Best Practice

SLCN in key stage 3: Effective interventions (part 5)

Inclusion SLCN
The final part of Matt Bromley’s series on supporting speech, language and communication needs looks at strategies for effective differentiation and additional interventions
Image: Adobe Stock

Earlier in this series I shared some common characteristics to help teachers and school leaders identify speech, language and communication needs (SLCN) and explained why support for SLCN is crucial to enabling pupils to access the curriculum and make progress. I also shared some proven strategies for supporting pupils with SLCN through quality first teaching (wave 1).

Before we focus on proven strategies for in-class differentiation (wave 2) and additional interventions (wave 3), and to conclude my discussion of quality first teaching strategies, I would like to add some further thoughts on the explicit teaching of vocabulary (see part four).

The Educational Endowment Foundation (EEF) report, Preparing for Literacy (2018), claims that there is relatively limited evidence about how best to improve vocabulary, but the existing evidence suggests that the following should be considered:

Register now, read forever

Thank you for visiting SecEd and reading some of our content for professionals in secondary education. Register now for free to get unlimited access to all content.

What's included:

  • Unlimited access to news, best practice articles and podcast

  • New content and e-bulletins delivered straight to your inbox every Monday and Thursday


Already have an account? Sign in here