What's most important of all is that once identified, something takes place to boost children's delayed language. Without information for families and support in place, identifying any difficulties is pretty useless.
So there's a strong likelihood that these unidentified children may be 'hidden' elsewhere in the DfE statistics. Children's needs are identified, but the language component is not. But are there other reasons for children with language difficulties not being spotted?
Early identification is everyone's responsibility. With the increased requirement for all school staff to identify a child who is struggling and put the support in place it is ever more important that they have the skills and knowledge they need to be able to do so.
23/09/2016 13:01 BST
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