greater manchester early outcomes fund pathways to talking
TRANSCRIPT
Greater Manchester Early Outcomes FundPathways to Talking
Learning Event 2nd December 2019
Chris McLoughlin Lead DCS for GM School Readiness Programme
GM Early Years/School Readiness Vision
We want every child in Greater Manchester (GM) to have the best start in life. This means that every child grows up in an
environment that nurtures their development, derives safety and security from their parents / care givers, accesses high
quality early years services and has a belief in their goals and their ability to achieve them.
Our ambition is that every child in GM is acquires the skills necessary to negotiate early childhood, primary and secondary school and education and employment.
What is the GM Model?
1. 8-stage New Delivery Model assessment pathway
2. A range of multi-agency pathways
3. A suite of evidence based assessment tools and targeted interventions.
School readiness: The Greater Manchester Approach
Andy Burnham Mayor of Greater Manchester
Good Level of Development 2013 - 2019• In 2015 62.4% children in GM achieved a good level of development (GLD) at the end of
Reception Year, aged 5 years, this represents a significant increase on the equivalent figure of 47.3% in 2013
• In 2019 GLD as increased to 68.2%
• GM remains below the England average of 71.8%
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
2012/13 2013/14 2014/15 2015/16 2016/17 2017/18 2018/19
Per
cen
tage
ach
ievi
ng
GLD
GLD Results 2013-2019
GM
National
We’re seeing positive improvements in outcomes for our disadvantaged children
Outcomes for pupils eligible for Free School Meals have improved consistently since 2015.
Provisional 18/19 data shows we have caught up with the England average.
48.0%
50.0%
52.0%
54.0%
56.0%
58.0%
60.0%
2015/16 2016/17 2017/18 2018/19
Pupils Eligible for Free School Meals 2016-2019
GM England
Why does early speech, language and communication matter?
• The ability to communicate is recognised as the most fundamental life skill for children
• It directly impacts on their ability to learn, to develop friendships and on their future life chances.
• In areas of poverty over 50% of children are starting school with delayed communication skills.
• When language difficulties are resolved by the age of 5, children are more likely to develop good reading and spelling skills and when leaving high school they achieve as well as their peers.
What are we doing about it
Speech, Language and Communication:Foundation Skills for Life
Michelle Morris, Consultant SLT / Lead for GM Early Years SLC Pathway
[email protected]@ speechiemsm
In the next 30 mins I will
•Describe the conditions commonly referred toas Speech,Language and Communication Needs
•Explain why developing these skills is so important
•Identify the potential impact on life chances if these skills are notdeveloped
•Explain why the early years should be the focus of our efforts•Describe what we are doing in GM to maximize opportunities for
children and young people to develop effective communication skills
Speech, Language and Communication Skills?
• Being able to attend and listen
• Understanding (Receptive Language)
What do we mean by Speech, Language and Communication Skills?
• Being able to attend and listen• Understanding (Receptive Language)• Expressive Language • Speech production • Social use of language using language for different purposes adapting language to meet the needs of the listener/situation following the unspoken rules of communication
Speech, Language and Communication Needs
Language Delay Under 5 years
resulting from insufficient exposure to a broad range of vocabulary &language
models
Speech &Language Disorders
Developmental Language Disorder
Language Disorder associated with a
bio-medical condition
Language Disorders
Refers to speech, language and communication difficulties that create obstacles to interaction or learning in everyday life and where they are not likely to catch up i.e. the condition has not resolved by 5yrs old
Approximately 10% of children and young people. 3/class
Pathway will identify these children who will need universal, targeted interventions & specialist interventions
Two Types – Developmental Language Disorder & Language Disorder associated with a condition
• 7.58% of children have DLD, a language disorder that is unexplained by any
other condition (Norbury 2016)
• DLD has been described as the “most common disability that no one has ever
heard of”
• This makes it the most prevalent neuro-disability. More common than Autism
(1.1%) or stammering (1%) which everyone knows
• In addition another 2.34% of children have a language disorder that is associated
with another condition e.g. ASC, hearing impairment
What the research tells us
Speech, Language and Communication Needs
Language Delay Under 5 years
resulting from insufficient exposure to a broad range of vocabulary &language
models
Speech &Language Disorders
Developmental Language Disorder
Language Disorder associated with a
bio-medical condition
In areas of high socio-economic needs up to 50% of children
who are aged 5 years and under, experience a delay in
language and communication i.e. their language skills are
significantly behind that of their more advantaged peers
The early years GM pathway is designed to identify and
support these children as well as identifying children with
SLC disorders
Speech and Language Delay
0
20
1
0
Chi lds age
in months
30
Million
Word
Gap
Number of words heard by children in
different income groups
Professional
Hart & Risley 1995
En
hanced c
um
ula
tive w
ord
s a
ddre
ssed t
o c
hild
.
By 4 years of age, there is a 30 million word gap betweenchildren from the wealthiest and poorest families.
By 18 months, children in different socio-economic groupsdisplay dramatic differences in their vocabularies.By 2 years, the disparity in vocabulary development has grownsignificantly (Fernald, Marchman, & Weisleder 2013).
Lack of exposure to sufficient quantity and quality of language may result in language delays for many children
Children living in middle and higher income homes have more opportunities to practice language skills and experience language-rich environments in comparison to children living in low income homes.
Family income does not directly cause language delays.
It is not who you are, but what you do that matters
0.9
0.8
0.7
0.6
0.5
0.4
0.3
0.2
0.1
0
1900 1950 2000
Manual Labour
Communication
Ruben (2000): Redefining the survival of the fittest Communication disorders in
the 21st Century
Changes in Occupation in the USA
2Years
Why are the Early Years so important?
Timeline illustrating different rates of rapid synapse development
Attunement :synchronised interaction between parent and baby
GM Communication and Language Pathway (Update Feb 19)
Difficulties such as fluency, feeding and specific medial conditions should be considered separately
ASQ3
ASQ 3 (SE)
Green score on Well Comm
SLC Tool Kit
Amber score on Well
Comm SLC Tool Kit
Red Score on WellComm
SLC Tool Kit
Communication with SALT
team
Universal language promoting
advice;
Universal key messages e.g. five to
thrive, social baby.
WellComm Activities;
Parent Child interaction group;
Targeted intervention in settings
e.g. early language group, attention
group (play plan where
appropriate).
SALT referral/intervention
1:1 Parent Child Interaction
intervention (Communication
Development Worker)
ASQ3: communication and
language falls in white area
and no concerns re HLE
EYFS tracker
ASQ3: communication and language falls into Grey
and/or concerns re HLE:
carry out WellComm
Assessment
Parental concerns
Professional
judgement (skills
developed following
training and
experience)
Underpinned by skills and knowledge of workforce and work with other EY
pathways e.g. parenting.
Home Learning
Environment indicators
Refer to language falls into
black :
apply professional
Judgement whether to
carry out WellComm
assessment
specialist services SALT
depending on level/area of
need. (SEN)
Communication and
language risks shown on
EYFS tracker :
Carry out WellComm
Assessment
Parent: use GM
recommended
tools to measure of
change in use of
PCI strategies
(group or 1:1);
Child: Use
WellComm tool 3
months post initial
screen/interventio
n to assess where
further
interventions are
needed;
EYFS tracker.
Early identification
and intervention
Central role of families & the
importance of HLE
A multi sectorial, multi
professional response .
Everyone’s contribution is
recognized
Linked to other
pathways e.g. PIMH
Awareness of the
importance of SLC by
the citizens of GM
Workforce
developmentIterative
process
Using the evidence to inform
actions and practice
A flexible approach
to respond to diverse
SLC needs
Using local
innovation
Pathway
Principles
Early Chat Matters
Becky Bibby - Jan RobinsonDeborah James
GM Pathways to Talking Project Team
GM Early Outcomes Fund
• DfE Programme established the Early Outcomes Fund in November 2018 worth approx £6.5m
• Overall ambition of the fund is to increase the number of LAs starting a transformation journey to improve the collective operation of local services in securing good early language outcomes for children
• The fund has 3 key aims:• To increase leadership focus at LA level on the key issue or early
language• To enable LAs to undertake work to improve their services and how
they are delivered• To resource evaluation and partnership working amongst LAs that
will spread innovation around the wider system
GM Early Outcomes Project
• GM Pathways to Talking
• Shared bid submitted by Salford in partnership with 10 localities and the Greater Manchester Combined Authority
• Theory of change: We have an existing SLC pathway - why are Communication and Language Outcomes age 5 years not improving more rapidly in GM?
• Awarded £1.5 million for 2 priorities: • To evaluate implementation of the existing GM SLC pathway • To increase the scale and pace of SLC pathway implementation
Working across 10 GM localities
• Funded project leadership roles in each locality to ensure capacity to identify locality strengths, priorities and develop and implement a locality plan
• Every locality multi-agency team has completed a self assessment – GM Pathways to Talking Stocktake
• Each locality project lead has developed their own Theory of Change to address locality priorities and allocated funding linked to a locality implementation plan
• Building on existing relationships within GM with a strong focus on peer support and challenge
Sharing the learning across GM• 10 locality stock-takes – identified areas of strength as well as gaps.
• Recognised the learning that we want to share and celebrate within and outside GM.
• Best practice themes:• Strong Leadership and Commissioning of the SLC pathway at scale
• Engagement of early years settings and schools
• Implementation and impact of GM stage 4b assessment at 18 months and use of WellComm to identify speech, language and communication needs and provide early interventions
• Working with families and communities with English as an Additional Language
• A coordinated programme of workforce development for SLC
• Supporting improved parent: child interactions through early communication groups
Working from the inside out Lister is going on inside something – that’s where transformational change is craftedJohn Shotter – practical philosopher in organisational change says we need to ask, what are people going on inside of?
Halve the word gap
4-Pillar delivery
Broadcast, marketing and
messaging
bbc.co.uk/tinyhappypeople
@bbctinyhappypeople
Frontline professionals
Community activation
Digital
www
Content categories
Hook ActivitiesScience
Entice, engage curiosity
Wow the audience
Practical, easy things to do
Bradford
Pilots 1 & 2 GM and across the UK
Testing tone and feel of content, and routes to market
Parents, front line professionals, community groups
Website and Instagram channel
Manchester
Stockport
Salford
Bolton
Wigan
PILOT 1
Swindon
Inverness
Nottingham
NI - Traveller Community
Bridgend
Where we are now
Oct 2019 Soft launch
Greater Manchester / GMCA
Blueprint for rest of UK
Endorsements
Working towards full launch March 2020
Full launch ambitions
Gtr Manchester
Coastal Cornwall
Belfast
Glasgow
5 hyper local hubs across the UK
Big commercial collaborations
400+ films and 30+ articles
Additional website sections –professional area, wellbeing
Wider BBC
Merthyr Tydfil
Ella’s experience
Ella’s experience
Ella’s experience
Ella’s experience
Ella’s experience
Ella’s experience
GM Pathways to Talking
Next Steps
What are our GM priorities?
• Digitisation of early years data and shared access across multi-agency services
• Strategic engagement of all sectors of the early years workforce
• Aligning the SLC pathway with other pathways to ensure a joined up offer for GM families