Soundswell Language Expression & Understanding Tracker Handbook for Schools [SLEUTHS]

Mainstream: Whole day
Specials: Half-day

Who should attend
Staff (mainstream & special) working with students functioning below NC level 1

Learning outcomes:
By the end of this session, participants should…

• Know what communication behaviours to look for at different levels

• Understand the difference between assessment and observation (and how to formally observe)
• Know what communication strategies are needed by individual pupils
• Be able to identify communication strengths to target for development
• Knowing when and how and what to use to move pupils on
• Understand how to measure the progress of low-level learners

Soundswell Attention & Listening
Intervention [SALI]

Half-day

Who should attend
EY & KS1 mainstream staff

Learning outcomes:
By the end of this session, participants should…

• Understand how attention skills (and the other 4 core skills essential for any kind of learning) develop and why they are important
• Be familiar with the main principles of running successful groups, including the content & format
• Know how to teach ‘good listening’
• Have a chance to practice some of the group activities
• Be confident to establish a baseline, record progress,
  measure impact & decide what to do next

Wellcomm (Enhanced) Early Years

Half-day

Who should attend
EY & KS1 mainstream staff

Learning outcomes:
By the end of this session, participants should…

• Understand why early identification of Speech, Language & Communication Needs is vital
• Be confident to carry out screening (lots of opportunities to practice)
• Be confident to group children effectively
• Be ready to get interventions underway at the earliest opportunity

Wellcomm Primary

Half-day

Who should attend
KS2 mainstream staff

Learning outcomes:
By the end of this session, participants should…

• Know why it is important to identify children who have Speech, Language & Communication Needs
• Understand how Wellcomm Primary fits with other language interventions, and which children will benefit
• Know how to administer and score the screening tool & be able to decide what to do following screening
• Understand the principles of planning group interventions including activities to meet a specific target

Soundswell Screening
Intervention for Phonological
Awareness [SSIPA]

Whole day

Who should attend
EY & KS1 mainstream staff
Also has application in KS2

Learning outcomes:
By the end of this session, participants should…

• Know what phonological awareness is and how it links to literacy

• Successfully embed universal strategies into the curriculum

• Screen children with confidence

• Be able to deliver intervention programmes

• Confidently collect data and record progress

Soundswell Screening &
Intervention for Speech Sounds
[SSISS]

Twilight or Half-day

Who should attend
EY & KS1 mainstream staff

Learning outcomes:
By the end of this session, participants should…

• Have an overview of how speech sounds and processes develop with age

• Know how to administer and interpret the screening tool

• Understand the general principles of running the intervention groups

• Have an overview of the activities and resources available to plan the groups

Soundswell Working In Mainstream Schools [SWIMS]

Who should attend

TAs working in EYFS, KS1 & KS2 (Half-day)
Newly qualified or returning therapists (Whole day)

Learning outcomes:
By the end of this session, participants should…

• Understand the national context in the field of SLCN
• Understand the cycle of communication
• Learn methods for screening, identifying and intervening with SLCN
• Develop a wider understanding of available resources and ways to use them flexibly to support Speech, Language & Communication Needs at all levels of the pyramid of intervention
• Consider how to measure impact – how and why is this important?

Using Colour to Support Literacy

Half-day

Who should attend
EY & KS1 mainstream staff
Also has application in KS2

Learning outcomes:
By the end of this session, participants should…

• Know how to use a colour-coding system
• Understand the benefits of colour-coding
• Be able to generalise the skills learnt
• Be confident to apply colour-coding to curriculum activities

Tactile Signing for Sensory
Learners [TaSSeLs]

Stage 1: Half-day introduction
Stage 2: 3-day course

Who should attend
School, college and residential staff supporting learners with profound and complex learning disabilities

Learning outcomes:
By the end of level 2, participants should…

• Be competent in using the TaSSeLs system with a range of children and young people

• Understand the difference between assessment and observation (& how to formally observe)

• Know how to use the alert sign and some of the core vocabulary signs

• Understand the four approaches to using TaSSeLs

• Be able to make resources

• Be confident in setting targets and maintaining consistency