Speech, Language & Social Communication
My child has difficulties with Communication and Interaction.
This can include:
Understanding how to communicate socially with other people.
Conditions include: Specific Language Disorder, ASD/ASC (Autism), Asperger Syndrome, speech sound disorders/delay.
Stammering – advice given to families about how to access support from outside agencies.
What can Lampton offer?
My child has an EHCP identifying the primary need as Developmental Language Disorder. What specialist help can they receive?
Speech and Language Centre:
For young people aged 11-16 with Developmental Language Disorder (DLD)
Description of Provision
Provision is the same as for all Lampton School pupils plus…..
- KS2 to KS3 transition support (including liaison with primary schools and Speech and Language Therapy Service, centre visits in year 6 and Transition Programme during year 7)
- 5 targeted 1 hour sessions per fortnight in the Centre working with an on-site speech and language therapist as well as a specialist teacher/specialist TA. In these sessions pupils may be working 1 to 1 or in a small group.
- In-class teaching assistant support to aid learning in some mainstream lessons (approximately 8 hours per week). This support will often be shared with other pupils.
- On-going monitoring and regular feedback to parents and pupils (at least termly and including the Annual Review)
- Referrals to and regular liaison with outside agencies (e.g. EP, SLT service, CAMHS) – as required.
- Exam Access Arrangements
- Communication Centre Homework Club
- Post 16 Transition support – including liaison with Connexions service
- Age 11-16 years with an EHCP.
- Developmental Language Disorder should be the primary ‘need’ on the young person’s EHCP. This means the young person will have significant difficulties with receptive and/or expressive language (this may or may not include speech difficulties), which affects their access to mainstream secondary education.
- Non-verbal cognitive ability should be within the average range.
- Hearing within normal limits and any history and significance of earlier loss known.
- For those young people with English as an additional language (EAL) their language disorder should be seen in both English and ‘mother tongue’.
- Measures indicate that language levels are within the ‘normal range’ and the young person is able to access the National Curriculum through differentiated work in a mainstream school.
- Other significant special educational needs are identified via assessment (with/without diagnosis) and the pupil requires an alternative provision (in another specialist centre or special school.
Total number of places available in centre: 16
A Speech and Language Centre place is given by the SEN Department at LBH. Places are given on the basis of the pupil meeting the entry criteria and space being available in the centre.
Applications should be made to Hounslow LEA.
All students at Lampton can access
- Quality First teaching with appropriate differentiation (including best SEND practice).
- Visual aids to support key vocabulary, concepts and themes.
- Access to homework support clubs.
- Year 7 Active Listening Skills programme.
- Accelerated Reader Programme
- KS2 to KS3 transition support via tutor programme.
- Access to assessment for identification of significant needs.
Support for targeted groups of students may include
- Assessment and identification of language need and feedback to parents/carers and staff.
- Small group sessions in the Communication Centre with Specialist Teacher/Teaching Assistant/Speech and Language Therapist Modules include: vocabulary, inference and deduction and language building blocks.
- Pre and post module skills assessment and results.
- Post module feedback to student, parents/carers and staff.
- In-class Teaching Assistant support in some lessons.
- Year 7 Transition Group
Targeted individual support may include
- As for all Lampton students plus…..
- 1:1 session with a Speech and Language Therapist.
- 1:1 sessions with other specialist staff in the school linked to needs on EHCP.
- Individual Teaching Assistant support in some mainstream lessons.
- On-going monitoring and regular feedback to parents/carers and students (at least termly and including the Annual Review).
- Exam access arrangements.
- Post 16 transition support.