Ensure a multi-agency assessment to identify persistent and complex needs by seeking advice from external services such as the Inclusion Service,  Bury’s Speech and Language Therapy Service  , Educational Psychology Service, CAMHS, to tailor programmes and activities to support individual young people’s speech and language development, including attention and listening skills and social skills.

School staff to deliver and support daily, individualised, targeted intervention, based on support and guidance from external services.

Black Sheep and ELKLAN provide resources for teachers and speech and language therapists working with young people with Developmental Language Disorder (DLD) and speech, language & communication needs (SLCN).

Certain interventions may require specialist training from the Speech and Language Therapy Service.

Use the Assess- Plan-Do-Review-Learn (APDRL) process to monitor the young person’s progress, alongside any external agencies' advice, whilst collating evidence of the impact of the strategies being used (see the ‘SENCO Best Practice’ section).

Where a young person has an Education, Health and Care Plan (EHCP), refer to described outcomes and provision and implement.  Continue to use the APDRL process against the specified outcomes and provision.  Regularly update with strategies as they are tried.  Complete Annual Review of EHCP (see the EHCP information within the ‘SENCO Best Practice’ section). Continue to request and act on advice from external agencies as necessary.

Access Arrangements can be arranged for young people with special educational needs. This may include allowing extra time, providing a scribe or having a reader. These will need to be applied for in advance by the school; check the exam board and gov.uk guidance for more information.