Speech Language and Communication Needs – Best Endeavours and Reasonable Adjustments

Leicester City Council

No.	Requirement	Fulfilled?	Evidence / Comment	Action
This is the requirement number	This is the audit item.	This is the check box to confirm the requirement has been fulfilled.	Give the name and source of any documents that demonstrate this requirement has been fulfilled. Enter any extra information here relating to the fulfilment of this requirement.	Define any actions that need to be taken to fulfil this requirement or to ensure it continues to be fulfilled.

The BERA Speech Language and Communication Needs (SLCN) Audit is to be completed on an annual basis by school, detailing the support provision for each individual child or young person who has or is felt to have a Speech Language and Communication Need.
The Speech Language and Communication Needs Audit and the Best Endeavours and Reasonable Adjustments Framework provide details of what schools must do to meet SEND needs and comply with their legal responsibilities under the SEND Code of Practice 2014, the Children and Families Act 2014 and the Equality Act 2010.
Where a child or young person with a diagnosed or suspected SEND need has other diagnosed or suspected SEND needs an audit will be completed for each need with which the child or young person presents.
Schools must also submit a Whole School Audit covering whole school SEND practice and an All-Needs Audit covering action required to support all those with a SEND need, irrespective of type.
Schools will benefit from the accurate and detailed completion of these audits which provide a clear picture of where school is meeting needs and help identify areas where further work is needed to fully meet the BERA requirements.
The BERA Audit is therefore very much part of the ‘Assess, Plan, Do, Review’ cycle (graduated approach), that is an excellent way to plan SEND support in schools. It can also help identify progress, support staff allocations and training needs and support schools’ applications for Element 3 top-up funding. It has also already been used to support schools in successful OFSTED inspections.

Name:	Click or tap here to enter text.
School / Setting:	Click or tap here to enter text.
Auditor:	Click or tap here to enter text.
Date of Audit:	Click or tap to enter a date.

No.	Requirement	Fulfilled?	Evidence / Comment	Action
The Leicester SLC Pathway has been used to plan universal, targeted and specialist support for the child or young person.	Click or tap here to enter text.	Click or tap here to enter text.
All staff working with the child or young person are familiar with local guidance for SLCN e.g., advice from Speech and Language Therapy Service, the SLCN MIN.	Click or tap here to enter text.	Click or tap here to enter text.
Appropriate assessment tools and evidence-based interventions are used to support the child or young person.	Click or tap here to enter text.	Click or tap here to enter text.
All staff who are supporting the child or young person has had specific training in: the SLCN of the child or young person. specific / targeted interventions for the SLCN. these are regularly updated / refreshed. Interventions may include:	Click or tap here to enter text.	Click or tap here to enter text.
Language for Thinking	Click or tap here to enter text.	Click or tap here to enter text.
WellComm Early Years	Click or tap here to enter text.	Click or tap here to enter text.
WellComm Primary	Click or tap here to enter text.	Click or tap here to enter text.
Let’s Talk	Click or tap here to enter text.	Click or tap here to enter text.
Time to Talk	Click or tap here to enter text.	Click or tap here to enter text.
Other	Click or tap here to enter text.	Click or tap here to enter text.
Quality First Teaching The child or young person has the following opportunities:
Differentiated curriculum and includes content from earlier years where appropriate.	Click or tap here to enter text.	Click or tap here to enter text.
For multisensory, practical learning around concepts to teach, develop and reinforce attention and listening skills.	Click or tap here to enter text.	Click or tap here to enter text.
6	To use strategies that develop and reinforce language skills:	Click or tap here to enter text.	Click or tap here to enter text.
paired and group work with the opportunity to engage in structured conversations with peers.	Click or tap here to enter text.	Click or tap here to enter text.
demonstrating / modelling/ scaffolding, including during play for young children	Click or tap here to enter text.	Click or tap here to enter text.
adapted language with use of key vocabulary, short sentences with simple grammar, chunking / sequencing of concepts, use of differentiated and open-ended questions	Click or tap here to enter text.	Click or tap here to enter text.
specific vocabulary teaching e.g., use of Word Aware	Click or tap here to enter text.	Click or tap here to enter text.
reinforcement and generalisation of correct vocabulary and grammar	Click or tap here to enter text.	Click or tap here to enter text.
repetition, rephrasing, and explaining	Click or tap here to enter text.	Click or tap here to enter text.
extending vocabulary use and understanding	Click or tap here to enter text.	Click or tap here to enter text.
time to process, respond and to check understanding	Click or tap here to enter text.	Click or tap here to enter text.
develop knowledge of word relationships e.g., PORIC	Click or tap here to enter text.	Click or tap here to enter text.
Opportunities to ask questions and use critical thinking skills	Click or tap here to enter text.	Click or tap here to enter text.
are explicitly taught inference, prediction, and analysis	Click or tap here to enter text.	Click or tap here to enter text.
An asking friendly environment where children and young people are encouraged to seek clarification when needed	Click or tap here to enter text.	Click or tap here to enter text.
7	Appropriate resources are used to support the child or young person’s oral narrative:	Click or tap here to enter text.	Click or tap here to enter text.
Black Sheep publications	Click or tap here to enter text.	Click or tap here to enter text.
writing frames	Click or tap here to enter text.	Click or tap here to enter text.
sequencing cards	Click or tap here to enter text.	Click or tap here to enter text.
pictures and real objects	Click or tap here to enter text.	Click or tap here to enter text.
visual cues	Click or tap here to enter text.	Click or tap here to enter text.
role play	Click or tap here to enter text.	Click or tap here to enter text.
talking tins	Click or tap here to enter text.	Click or tap here to enter text.
voice recorders	Click or tap here to enter text.	Click or tap here to enter text.
display of key vocabulary both in pictures and words, word banks, glossaries and word games	Click or tap here to enter text.	Click or tap here to enter text.
mind maps, concept checklists and topic webs	Click or tap here to enter text.	Click or tap here to enter text.
8	The child or young person is provided with a language supportive environment (indoor and outdoor learning spaces):	Click or tap here to enter text.	Click or tap here to enter text.
Minimal background noise and appropriate noise levels are maintained in the classroom, using a range of strategies.	Click or tap here to enter text.	Click or tap here to enter text.
Resources labelled with pictures and words, accessible and well-organised.	Click or tap here to enter text.	Click or tap here to enter text.
Pictures or photographs so that children can self-register.	Click or tap here to enter text.	Click or tap here to enter text.
Displays support vocabulary and language development and include examples of children and young people’s language.	Click or tap here to enter text.	Click or tap here to enter text.
13	Opportunities are provided for the child or young person to use Alternative Augmentative Communication (AAC), such as signing and visual aids, including choice boards.	Click or tap here to enter text.	Click or tap here to enter text.