Nuffield Early Language Intervention

I’m Jane Ronan I’m the Assistant Head and Inclusion Lead here Our Lady of Muswell Primary School. Part of my role is to
ensure that everything we are doing is including all children with all needs.
We’ve got language difficulties across the school we found in people progress
meetings that some Key Stage 2 children teachers were reporting they’re not able
to write in full sentences and that led us to the question why aren’t they
writing in full sentences can they speak in full sentences? We found that there
was a pattern in some of our Key Stage 2 children with what appeared to be literacy
or English needs but actually when you dug a bit deeper they were language
needs and some of these children who are coming in with the communication needs
aren’t triggering those so we need to be putting something in place so that was a
challenge for us so NELI really was a solution to that challenge for us. my name is Louise Haugh and I’m a teaching assistant at Our Lady of Muswell Primary School and I deliver the NELI
intervention. I like the fact that there’s three group sessions in the week
so that’s a Monday, Wednesday and Friday and then on a Tuesday and a Thursday I
do an individual session with each child and I find the individual sessions are
the best because it consolidates what we’ve done in the group session so if a
child has had problems or struggled with certain vocab words I’ve noticed
that and I can pick it up and work with them individually and focus more in on
that with them. Do you know what a baby cow is called? A duckling. Ooh that’s a good word, but not a duckling. Duck? What’s a baby cow called? Hen? Moo. It does say moo, well done. Moo. A baby cow is called a calf. Can you say that? Calf. We had a farmyard scene and they had
four different animals and they had to tell me what the animal was what the
young was called then they had to decide where on the farm that animal would live
then we added the family to it because that was some of the words from our
previous session so that’s where it’s nice where it all links in together and
that we revisit what we’ve done previously and then add it to the
session that we do. My name is Lorraine Haugh and I am the Early Years Leader and class teacher at Our Lady of Muswell Primary School. I work with my twin
sister who is the nursery nurse in the class. Foal. Foal. Well done, fantastic. I’ve noticed huge language improvements from the children taking part in the NELI group One child in particular I was worried that maybe wouldn’t have made GLD – the Good Level of Development by the end of the Reception year due to language due to speaking and that underpins everything for you know that’s the foundation but
from being in the NELI group this child now can hold a conversation with us
talks about things that she’s done in the holiday or weekends so I’m not
worried now and she’s made huge progress Lake. Lake or a pond. Yeah, what do you think this could be here? Ted’s watching, because remember, Ted’s going to choose the best listener at the end. When I call the children to come into
the group there will always be ‘where’s Ted?’ ‘Can we bring Ted?’ They always want to
carry him down for the individual sessions as well they’d be like ‘Have we
got Ted?’ Rather than me saying ‘Oh can we do this today?’ It’s Ted wants you to do
it so it’s not just for me it’s for somebody else they love it.
It’s those individual sessions that I would say has made a huge impact. It’s
one thing isn’t it with interventions that we’ve done in the past is okay the
children are going out and having an intervention group and then they go back
to class and what’s really done with it? So I think having those individual
sessions where those misconceptions can be picked up has been the difference
really between NELI another speech and language group really
so we love it here. The path. You might want to walk along the path on the farm. What’s this here? Grass. Grass, or you might say a field. There’s more grass here. That’s right. And what’s this here then? A fence. We have our three groups in a week and we have our two individual sessions but what has happened is that has gone back into the
classroom so we now have whole class settings where the children are all
exposed to elements of what the NELI is providing for the small groups. We use
children in the NELI group as experts if you’d like and that’s building their
confidence Let’s see if you remember our words from our last session. To eat food you have to bite it and? Chew. And chew it. Drink. You drink water. You do drink water. Or juice. Or juice. Well done. So from being in the NELI group that shy quiet child now helps become that expert in teaching the other children in the class playing those
games that she’s already had the experience of. Feed, feed, feed. Who’s feeding the baby? The mum or dad. Why do you think the mum or dad is feeding the baby? Because the baby can’t pick the spoon up. we know that it’s coming from a research
led piece of work which is what we do here at school we’ll always work with
research led interventions. Other members of the SLT team are now very enthusiastic about anything to do with speech language and communication needs and how we can bridge gaps. They have seen first-hand what a
well-thought-out, well-planned well-delivered intervention can bring and the changes it can make. Who do you think might be the youngest, Linda? This one. Why do we think this one might be the youngest? Because she’s little. Because she’s little? Who do you think might be the oldest person? That man. Well done. So we looked at our words from the last session. Shall we put that back on the farm then? Fantastic. One thing that we’ve all been talking about here is you know sitting in say people progress meetings talking about children and further up
the school and why they’re not achieving and most of it is coming back to speech
and language. It’s time to go home. So off he went. He had had a lovely day at the farm. No, he forgot to feed the chickens. Oh he did, didn’t he. What’s that? The chick and the? The hen, well done. So if we can get it right in the early years then hopefully then we’ll see
the improvement further on in the school

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