Effective identification of SLCN requires regular monitoring of children’s outcomes

The BCRP research found that profiling of children’s skills and areas of need, such as using the Early Years Foundation Stage Profile, is an effective way of identifying which children have needs which are met through quality first teaching and a positive language learning environment and which go on to require more specific support. ^{27 28}

The recommendation therefore is to learn from this and to have a continuous formative assessment approach to identification and not a ‘snap-shot’ approach that is required by education establishments completing the SEN census data.²⁹ 

For commissioners undertaking needs assessment, this finding suggests that gathering profiling information from the EYFS and considering attainment data for language and literacy at KS2 will provide useful information over time for a cohort of pupils in a local area and/or school. 

Prevalence and associated risk factors that predict SLCN

The BCRP explored prevalence of SLCN and ASD in some detail.^{30 31} Still working with the SEN census data and therefore the narrow definition of SLCN as a primary SEN category, the rates of identification of SLCN and ASD were found to have increased substantially over the period examined (2005-2011): an increase of 72% in identification of SLCN and an increase of 83% in identification of ASD.³² 

The associated risk factors that were investigated in order to determine their influence on the prevalence of SLCN and ASD included:

• gender
• date of birth
• socio-economic status
• having English as an additional language
• low academic attainment

The risk factors are summarised in Figure 5 below.

Figure 5: Extract from BCRP 4 Thematic report p.29³²

Risk factors for SLCN

Implications for Commissioning