Speech, Language and Communication Needs (SLCN)

Identification and Support Process

At The Gryphon School, we are committed to ensuring that all students can access the curriculum and communicate with confidence. We use a graduated, evidence-informed approach to identify and support students with Speech, Language and Communication Needs (SLCN).

Alongside targeted support, SLCN provision is embedded in high-quality teaching (HQT) across the school. This includes:

• Use of dual coding and visual supports in lessons

• Clearly structured explanations and explicit task expectations

• Staff training in Developmental Language Disorder (DLD) and SLCN

• A consistent approach to supporting vocabulary, understanding and communication in all classrooms

Stage 1: Initial Screening

(Data-informed identification with teacher insight)
We begin by identifying students who may be at risk of SLCN using a combination of data and professional judgement.

Data screening includes:

• CAT Verbal scores below 85

Teacher input is then gathered using a structured checklist:

• Difficulty understanding spoken instructions
• Limited vocabulary for their age
• Difficulty expressing ideas clearly
• Use of short or immature sentence structures
• Challenges following discussions
• Social communication difficulties

Students are placed on the SLCN Monitoring List where there is a CAT Verbal score below 85 and consistent teacher concern.

Stage 2: Context Check (Triage)

Before assessment, we ensure that needs are correctly understood within the student’s wider context:

• EAL (English as an Additional Language):
• Students are monitored via the EAL pathway to ensure difficulties are not primarily due to language acquisition

Nurture Provision:

Students already receiving support continue within provision, with impact closely monitored

EHCP or Existing Diagnosis:

We review provision to ensure it is appropriate and effective

Students who require further investigation move to assessment.

Stage 3: Baseline Assessment

Baseline assessments are carried out by trained SLCN staff to identify specific needs and establish starting points.

Assessment may include:

• BPVS (receptive vocabulary)
• Expressive language tasks, such as picture description or narrative retell
• Language Link Secondary (where available)

This allows us to:

• Identify the type and level of need
• Establish a clear baseline for progress

Stage 4: Targeted Intervention

Students identified with SLCN needs receive time-limited, small-group intervention (typically 6–8 weeks).

Interventions focus on:

• Vocabulary development
• Understanding of language
• Expressive communication
• Social communication skills

All interventions are delivered by trained staff and are closely aligned with classroom learning.

Stage 5: Review

Student progress is carefully reviewed following intervention:

• Good progress: Student returns to monitoring with strategies embedded in class
• Some progress: Intervention is adapted or continued
• Limited progress: Further support is considered

Stage 6: Specialist Referral

Where needed, we seek additional specialist support.
A referral to Speech and Language Therapy (SALT) may be made if:

• Difficulties persist despite intervention
• Baseline assessments indicate significant need
• There are ongoing concerns around speech, language, or social communication

How This Looks in Practice

Screening → Monitoring → Context Check → Assessment → Intervention → Review → Specialist Support (if needed)

This structured approach allows us to:

• Identify needs early
• Provide timely and appropriate support
• Ensure all students can fully access learning

Our Commitment

At The Gryphon School, SLCN support is not limited to interventions. It is part of our whole-school approach to inclusion. Through high-quality teaching, staff training, and targeted provision, we aim to remove barriers to communication and enable every student to succeed.