Early Talk for York (ETfY) was developed to address the disadvantage gap in early years outcomes, with a particular focus on speech, language and communication. In 2017, only 46% of children eligible for free school meals achieved expected early learning outcomes at age five, compared with 76% of their peers. Speech, language and communication needs (SLCN) are the most prominent primary need for York children aged five and under in receipt of an Education, Health and Care Plan – most of whom are supported through ETfY. ETfY also aims to strengthen inclusive practice by equipping early years practitioners to better identify and support children with SEND. Piloted in 2019-20 in Westfield ward with 458 children, ETfY focused on reducing the disadvantage gap, strengthening multi‑agency working and building practitioner confidence. Its three‑step model combines universal screening, targeted training, parental engagement and peer collaboration.
Early Talk for York had three key aims:
- Reduce the disadvantage gap in early years development, particularly in speech, language and communication, through the implementation of an agreed approach to addressing gaps built on consensus;
- Build a multi-agency approach involving schools, early years providers, the Healthy Child Service, and Family Learning; and
- Upskill practitioners to identify, assess, and intervene effectively through consistent CPD, communication and collaboration.
The SEND Effective Practice Evidence Framework[1] considers that the “strength of evidence” of this case study is robust – the approach has been sustained for seven years, is fully embedded across the city, and was externally evaluated by the University of York. This academic evaluation evidences clear, measurable impact for children with SEND[2] and those from disadvantaged backgrounds, complemented by further validation through Ofsted and national recognition of the model’s effectiveness. The “Breadth of impact” of this case study is good – there is evidence of impact in three of the four impact areas: the lived experiences of children with SEND, positive feedback from professionals, and quantifiable education and wellbeing outcomes.
[1] The SEND Effective Practice Evidence Framework uses two “signal strength” indicators to present the strength of evidence and the breadth of impact of a case study. Each indicator has four bars – emerging, promising, good and robust. The “strength of evidence” indicator is based on how the project has been evaluated and the length of time it has been sustained. The “breadth of impact” indicator is based on whether the case study can demonstrate impact in four broad areas – the more areas of impact, the higher the signal strength indicator.
[2] For ease of reading, we use the term ‘SEND’ to refer to disabled children and young people and children and young people with special educational needs.