across 4 strands which, although appear separate, are interlinked.

It is proposed that observations link to the best fit for a child in each strand (see information on the reverse of the tool). The information is to be put onto the overview sheet along with the child's chronological age in months. The developmental stage needs to be compared to the child's chronological age to establish if the child is 'at risk of delay', 'as expected' or 'ahead' (see information on the reverse of the tool).

This is a very powerful and informative tool and should be used on a regular basis to link outcomes to learning language across the provision.

For use with PFTS:

# data[].attributes.attachment_link.title
Child Monitoring Tool and Action Plan | Leicestershire County Council Professional Services Portal

# data[].attributes.attachment_link.description
The child monitoring tool enables practitioners to assess the developmental level of children’s speech, language and communication. It is structured across 4 strands which, although appear separate, are interlinked.

# data[].attributes.headline
Top tips for supporting communication with under 2's

# data[].attributes.subject
Top tips for supporting communication with under 2's

# data[].attributes.body
Downloadable poster available here too

# data[].attributes.attachment_link.readable_text
Interacting through sharing books from when babies are very young is a fantastic way to support their communication development. Talking about the pictures in the book, relating the story to the child's everyday experiences, and letting the child hear spoken words with varying rhyme and rhythm all help to build their understanding of language.

Share with parents the importance of looking at books together with their baby. There are a wide range of books for under twos that you may have in your setting and can encourage parents to share with their baby, such as touch and feel books, black and white books, books with sound, or lift the flap books.

Remember the five top tips when sharing books with babies and toddlers, as well as during other everyday activities and interactions.

These five top tips are taken from our brand new early years programme, First Words Together. Find out more here: First Words Together resources

# data[].attributes.attachment_link.title
Five top tips for supporting communication in under twos | National Literacy Trust

# data[].attributes.attachment_link.description
Interacting through sharing books from when babies are very young is a fantastic way to support their communication development. Talking about the pictures in the book, relating the story to the child's everyday experiences, and letting the child hear spoken words with varying rhyme and rhythm all help to build their understanding of language.

# data[].attributes.body
Activities to encourage early speech and language development.

# data[].attributes.headline
Early Years Professional Development Programme

# data[].attributes.subject
Early Years Professional Development Programme

# data[].attributes.body
The Early Years Professional Development Programme (EYPDP) is an exciting opportunity for early years practitioners to improve their understanding and skills in supporting the development of the most disadvantaged children between the ages of 2 and 4.

# data[].attributes.attachment_link.readable_text
Early Years Professional Development Programme

Registration for January 2024 cohort now open. Register your interest today.

Early Years Professional Development Programme

Government funded support and training for Early Years Practitioners in England

Early Years Professional Development Programme

Free to access professional development for Early Years Practitioners. Registration for January 2024 cohort now open.

The Early Years Professional Development Programme (EYPDP) is an exciting opportunity for early years practitioners to improve their understanding and skills in supporting the development of the most disadvantaged children between the ages of 2 and 4.

About the programme

Funded by the Department for Education in England and delivered by Education Development Trust, the EYPDP is a tailored professional development programme and forms part of the government's Early Years Education Recovery Plan which aims to address the continued effects of the pandemic on young children.

The training is available to eligible practitioners across all participating local authorities in England. There will be staggered start dates across the 2023\25 period with a total of four cohorts, the next of which is due to start in January 2024. Participants will receive high quality, evidence-based CPD (continuous professional development) to support them to improve outcomes on school readiness, early language, early mathematics and Personal, Social and Emotional Development (PSED).

FAQs

EYP Places Available

Start Date

Completion Date

2000

February 2023

October 2023

3000

September 2023

May 2024

3000

January 2024

September 2024

2000

April 2024

December 2024

The EYPDP has been made available to all 152 Local Authorities across England, with eligible practitioners from all participating Local Authorities encouraged to apply.
Pre-reception practitioners and childminders from schools and private, voluntary and independent settings (PVIs) who offer childcare to children between 2 and 4 years are eligible, with priority given to applications from settings that meet at least two of the following criteria:

Provide to at least one child with an Education, Health and Care Plan or Disability Access Fund indicator

Provide to at least one child in receipt of Early Years Pupil Premium (EYPP)

Provide to at least one child taking up the disadvantaged two-year-old offer

EY providers which do not meet the above criteria but where local intelligence suggests disadvantaged children would benefit from their practitioners receiving additional CPD support, may also be eligible.
Additionally, participating practitioners must:

Be qualified to at least level 3

Be currently working with 2-4 year olds (e.g. a manager who does not spend any time with the children is not eligible)

Not have completed a previous version of the early years professional development programme delivered by Education Development Trust.

This programme is free to access. Support with backfill costs will be made available to settings via their local authority to help complete the training.

It is expected that it will take participants 8 months and approximately 60 hours to complete the programme. Some flexibility may be granted in extenuating circumstances. For further details, please contact us to see our extenuating circumstances policy.

If you are a Setting Manager* and are interested in practitioners from your setting taking part in the Early Years Professional Development Programme starting, please click here to complete an expression of interest form.
*We are using the term Setting Manager to refer to all those who manage Early Years Practitioners. Examples could include: EYFS leads, EYFS teachers, Nursery Managers, Childminders
If you are an Early Years Practitioner interested in signing up for the programme, please speak to your setting manager and ask them to complete the expression of interest form on your behalf

News

Jan Dubiel has decades of experience in the early years sector, as a Nursery, Reception and Year 1 teacher in schools across England and then leading teams as an Early Years Coordinator. He is the former Head of National and International Development at Early Excellence, and now works as an independent speaker, consultant, trainer, author...
Read More...

One of the most significant features of the Early Years Professional Development Programme (EYPDP) is its unashamed and deliberate focus on the pre-Reception Years of the Early Years Foundation Stage (EYFS). This specific age-related focus fully acknowledges the importance of this element of the phase and the vital, unique and explicit strands of development that...
Read More...

Registering your interest is quick and easy

# data[].attributes.attachment_link.title
Early Years Professional Development Programme

# data[].attributes.attachment_link.description
Registration for January 2024 cohort now open. Register your interest today. Government funded support and training for Early Years Practitioners in England Free to access professional development for Early Years Practitioners. Registration for January 2024 cohort now open.

# data[].attributes.headline
Early Excellence: Navigating the sea of talk

# data[].attributes.subject
Early Excellence: Navigating the sea of talk

# data[].attributes.body
'Reading and writing float on a sea of talk' [James Britton 1983]. This blog from Early Excellence focuses on the important contribution of relationships, environment, interactions, shared thinking in developing talk. “In order to capitalize on the power of language to influence both thought and action, experiences must encourage talk as a key process through which young children learn" [Julie Fisher]. There are some useful key questions to encourage reflective thinking.

# data[].attributes.attachment_link.readable_text
Being a reflective teacher, we're often told, is the key to developing effective practice. Realistically though, within the busy school day with many demands on teachers' time, having the opportunity to stand back and consider our practice is a real rarity. The lockdown period was an anxious time, but it gave many teachers an opportunity to stand back from, and reflect on, their practice. The rise in demand for online CPD, blogs and other materials has shown that, although school buildings may not yet be fully open, many teachers are more than ready to tackle the key issues around practice.
So let's consider one big issue around EYFS practice-talk. Talk has, for a long time been seen to be beneficial in the development of literacy skills. As James Britton stated in 1983,

"Reading and writing float on a sea of talk"

The benefits of talk go way beyond literacy though. Key research projects such as The Snowling Review in 2011 have highlighted the acquisition of language as a crucial element in learning and as a key predictor of later educational achievement. These reports have also pointed to the importance of the adult role in modelling the use of carefully chosen words and phrases in supporting language development.
A Report for the Education Endowment Foundation on Early Language Development in
October 2017 found that
"... there is evidence that the rate at which children develop language is sensitive to the amount of input they receive from the adults around them. The quality of input that children receive is likely to be more important than the quantity. "
"Putting words together may be a better predictor of later abilities than the number of words that a child uses."
Of course there are many other gains too. Effective communication is also built on close, strong relationships. These relationships nurture a sense of value and security in young children and help to build the high levels of wellbeing that are also vital to the learning process.
Yet classroom practice does not always reflect how much talk is valued. Showing that we do, or don't value talk hinges on how we use our time within the classroom. Both taking turns in conversation and engaging in sustained shared thinking, require adults who are prepared and able to invest quality time each day in building positive relationships. For this to happen, adult time needs to be used wisely and we need to be very aware that teaching does not just happen on the carpet or at the group table.

What might this look like?

Building strong relationships from an early point in the school year is vital. Spending time alongside children within areas of provision to model how materials can be used, introduce key vocabulary and help children make connections with prior experiences, will provide a rich context for learning. In order to support children effectively, staff will need to use language and vocabulary consistently and appropriately. A crucial element of continuous provision planning is to identify the names and key vocabulary linked to resources in each area of provision. So, let's consider this, do staff in your school or setting use the names of resources consistently and appropriately? Do all staff know the key vocabulary linked to each resource within the room?

A Language Rich Environment

Of course, focussing on the importance of language isn't new. In 2012, the EYFS Guidance highlighted the importance of a "language rich environment" so that children could "develop their confidence and skills in expressing themselves, and to speak and listen in a variety of situations." Yet what is meant by a language rich environment can cause issues. There is a key difference between a print rich environment and one rich in language. Settings which focus purely on displaying vast numbers of key words on a range of surfaces have potentially missed the point. Acquiring new words and their correct context is linked to meaningful experience and talk. Key words displayed on laminated labels above the water area are no substitute for effective adult interaction linked to the rich sensory experiences and investigations in the water. Which raises a question: why are children taken out of provision areas for speech and language interventions?

Effective Interactions

Interacting effectively with children requires real skill, sensitivity and awareness. Children will be very quick to move away from adults if they feel that their own purpose has been interrupted or sidelined by the adults working alongside them. Adults need to be aware of the importance of giving children their full attention, getting down to the children's height and displaying open, trusting body language. Shared moments that happen in this context provide a rich opportunity for teaching and learning, and they also provide the adults with rich knowledge of the children and how they go about learning. Getting the right balance of written and recorded observations alongside effective interactions here is crucial. Adults whose main concern is the gathering of written observations and photographs will often miss vital opportunities to engage in valuable talk with children about their learning and understanding. The irony here is that vast amounts of recorded information can often indicate a surface level understanding of children's development.

Of course, early years classrooms and outdoor areas are busy places and we can't be everywhere at once. If we are going to prioritise talk and create a truly language rich environment, then we need to allow time for talk in a variety of contexts. The Highscope structure of plan, do and review, gives children the daily opportunity to talk through their ideas and actions and provides staff with meaningful opportunities to engage in conversations with the children. Of course, this requires an investment of time; time to talk, make plans, consider ideas and also time to share how things went and what we might do differently. Crucially, it is often through these periods of sustained shared thinking that children will ask questions that the adults don't know the answers to. In terms of learning, these moments are like gold dust, a great levelling moment where adults and children are at the same point, wondering, thinking, questioning and exploring. This is talk and language at the heart of the learning process. As Julie Fisher puts it:

"In order to capitalize on the power of language to influence both thought and action, classroom experiences must encourage talk as a key process through which young children learn."

So, some key questions to consider:
* Does your timetable reflect the importance of talk as a valuable part of the learning process?
* Are your staff team skilled in interacting with children in a variety of contexts?
* Does your Senior Leadership Team recognise the importance of talk as a key part of the teaching and learning process?
* Does your continuous provision planning identify opportunities within areas of provision for adults to model vocabulary consistently?
* In your school or setting, is the recording process a barrier to effective interaction with children?

The ability to interact sensitively and appropriately, supporting and extending learning is a complex process built on a deep understanding of how young children learn and our knowledge of each unique child.
Find Out More
Our National Centre is open to visitors every Tuesday, Wednesday and Thursday from 9am - 5pm. You can also visit us virtually, where you will find a highly informative interactive environment to look around with ideas for your classroom, lots of display ideas and an exhibition of children's work to inspire you.
We hope to see you soon!

# data[].attributes.attachment_link.description
There is a key difference between a print rich environment and one rich in language. Settings which focus purely on displaying vast numbers of key words on a range of surfaces have potentially missed the point. Acquiring new words and their correct context is linked to meaningful experience and talk

# data[].attributes.body
The WellComm training videos will provide you with invaluable support in an easy to follow, step by step process to ensure accurate administration, identification of next steps and monitoring of progress.

The two 30 minute videos are made up of the following 3 parts: part 1 - Pre-Testing Essentials, part 2 - Post-Testing Essentials and part 3 - Further Support:

# data[].attributes.attachment_link.readable_text
The WellComm training videos will provide you with invaluable support in an easy to follow, step by step process to ensure accurate administration, identification of next steps and monitoring of progress.

The two 30 minute videos are made up of the following 3 parts:

Part 1 - Pre-Testing Essentials: This will look at the administration process and top tips for successful screening.

Part 2 - Post-Testing Essentials: This will guide you through your reports, helping you to identify children's next steps. It will also show you how to deliver effective support both within your setting and where applicable, in children's homes. Clear guidance on how to measure children's progress is also included within this section.

Part 3 - Further Support: This will provide you with information on how and where to seek further guidance and support if needed.

# data[].attributes.attachment_link.description
The WellComm training videos will provide you with invaluable support in an easy to follow, step by step process to ensure accurate administration, identification of next steps and monitoring of progress. The two 30 minute videos are made up of the following 3 parts: Part 1 - Pre-Testing Essentials: This will look at the administration process and top tips for successful screening.

# data[].attributes.body
Based in Norwich, The Wensum Trust English Hub is one of 34 English Hubs nationwide. Funded by the Department for Education, the hubs support other schools to achieve excellence in teaching reading and early language development.

# data[].attributes.attachment_link.readable_text
The Wensum English Hub is located at Heather Avenue Infant School, part of The Wensum Trust, and is one of 34 English Hubs nationwide. Funded by the Department for Education, we support other schools in the county to achieve excellence in teaching reading and early language development.

# data[].attributes.attachment_link.description
The Wensum English Hub is located at Heather Avenue Infant School, part of The Wensum Trust, and is one of 34 English Hubs nationwide. Funded by the Department for Education, we support other schools in the county to achieve excellence in teaching reading and early language development.

# data[].attributes.body
Portage is a free home-based visiting educational service for pre-school children with additional needs and their families. It is a recognised world-wide intervention. Norfolk Portage Service is managed and funded by Education Inclusion Children's Services, Norfolk County Council. Further information including how to make a referral can be found on the Portage website.

# data[].attributes.attachment_link.readable_text
Main contact:

Melanie Warren - Portage Strategic Co-ordinator

Telephone number:

01603 704049

Mobile:

07717 224776

Email:

melanie.warren@norfolk.gov.uk

Address:

Sensory Support Centre

Other staff contacts:

Helen Hall, Portage Secretary helen.hall2@norfolk.gov.uk

Local Offer Website
Norfolk Local Offer page
Service Information Leaflets

Norfolk Portage Service Leaflet

Service description

Norfolk Portage Service is managed and funded by Education Inclusion Children's Services, Norfolk County Council.

The service delivers home visits and specialist groups within Children's Centres and other settings. The team also support with EHCP reporting, attend FSP meetings and have Key Working responsibilities.

Norfolk Portage Service also has 2 NPA Accredited Trainers and one member of staff working towards accreditation. We deliver Portage Awareness Workshops and Portage Training.

# data[].attributes.attachment_link.description
Main contact: Melanie Warren - Portage Strategic Co-ordinator Telephone number: 01603 704049 Mobile: 07717 224776 Email: melanie.warren@norfolk.gov.uk Address: Sensory Support Centre Other staff contacts: Helen Hall, Portage Secretary helen.hall2@norfolk.gov.uk Local Offer Website Norfolk Local Offer page Service Information Leaflets Norfolk Portage Service Leaflet Norfolk Portage Service is managed and funded by Education Inclusion Children's Services, Norfolk County Council.

# data[].attributes.attachment_link.title
Practical Help with Autism | Gina Davies Autism Centre

# data[].attributes.attachment_link.description
Gina Davies Autism Centre, our role is to provide

# data[].attributes.headline
The Ultimate Guide to Phonological Awareness

# data[].attributes.subject
The Ultimate Guide to Phonological Awareness

# data[].attributes.attachment_link.title
Communication Passports - Creating Passports

# data[].attributes.attachment_link.description
Personal Communication Passports - Person-centred booklet for those who cannot easily speak for themselves. A way of making sense of formal assessment information and recording the important things about a person.

# data[].attributes.body
Just One Number is the single point of access for Norfolk & Waveney Children & Young People's Health Services. This includes;
- The Norfolk Healthy Child Programme
- The Norfolk & Waveney Children's Speech and Language Therapy Service.

Families, professionals and young people can get in touch with Just One Number by calling 0300 300 0123.

# data[].attributes.attachment_link.description
Read here for the services we at Just One Norfolk offer children and young people in the Norfolk community, such as our health and school services.

# data[].attributes.attachment_link.description
Find out what home learning is, and how parents can improve their child's learning between the ages of 0-5s. Ideas for fun activities that you can do together at home.

# data[].attributes.body
Screening and Intervention Tool
(For children aged 4 to 8years)

# data[].attributes.attachment_link.readable_text
Our award-winning Infant Language Link is an innovative online package used to identify and support children with mild to moderate SLCN and those new to English. The assessment will also identify any children who may have more severe language needs, such as Developmental Language Disorder (DLD), so that these children can be considered for further investigations and diagnostic assessment with your local speech and language therapy team. Suitable for children aged 4 to 8 years, 500 colourful resources, 12 planned termly language groups, 24 individual teaching plans and 52 handouts for parents make this the most comprehensive SLCN package available for schools.
Watch our video to find out why over 3,500 schools use our packages.

# data[].attributes.attachment_link.description
Our award-winning Infant Language Link is an innovative online package used to identify and support children with mild to moderate SLCN and those new to English. The assessment will also identify any children who may have more severe language needs, such as Developmental Language Disorder (DLD), so that these children can be considered for further investigations and diagnostic assessment with your local speech and language therapy team.

# data[].attributes.headline
Support for families of children with neurodevelopmental differences/ additional needs in Norfolk leaflet 

# data[].attributes.subject
Support for families of children with neurodevelopmental differences/ additional needs in Norfolk leaflet 

# data[].attributes.body
Early Talk Boost is a targeted intervention aimed at 3-4 year old children helping to boost their language skills.

# data[].attributes.attachment_link.readable_text
Early Talk Boost

Early Talk Boost is a targeted intervention aimed at 3-4 year old children with delayed language helping to boost their language skills to help narrow the gap between them and their peers. The programme aims to accelerate children's progress in language and communication by an average of 6 months, after a nine week intervention.
Who isEarly Talk Boosttraining for?
The training is for early years practitioners working with groups of 3-4 year olds in early years settings. Participants will develop the skills and knowledge to understand the rationale behind Early Talk Boost, identify appropriate children, measure their progress and deliver the intervention successfully.

The training is on-site in your workplace. If you are a small setting you might wish to consider grouping your staff together with other settings for the training and sharing the costs between yourselves.
How will children improve their language and communication skills?
Children who are selected to take part in the intervention will attend three sessions per week during circle/story time, each lasting 15-20 minutes delivered by an early years practitioner.

The sessions include activities that cover the foundation skills in speech, language and communication that children need for learning and understanding new words, as well as having conversations.
What are the benefits of Early Talk Boost?

Supports children who are not achieving their expected levels of progress in their language development

Can be used to demonstrate to Ofsted how you are focussing on developing staff skills

Help to build relationships with parents, by reinforcing the language skills the child learned during the group sessions

Demonstrates the effective use of your Early Years Pupil Premium allocation

An all-in-one speech and language solution package

Can be used by non speech and language specialists

Proven to improve children's language and communication through our evidence base

Designed to be sustainable so you can deliver the intervention multiple times to new groups of children

A dedicated team at I CAN to support you to maximise the impact ofEarly Talk Boostin your setting

Identify, monitor and track children's progress before and following the intervention with the online tracker

What doesEarly Talk Boostinclude?
Once you have booked onto the training course, you will receive the following materials:

An Intervention Manual containing detailed group session plans and resources required

10 x 8 Jake and Tizzy Story Books that have been specifically designed and written for the intervention

Access to our Online Tracker Tool to measure and analyse progress which supports Early Pupil Premium

Costs
We have a regional team of Licensed Tutors who can deliver training directly to you. The cost of theEarly Talk BoostIntervention Packis £500.00 + the cost of the Licensed Tutor delivering your training.
Next Steps
Visit the Find a Tutor page to find a Early Talk Boost Licensed Tutor near to you. Alternatively get in touch on earlytalkboost@ican.org.ukor call 0207 843 2515 to talk to our team about Early Talk Boost or to arrange training.

# data[].attributes.attachment_link.description
Early Talk Boost Early Talk Boost is a targeted intervention aimed at 3-4 year old children with delayed language helping to boost their language skills to help narrow the gap between them and their peers. The programme aims to accelerate children's progress in language and communication by an average of 6 months, after a nine week intervention.

# data[].attributes.headline
*NEW* Communication hubs resource libraries 

# data[].attributes.subject
*NEW* Communication hubs resource libraries 

# data[].attributes.body
The resource libraries from the Communication Hubs are now available for reference from ECFS bases between hub meetings.

# data[].attributes.body
For all early years practitioners a top-level view of how children develop and learn. It can help you to design an effective early years curriculum, building on the strengths and meeting the needs of the children you work with. It guides, but does not replace, professional judgement.

# data[].attributes.headline
Just One Norfolk: Advice for supporting Early Language  

# data[].attributes.subject
Just One Norfolk: Advice for supporting Early Language  

# data[].attributes.body
Advice and videos for supporting early language development through everyday practices. Downloadable guidance for first words, saying two words together, Blank's level of questioning and learning concepts.

# data[].attributes.attachment_link.readable_text
Repeat and expand on what your child says to you. If they say 'juice' you can say 'more juice', 'juice please' or 'juice gone'. This shows your child how words can be put together to make short sentences.

Comment on and describing what they are doing during play in short sentences. For example, if your child is playing with a small world farm - you can say 'horse eating' 'pig rolling' 'pig all dirty'.

# data[].attributes.attachment_link.description
Repeat and expand on what your child says to you. If they say 'juice' you can say 'more juice', 'juice please' or 'juice gone'. This shows your child how words can be put together to make short sentences. Comment on and describing what they are doing during play in short sentences.

# data[].attributes.body
Offering a targeted and specific approach to high quality speech and language curriculum. Identifying & closing skills gaps, embedding interventions and ensuring progression for all.

# data[].attributes.attachment_link.readable_text
The Launchpad for Literacy Package provides materials and information to implement and embed the approach. This includes the following.

The A1 chart of the Launchpad for Literacy Skills Framework underpins the approach. Skill strands are broken down into systematic, incremental skill steps through which children need to progress in order to be ready for all aspects of literacy.

The Skills Handbooks cover theoretical and developmental information about each skill area, giving practical ideas and guidance for each skill step in order to implement and embed the approach.

The Customer Number and Password allows access to the log-in area of the website to access the Class Tracker, supporting documents and assessment information.

The Launchpad for Literacy Class Tracker enables skill progression to be tracked, supplying summative data across the skill strands, comparing progression between vulnerable groups. The process of closing the gaps, literacy readiness and speech and language support becomes measurable, also aiding the early identification of specific developmental needs.

Cost of Package: £295 (including P&P)

Training to support implementation of the Launchpad for Literacy Approach is available on request.
Please email kirstie.page@launchpadforliteracy.co.uk for more information.

# data[].attributes.attachment_link.description
The Launchpad for Literacy Package provides materials and information to implement and embed the approach. This includes the following. The A1 chart of the Launchpad for Literacy Skills Framework underpins the approach. Skill strands are broken down into systematic, incremental skill steps through which children need to progress in order to be ready for all aspects of literacy.

# data[].attributes.headline
Early Support: Information about speech, language and communication needs for children with SEND

# data[].attributes.subject
Early Support: Information about speech, language and communication needs for children with SEND

# data[].attributes.body
Early Support is a way of working, underpinned by 10 principles that aim to improve the delivery of services for disabled children, young people and their families. It enables services to coordinate their activity better and provide families with a single point of contact and continuity through key working.

# data[].attributes.headline
Guide to visual support for Early Years Practitioners

# data[].attributes.subject
Guide to visual support for Early Years Practitioners

# data[].attributes.body
A fully funded initiative for registered early years providers, coordinated by Norfolk Early Years Team. Norfolk EY settings were offered a set of play resource bags and a collection of supporting professional developmental materials to encourage and nurture playful pedagogy and put high quality interactions at the heart of practice.

For more information, please speak to your Early Years Advisor or contact the Early Years Advice Line on: csearlyyearsadviceline@norfolk.gov.uk

# data[].attributes.headline
10 free and found activities to encourage communication & language development at home 

# data[].attributes.subject
10 free and found activities to encourage communication & language development at home 

# data[].attributes.attachment_link.title
NOA School Readiness Communication and Language

# data[].attributes.headline
NELI - Nuffield Early Language Intervention 

# data[].attributes.subject
NELI - Nuffield Early Language Intervention 

# data[].attributes.body
Screening & Intervention Tool
(For children aged 4-5years in Reception class)
Currently DfE funded.

# data[].attributes.attachment_link.provider_name
Nuffield Early Language Intervention (NELI)

# data[].attributes.attachment_link.readable_text
The NELI Programme, provided by OxEd and Assessment, is an integrated programme, for 4-5 year olds, that is proven to improve language and behaviour. The Programme consists of:

LanguageScreen, an assessment to select children for intervention and monitor individual and whole-class progress,

CPD certified training with mentor support,

a 20-week intervention delivered by TAs or teachers. The printed resource pack includes full session plans and materials to make delivery of the intervention as easy as possible.

# data[].attributes.attachment_link.title
Nuffield Early Language Intervention (NELI)

# data[].attributes.attachment_link.description
The Nuffield Early Language Intervention (NELI) is an integrated programme, for 4-5-year-olds, proven to improve language and behaviour.

# data[].attributes.headline
Supporting communication and language at home

# data[].attributes.subject
Supporting communication and language at home

# data[].attributes.body
NOA School Readiness Activity Videos (in collaboration with the Library Service and Family Learning). Top 10 free/low cost activities to support Communication and Language at home.

# data[].attributes.attachment_link.title
NOA School Readiness Communication and Language

# data[].attributes.body
The Word Aware early years approach is based on the same theory for supporting vocabulary development as the original Word Aware resource but is adapted for the Early Years. This website will link you to resources, training and further information.

# data[].attributes.attachment_link.provider_name
A Time to Talk... Speech and Language Therapy for Schools

# data[].attributes.attachment_link.readable_text
Well-developed vocabulary is required to:

* Understand concepts in subjects such as maths and science * Develop reading comprehension * Write expressively * Succeed academically and in life.

This practical training will introduce you to Word Aware: a structured whole school approach to promote the vocabulary development of all children.

The Word Aware early years approach is based on the same theory as the original Word Aware resource but is adapted for the Early Years.

The training will support EY settings to promote effective vocabulary development in preschool children of all abilities.

Word Aware continues to have a supportive application in secondary schools as pupils begin to require an understanding of specialist and subject-specific vocabulary.

The approach is adapted for older pupils in this training.

Word Aware can be delivered as a whole-school INSET training day or as a series of twilight sessions. Choose your main focus:

Early Years, Primary, Secondary.

Alternatively individuals can book onto a local course. See below.

Consultative support, including coaching and class demonstrations, can be arranged following your training to help you get off to a flying start!

Bespoke workshops to cascade or refresh knowledge and practice skills can also be arranged.

See the testimonials page to find out what other professionals said about the training.

# data[].attributes.attachment_link.authors[].name
A Time to Talk... Speech and Language Therapy for Schools

# data[].attributes.attachment_link.title
A Time to Talk... Speech and Language Therapy for Schools

# data[].attributes.attachment_link.description
Well-developed vocabulary is required to: * Understand concepts in subjects such as maths and science * Develop reading comprehension * Write expressively * Succeed academically and in life. This practical training will introduce you to Word Aware: a structured whole school approach to promote the vocabulary development of all children.

# data[].attributes.body
Please see the dates for communication hubs. These hubs contain fully funded CPD.

# data[].attributes.body
This toolkit provides settings an opportunity to audit their SLC practice & provision and identify resources to support setting development. It includes a planning template to commit to planned developments. Whilst it is created with EYFS settings in mind, it can be used for older year groups and settings.

# data[].attributes.headline
Early language identification intervention and measure tool: Guidance Handbook

# data[].attributes.subject
Early language identification intervention and measure tool: Guidance Handbook

# data[].attributes.body
This handbook is a guide for practitioners to carry out the Early Language Identification Measure and Intervention programme as part of the 2 to 2½ year review. It is structured as a conversation with the child’s parent/carer, encouraging practitioners to support the parent/carer to make informed decisions for their child.
The handbook outlines the 3 steps of the Early Language Identification Measure and Intervention programme: assessment, conversation, and intervention.

# data[].attributes.body
ECFS referral forms and details of interventions that families can be referred in for. The programme of activities is regularly updated.

# data[].attributes.attachment_link.readable_text
Supporting documents

Norfolk Threshold Guide

Use the Norfolk Threshold Guide if you are unsure which service you should refer a family to.

Early Childhood and Family Service (ECFS) forms

Signs of Safety Model - tools and resources

You should use the Signs of Safety model during the family support process. You can record what the child or young person wants, by using Voice of the Child documents.

Frequently asked questions

Groups and organisations that might help you

Supporting legislation and policies

# data[].attributes.attachment_link.keywords[]
use resources for family support professionals

# data[].attributes.attachment_link.description
Use the Norfolk Threshold Guide if you are unsure which service you should refer a family to. You should use the Signs of Safety model during the family support process. You can record what the child or young person wants, by using Voice of the Child documents.

# data[].attributes.attachment_link.readable_text
What is it?
The School 2 School (S2S) support service is working closely with Norfolk County Council's Early Years and Foundation Stage (EYFS) service to provide support for early years providers and settings. Support is delivered by qualified specialist teachers working in Norfolk's Complex Needs Schools.

How much will it cost?
The support is delivered free of charge to private, voluntary and independent early years settings* provided they make their referral via Norfolk County Council's EYFS service (and the request for support is agreed by the EYFS team). The Early Years Strategic Team will cover the cost of support via their contract with S2S.

*Mainstream reception classes who wish to access S2S support can do so by completing a Mainstream request for support at a cost of £100.
What can S2S offer EYFS settings?

Direct support to practitioners empowering them to meet the needs of individually identified children in their provision, including support to evaluate existing individual support plans

Modelling strategies and approaches to meet individual need

Ideas about differentiated activities/resources to meet individual need

Developing skills, knowledge and confidence of practitioners to support children's' individual 'needs'

Bespoke training for the whole provision as identified by the EYFS team

Visits to assigned Complex Needs School to see strategies in action, agreed in conjunction with the EYFS service

Signpost to other relevant services and organisations

How can early years' providers access S2S?
Early years providers can request support via Norfolk County Council's EYFS teamby completing the referral form here.

Please note that all referrals will be initially reviewed via the EYFS service (i.e. making a referral does not guarantee support will be granted under this contract). After making a referral, the EYFS team may request information about strategies and interventions already used within the provision and evidence of outcomes in the first instance. They may give further advice/guidance about strategies/interventions to be used prior to any decision about a request to S2S for support.
How does the process work?

A referral is made by the early years provider (via the referral form above)

Norfolk County Council's EYFS team receives and reviews the referral form

If the request for support is agreed by the EYFS team, the referral is submitted to S2S

An S2S specialist will contact the early years provider to arrange an initial visit and assessment

Following observations made at the initial visit, a programme of support/recommendations are made to the early years setting to implement

An 'observations and recommendations' report confirming the above is completed by the S2S specialist and a copy is emailed to the early years provider and the EYFS team

A monitoring/evaluation form is issued to the early years provider once the programme of support is complete

What is expected of the early years' providers?
If a request for S2S support is agreed by the EYFS service there is an expectation that early years providers will commit to carrying out any strategies/interventions suggested and that progress will be monitored. It is expected that all learning will be embedded into daily practice and this will be monitored by EYFS service.

NOTE
Early years providers can buy the School 2 School services independently if they require and this can be done by contact the team via admin@s2ssupport.co.uk.
Evaluations for our EYFS service from Early Years settings
You can view feedback received from our customers online here (enter date range and 'Run Report').

Norfolk Steps - Step On Consultation referral form
S2S Support is also hosting a referral form for Early years providers to be able to request a Step On consultation via the Norfolk Steps Team. The referral form can be found here: http://w.pfrms.co/fx1oz . The process for this is similar to that shown above for S2S.

# data[].attributes.attachment_link.description
What is it? The School 2 School (S2S) support service is working closely with Norfolk County Council's Early Years and Foundation Stage (EYFS) service to provide support for early years providers and settings. Support is delivered by qualified specialist teachers working in Norfolk's Complex Needs Schools. How much will it cost?

# data[].attributes.attachment_link.description
Here at Just One Norfolk, we are dedicated to providing children and young people's health services to the community. Find out more about our services

# data[].attributes.headline
Communication Champion Training - Fully Funded 

# data[].attributes.subject
Communication Champion Training - Fully Funded 

# data[].attributes.body
Fully funded, universal level speech, language and communication training suitable for all early year’s practitioners. Please see the EYFS Practice Training Brochure for upcoming courses and wider training offers.

# data[].attributes.attachment_link.readable_text
The brochures below include early years and childcare courses taking place during autumn 2023. Further dates and titles will be added to these brochures throughout the term. Please refer to the Mailing List section below to ensure you are subscribed to receive emails when we add new training opportunities.

The majority of courses will take place online using Zoom or Teams, however, some courses are scheduled to take place face to face. Please check the venue details for each course carefully before you apply.

Settings can apply for multiple places per course, however, a maximum of 4 spaces* per setting will be allocated initially to ensure fairness of opportunity. Additional members of staff will be added to a waiting list and allocated a place should the course have spaces prior to the start date.

*1 space per setting for Signalong Introduction and Signalong Routines workshops due to reduced training group size.

EYFS Training Brochure Autumn 2023

Health and Safety Training Brochure Autumn 2023

Inclusion/SEND Training Brochure Autumn 2023

Leadership and Management Training Brochure Autumn 2023
Safeguarding Training Brochure Autumn 2023
Early Years and Childcare Training Summer 2023

EYFS Practice Training Brochure Summer 2023

Health and Safety Training Brochure Summer 2023

Inclusion/SEND Training Brochure Summer 2023

Leadership and Management Training Brochure Summer 2023

Safeguarding Training Brochure Summer 2023

First Aid Training

12 Hour Paediatric First Aid courses are available to book with Norfolk Adult Learning. Please type 'Level 3 paediatric first aid' into the search bar on the site for a list of courses in Norfolk this term.

If you are unable to book with Norfolk Adult Learning please email earlyyearschildcare@norfolk.gov.uk for advice on your options.

Applications for training must be made at least 24 hours** prior to the course start date. We are unable to accept bookings after this time. If the course is taking place on a Monday we would need you to apply by the morning of the Friday before in order for your booking to be processed.

Joining instructions are emailed 3 days prior to the start of the course (unless you have applied late, then you will receive them 24 hours in advance of the start of the course).

If you are booked on to a course please ensure you have the joining instructions 24 hours in advance of the course so there is time to contact us if there are any issues.

**48 hours for courses in the Safeguarding Training brochure.

If you would like to be kept up to date with future training opportunities and early years developments, please subscribe to our email newsletter service

FAQs
How do I pay for training?
If there is a charge for your course, your setting will be invoiced after the training takes place - usually towards the end of each half term period. You must pay promptly to avoid your future training applications being affected.
What happens after I've applied?
We will email you regarding your training application within 24 hours (during business hours, Monday-Friday). If you fail to receive any communication from us during this time frame you will need to contact us to check on the status of your application, in order to avoid any unnecessary non-attendance fees. It is the responsibility of the setting to check on the progress of applications if you fail to receive anything from us.
What should I do if I cannot attend a course?
If you are unable to attend a course you must email your name, setting and details of the course you're cancelling your place on to earlyyearschildcare@norfolk.gov.uk

You will receive an email acknowledgement confirming the cancellation.
*We do not accept cancellations by phone* Cancellation and Non-Attendance Charges:

Cancelled place more than 24 hours' notice - No charge

Cancelled place less than 24 hours' notice - Cost of the place

No notice, didn't turn up or didn't fully complete a course with advertised costs - Cost of the place

When will I get my certificate?
If there is no charge for the training, certificates are issued after the training has taken place and will be emailed to you. If there is a charge, certificates are issued after the invoice has been paid (invoices are sent towards the end of each half term period).

If you did not find what you were looking for please contact the Early Years Learning & Achievement Service by email earlyyearschildcare@norfolk.gov.uk , alternatively call 01603 222300

# data[].attributes.body
Discover local activities, support and information for families of children aged 0-5.

# data[].attributes.attachment_link.readable_text
The Early Childhood and Family Service (ECFS), offers support to 0-5-year-olds and their families in Norfolk. We have commissioned Action for Children to deliver additional support.

Everyone can:

Our early childhood community fund scheme can also help you set up new groups in the future.

If you need extra help or someone to talk to

Sometimes families need a little extra help or support. ECFS teams are trained to support you.

To ask for extra help call 0344 800 8020, email ecfs-families@actionforchildren.org.uk or
Request support from the Early Childhood and Family Service
For professional use only

# data[].attributes.attachment_link.keywords[]
early childhood and family service norfolk

# data[].attributes.attachment_link.title
Early Childhood and Family Service (ECFS) - Norfolk County Council

# data[].attributes.attachment_link.description
From 1 October 2019, the Early Childhood and Family Service (ECFS) will offer support to 0-5-year-olds and their families in Norfolk. Families will be able to get advice and guidance online, attend ECFS events and speak to a member of the ECFS team. The ECFS teams are trained to support families.

# data[].attributes.body
Intervention Tool

(For children aged 3 to 4years)

# data[].attributes.attachment_link.provider_name
Speech and Language UK: Changing young lives

# data[].attributes.attachment_link.readable_text
What does an Early Talk Boost Intervention Pack include?

The Early Talk Boost Intervention Pack includes everything you need to run Speech and Language UK's interactive, evidence based intervention for 3-4-year old children with delayed language.

This product can be added to your order after training with a licensed tutor has been booked. To access our 'Find a Tutor' page, please click here.

The Intervention Pack includes the following materials:

* An Intervention Manual containing detailed group session plans and resources required

* Early Talk BoostToolbag which contains a set of musical instruments, toys,and activitymaterials designed to make your Early Talk Boost sessions even more convenient

* 10 x Jake & Tizzy Complete Sets (Titles 1-8) that have been specifically designed and written for the intervention

* Access to our Classroom Checklist, Online Tracker Tool and Child Attitude Survey to measure and analyse progress which supports Pupil Premium

* 1 x Early Talk Boost Participant Book

You can find detailed information about Early Talk Boost here.

Customer Reviews

"The Talk Boost approach helps children to develop not only their understanding and use of language, but also other important skills like attention and listening and turn-taking, which can help ease them back into the school environment." Read full review
Jacky Wragg, SENCo in Essex
"What they talk about, every single person, is what a difference (Early Talk Boost) ...made to the kids." Read full review
Kirstie Randle, Lead Practitioner for STEP Teaching School Alliance, Leicestershire
"...on week 9 when we invite the parents in, we call it Tizzy's graduation ceremony and the children receive a small certificate from Tizzy which both the children and parents love." Read full review

Want to speak with the team about whether Early Talk Boost is right for your setting?

You can find detailed information about Early Talk Boost hereor get in touch with the team by emailing info@speechandlanguage.org.uk or calling 020 7843 2515.

# data[].attributes.attachment_link.description
What does an Early Talk Boost Intervention Pack include? The Early Talk Boost Intervention Pack includes everything you need to run Speech and Language UK's interactive, evidence based intervention for 3-4-year old children with delayed language. This product can be added to your order after training with a licensed tutor has been booked.

# data[].attributes.headline
50 Things to do in Norfolk with Under 5's

# data[].attributes.subject
50 Things to do in Norfolk with Under 5's

# data[].attributes.body
Ideas for practical activities to support early language with the under 5's in Norfolk

# data[].attributes.body
Signalong provides training and resources to assist those with communication difficulties and English as an additional language.

Signalong is a key word sign-supported communication system based on British sign language and is used in spoken word order. It uses speech, sign, body language, facial expression and voice tone to reference the link between sign and word.

# data[].attributes.attachment_link.readable_text
Signalong provides training and resources to assist those with communication difficulties and English as an additional language.

Signalong is a key word sign-supported communication system based on British sign language and is used in spoken word order. It uses speech, sign, body language, facial expression and voice tone to reference the link between sign and word.

# data[].attributes.attachment_link.description
Signalong provides training and resources to assist those with communication difficulties and English as an additional language. Signalong is a key word sign-supported communication system based on British sign language and is used in spoken word order. It uses speech, sign, body language, facial expression and voice tone to reference the link between sign and word.

# data[].attributes.body
Located in Norfolk, Communication Hubs provide support to all those looking to improve their knowledge and understanding of children’s speech, language and communication development, in the early years  and beyond. Themed, fully-funded network meetings are held every half term online.

# data[].attributes.headline
Communication Friendly Environment audit tool

# data[].attributes.subject
Communication Friendly Environment audit tool

# data[].attributes.body
This accessible tool has two sections, to help you reflect on the development of children's speech, language and communication. The first section has a focus on the environment whilst the second section focuses on the practitioner interactions.

# data[].attributes.body
The Teddy Talk Test is a speech and language assessment that can be used by a range of Early Years Professionals with children who are 5 years old or under.  It enables practitioners to identify a child’s speech & language development relative to their chronological age.

# data[].attributes.attachment_link.readable_text
Training

The first provides information about the Teddy Talk Test- how it is structured, the theory behind it and practical tips about how best to use it.

The second part is more interactive and provides an opportunity for attendees to complete a Teddy Talk Test in real time using a video of a child completing the test. We discuss and trouble-shoot interactively giving atendees the opportunity to reflect on the application of the Teddy Talk Test in their setting. ​

​​

Training for SLT Students ​

The Teddy Talk Test is a simple play based speech and language assessment that can be used with any pre-school age child and provides a life-line when final year students step off the academic stage and into Early Years clinics. The Teddy Talk Test is an easy to use tool that offers an insight into the child's current speech and language skills compared to norms for their age. Good quality assessment is key in knowing where to start with any child and we know from experience how valuable the Teddy Talk Test can be as an NQSLT.

​

Please contact our training coordinator by email to discuss any training requirements that you may have: amy.teddytalktest@gmail.com

To explain the theory under pinning the design of the Teddy Talk Test

1. To revisit the stages of speech and language development in the early years and how children with hearing impairment might be impacted.

2. To demonstrate how to use the Teddy Talk Test to assess and analyse a child's communication development.

3. To expore practical considerations around achieving engagement from the pre-school child whose attention and listening skills may be affected by their hearing impairment.

4. To explore the use of the Teddy Talk Test for children who use a combination of speech and signing.

5. To discuss actions that should be taken as a result of assessment findings.

6. To discuss local provision, the steps that might need to be taken in order to make a referral to local SLT services and how the Teddy Talk Test might be used to support that referral. ​

​

1. To revisit the stages of speech and language development in the early years.

2. To demonstrate how to use the Teddy Talk Test to assess and analyse a child's speech, language and communication development.

3. To explore practical considerations around achieving engagement from the pre-school child.

4. To discuss where to start in terms of intervention or any other actions that should be taken as a result of the assessment findings.

5. To provide information about how the Teddy Talk Test can be used to guide other professionals that refer to your SLT service in order to improve appropriateness of referrals.

6. To discuss how the Teddy Talk Test could be used to identify cohorts of children for allocation to given care pathways, providing improved transparency and equitability across your SLT service.

​

# data[].attributes.attachment_link.title
Teddy Talk Test | Speech and Language Assessment | Training

# data[].attributes.attachment_link.description
Training The first provides information about the Teddy Talk Test- how it is structured, the theory behind it and practical tips about how best to use it. The second part is more interactive and provides an opportunity for attendees to complete a Teddy Talk Test in real time using a video of a child completing the test.

# data[].attributes.body
Contact details for eating and drinking referrals.

# data[].attributes.attachment_link.description
Here at Just One Norfolk, we are dedicated to providing children and young people's health services to the community. Find out more about our services

# data[].attributes.headline
How visual timetables can support children with SLCN in the early years

# data[].attributes.subject
How visual timetables can support children with SLCN in the early years

# data[].attributes.body
If you would like to be kept informed of the latest early years news, training and updates, please sign up to the Early Years Newsletter. This is one of the places where future Communication Hub Network Meetings will be advertised.

# data[].attributes.attachment_link.readable_text
Subscribe to our Newsletters

Sign up for our Early Years newsletters to stay up to date with what's happening in Norfolk.

Your email address will be used to analyse communication engagement.

Tick the newsletters below that you would like to receive.

# data[].attributes.body
Advice and support for children aged 0-19.

# data[].attributes.attachment_link.readable_text
Winter bugs and viruses are usually mild, but can sometimes become more serious. It can be hard to know what to do when your baby or child is ill and when you can manage this at home or need to see a doctor or nurse for more help.

We have put together information about keeping your family well this winter, as well as help on finding agencies and schemes that can provide support if you are struggling and tips for staying warm.

# data[].attributes.attachment_link.title
Health Advice & Support for Children - Just One Norfolk

# data[].attributes.attachment_link.description
Here at Just One Norfolk, we are dedicated to providing children and young people's health services to the community. Find out more about our services

# data[].attributes.headline
Just One Norfolk: Language Screening Test 

# data[].attributes.subject
Just One Norfolk: Language Screening Test 

# data[].attributes.body
Screening Tool

(Please see the Just One Norfolk Screening and Intervention webpage listed in the 'Communication Hubs Meeting 1' column, for further information and advice before using).

# data[].attributes.body
A safe, friendly, supported community for all things Speech & Language. Follow on social media, use & buy resources - lots to support an early and gentle approach to speech and language support.

# data[].attributes.attachment_link.title
Team LOCSALT — Little Orchard Children, Speech & Language Therapy

# data[].attributes.attachment_link.description
Early Years Speech & Language academy full to the brim with training, advice and support from a very passionate and experienced, award winning Speech & Language Therapist PLUS some fantastic guest experts

# data[].attributes.headline
Introduction to Picture Exchange Communication System (PECS)

# data[].attributes.subject
Introduction to Picture Exchange Communication System (PECS)

# data[].attributes.body
An introduction to using PECS to support children. The webpage also answers some frequently asked questions from families/carers and professionals. Please note, PECS should only be used following support from a PECS trained professional.

# data[].attributes.body
Communication Champion Core Training was developed by ICAN and The Communication Trust and has been successfully delivered through the Norwich Opportunity Area (NOA) project since 2018. We’re now delighted to be able to expand this fully funded training to all early years practitioners in Norfolk. This includes childminders, early years group setting practitioners and school nursery and reception teachers and teaching assistants.