DfE to offer earlier speech and language support for 20,000 children
Developmental delays have been a growing issue since the pandemic, with more than 40,000 children waiting over 12 weeks for speech and language therapy as of June 2024
Up to 20,000 more children are set to benefit from earlier targeted support to overcome speech and language challenges before concerns escalate, The Department for Education (DfE) has announced.
Backed by £3.4m this year, the Early Language Support for Every Child (ELSEC) programme deploys specialist teams across primary schools and early years settings, helping to identify and respond to speech and language needs, particularly for children with SEND.
Developmental delays have been a growing issue since the pandemic, with more than 40,000 children waiting over 12 weeks for speech and language therapy as of June 2024.
The DfE said it is “particularly prevalent” for children with SEND as numbers have skyrocketed from 1.3 million in 2020 to 1.67 million in 2024 – with one in four of these children requiring additional help to overcome difficulties listening, understanding and talking.
It added that a lack of early identification can have a “devastating impact” on development, social skills, attendance, and academic attainment for all children – holding them back from progressing in school and life.
This is seen by the number of children on Education Health Care Plans escalating from under 250,000 in 2015 to over 575,000 in 2024.
The DfE said the ELSEC programme paves the way for a reformed SEND system that embeds earlier intervention and targeted support, enabling children to “thrive at their mainstream school and making sure all children have the best start in life”.
Minister for School Standards, Catherine McKinnell, said: “When challenges with speech and language go unnoticed, it can have a devastating impact on children’s attainment, attendance, social abilities and future life chances. ELSEC is turning this around for so many pupils – and particularly those with SEND – helping them find their voice and thrive at school and with their friends and family.
“This type of approach is exactly what we want to see in a reformed SEND system that delivers the support children need at the earliest stage and restores parents’ trust in a system which has let them down for too long.”