Government response to Bercow Review - Action Plan to improve services

[TotalChaos]

www.dcsf.gov.uk/slcnaction/

[moondog]

Sounds great bit it's easy to throw all those words about and for it to mean sod all. The best way forward is to ensure that everyone working with children with lang. difficulties has some srot of training and that taking on a job is dependent on this.

People have no idea how shockingly un/illtrained people are in the field of lang. and learning difficulties. Most staff in special schools ahve no special training for example beyond bog standards teachers course.

Assistants usually have nothing at all.

[TotalChaos]

On a quick reading I'm not that impressed as a parent. Though there does seem to be a commitment to improving teacher training and beefing up the 2/2.5 year developmental checks. What alarmed me was the suggestion that the "pathfinder" areas would be looking at whether it was better to have 1-1 SALT or have SALT train other staff - to me that sounds like they want to carry on the dilution of SALT services.

[moondog]

1-1 salt is very rarely the anser to a child's difficulties.I rarely do it myself (apaprt from for assessment purposes) and I do not want it for my own child who is language impaired.

Unless knowledge and skills are passed on adn staff and paretns shown how to integrate communication goals into everyday life, 1-1 salt is a waste of time.

[TotalChaos]

Interesting. I completely agree that the 1-1 sessions are the tip of the iceberg - in terms of what parents and schools can and should be working on on a day to day basis. But I suppose I feel that regular expert trained input is invaluable too. My ideal would be a Hanen type set up but on a more long term basis - where parents and SALT have a regular chance to meet together and SALT can look at how the child is interacting and help choose the appropriate next goals and techniques with parents. Would be good if school were on board as well. And it is useful for parents to see a 1-1 session, get copies of similar exercises/games to use at home.

[moondog]

TC, other point to consider is that most parents aren't like you.
They either can't or are unable to put in the work needed.
They claim they haven't the time.
I work f/t,do an MSc, have a dh abroad for long periods of time and put in at least an hour with my dd every night.
I have to if I want her to develop.It works.
People want quick fixes for everything.Old fashioned boring graft does not appeal.

[cyberseraphim]

We have a good mix in that DS1 gets 1-1 twice a week with a therapist (Hanen style play therapy) but I am involved with the sessions so I learn what to do myself to carry on the work at home. I agree it would be good if we had the full version of Hanen that is shown in the Canadian videos - therapists working at home with the parents. But I think they pay for it over there although they mention funding for those who can't afford it.

[moondog]

Yes Clanger very true.Salts juggling massive caseloads and it is often impossible to actively monitor cases unless schools get back to us regulalry with info. we need to come back in, which I certainly encourage them to do.I leave an action plan (also with parents) and tell them that when all completed, to get back to me.They rarely do.

I work a lot in the same schools so that works because I have had years to build up a good open relatinship with staff. Can't be compared to occasional visits to other places where no rapport.

Why did you not have PECS? If it is needed, we do our best to get it for people, sometimes using a grant obtained through SW. Alternatively, people pay themselves. I appreciate not everynoe can afford it but for a non verbal child, can be a Godsend.

[TotalChaos]

Tclang - that's my concern re:this response - that there seems to be zero commitment to increasing SALT, and commitment to trying to get other professionals and parents to do SALT work as part of their job!!

Moondog/TClang -re:PECs. I only got to use PECs because of good private SALT advice. When I showed the PECs communication book to DS's first NHS SALT (who "didn't do the joint clinic cases"- he got shoved onto her list after 8 months because it was a bit shorter - she looked at it as if it was from outer space and muttered "but isn't it too overstimulating for him" - she was absolutely clueless.

Moondog - to be fair I've had - call me if you've got any questions - but I've never had an "open door" - call me if you've finished/need more resources. My error is that low expectations breed low expectations iyswim - that my poor experiences at the start of the process have coloured my views (9 month wait to be allowed on list, 8 month wait to get seen, being temporarily turfed off joint clinic list after 8 month wait). I freely admit that if I removed the chip from my shoulder more often I may get better results! And your posts have inspired me - that even if I can't get more SALT visits to school, I shouldn't be shy of asking for more work resources/ideas to be sent.

[vjg13]

We have also found that the diluted SALT approach works poorly. At one session where the SALT watched the TA dong my daughter's programme E was saying the word correctly (it was fork) and the TA was saying 'she can't do it' because the final sound was quiet!

My daughter's phonology group is run by a TA despite the head of service saying this type of specialised work should be done by a SALT.

I do understand the need for us all to do the programmes as often as possible but I think more actual SALT time from once each half term would really benefit my daughter.

[dsrplus8]

think one of the problems is that the info on what would help my daughter just isnt freely given, ive constantly got to ask about what i should be doing at home with her,as we are still in middle of tests/ pre diagnosis there seems to be some confusion on what is the best way to go for her,conflicting advice. surely a standardised basic teaching program for the parents as well as SALTS is the way to go? once the dx comes then it could be talored to suit the childs needs better, but at least we would have an idea of where to start. many times ive asked hv and SALT about signing lessons for parents and truth is there is no prevision where i am (east scotland).the majority of info ive received has been here on mumsnet....... its all such a lottery.

[moondog]

Very kind TClanger but I am sure I am as guilty of a lot of these things as anyone else. After every single contact I make,I know I could have done more.

There will never be enough SALTs to go around. In addition, the seamless co-ordinated teamwork that this requires will never happen (although one of the places i work has it functioning better than anywhere else I have ever seen.)

Once again,it demonstates that the only way to ensure provision for your child is to get them statemented and to have a statement that does not use the woolly language loved by Health and Education.It must specify and quantify and crucially not put communication issues under the section 'Non-educational needs' (which is what always happens, regardless of the fact that this is illeagal.)

However it is a nightmare and fighting for one can eat up months and months of yuor life. Needless to say, in my own dd's case,it took me practically all my 'free' time over 10 months to get her the provision she needed and was a crippling debilitating experience from which, quite honestly i will never fully recover.

[moondog]

I also think what makes a world of difference is writing out your expectations and requests in a well composed letter. Don't become emotional,don't be accusatory, don't go on, and dooffer solutions to problems.

Find out name and address of head of dept. and head of Trust directorate and send it to them (mith the fact you have cced being shown on your letter.)

This in no way compares to a casual 5 min chat with a salt in which you state you are 'very keen to do as much as you can'.

It marks you out as a parent not t obe messed with and these people get a good service? Is it to the detriment of others or better than that received by kids with similar needs? It's a moot point but ultimately that is not your problem, it's the problem of the salt dept.

[TotalChaos]

Thanks Moondog for the good practical advice.

[moondog]

Do,don't trust them.
Any of them.

[vjg13]

I wrote to the head of service and then a complaint to the chief exec. of the trust. My daughter's visits were increased from once a term to once each half term and this was written into part 3 of her statement.

I still think this is inadequate and was told by a SEN co-ordinator at a different school that about 1% of school age children get this level of SALT in our area! The rest get much worse.

That's why we are in a battle with our LEA to get my daughter into a non-maintained school which has an onsite SALT for 4 days a week for 30 children. The LEA placement offcer said we wanted a 'rolls royce service'!!

[TotalChaos]

out of interest, how often do children get SALT at a language unit? Or are the staff so well trained in SALT techniques that that's not wholly relevant?

Funnily enough I've been pondering the self same issue today TClanger - as to how on earth to figure out what DS should be getting. As starting point will see what private SALT thinks as I have the most faith in her than the other professionals I've seen.

[moondog]

And why the hell shouldn't one expect a 'Rolls Royce' service?