Speech, Language and Communication Support for Children

Jeremy Quin Excerpts

Wednesday 4th July 2018 Westminster Hall

[Rebecca Pow]

Thank you, Ms Dorries.

The most fundamental life skill for children is the ability to communicate, which has a direct impact on their ability to learn and develop friendships, and on their life chances. There are huge benefits to getting communication—speech and language development— right from birth, not just to the individual but to society and the economy as a whole. However, despite the best efforts of many involved in supporting children and young people, and some tremendous individual projects and programmes, such as the Royal College of Speech and Language Therapists, which I welcome here today, the communication champion Jean Gross, the Communication Council, the charity I CAN, and many more, including individual teachers and early years staff, awareness of the importance of children and young people’s speech, language and communication among the public and decision makers still seems sadly lacking. That has a serious impact on individuals and society, hence this debate.

Mr Speaker must be commended for his dedicated interest in this area, and for the Bercow report, a seminal piece of work that was carried out 10 years ago. It was an independent review of the state of provision for children with speech, language and communication needs—that is a bit of a mouthful, so I will refer to it as SLCN. Much good work flowed from that excellent report, including the better communication research programme, and the communication champion I mentioned. However, the recent follow-up report, “Bercow: Ten Years On”, which was published in March by the children’s communication charity I CAN and the Royal College of Speech and Language Therapists, and launched in style in Speaker’s House with, I am pleased to say, the Minister in attendance, revealed that despite pockets of great achievement, not enough progress has been made, and that it is a Cinderella sector.

I surmise that that may be linked to the fact that the whole area seems to fall between two stools: health and education. Somehow, it fails to be allotted the place it deserves in this country’s national policy. The second report highlights that, as a nation, we are yet to grasp the significance that not fully focusing on the importance of speech, language and communication has on younger generations and therefore on society as a whole. As a result, thousands of children and families suffer needlessly.

Evidence gathered in the report from thousands of contributors concluded that 1.4 million children and young people in the UK have SLCN. That is 10% of children and young people. Of those, 7.6% have developmental language disorder, which is a condition where children have problems understanding and/or using the spoken language and there is no obvious reason, such as a hearing problem or a physical disability, to explain those difficulties. The rest of that 10% have language disorders associated with other conditions, such as autism or a hearing impairment, plus other difficulties, including stammering. I will not address those conditions; this debate will concentrate on the 7.6% with developmental language disorder. Left untreated, it will adversely affect them for the rest of their lives.

I am interested in this area for a raft of reasons. Much of my career has been spent as a journalist and broadcaster, so communication has been a crucial part of my world and I appreciate how important it is. I also ran a small business. Even as MPs, we are employers, and when we are looking to take someone on, we are often looking for someone who can communicate—someone who is pleasant, amenable, good with words and able to converse and write clearly. Speech, language and communication skills are essential in our world. Most importantly, I am interested in this area as a parent. I have brought up three children with my husband, Charles, who I hope might be listening, so I am aware that parents can make a real contribution to helping their children develop their communication skills.

[Jeremy Quin (Horsham) (Con)]

My hon. Friend is making a powerful speech on an interesting topic. To pick up on her point about the value of communication in all professions, we should not forget teachers and the ability to train them through voice coaching. Two Essex multi-academy trusts have invested heavily in voice coaching for their teachers, and they have a much enhanced retention rate of 90%. Ensuring that teachers are educated, coached and assisted helps retention, and it provides a powerful example for the children in their care.

[Rebecca Pow]

I will move on to talk about teachers and their role, including the things they have noticed and how we might help them. It is such an important point. I am particularly interested in those voice coaching projects.

I mentioned the detrimental effect that poor communication skills can have on children. Affected children do less well at school. From the get-go, they make less academic progress in the early years foundation stage than their contemporaries, and when they leave primary school their attainment in reading, writing and mathematics is much lower than those without SLCN. The report states that only 15% of those identified reached the expected standards. Unsurprisingly, those children are also affected at GCSE level; only 20.3% of SLCN children gain a grade 4 or C or above in English and maths at GCSE, compared with an expected 63.9% of all pupils. The pattern is clear: poor SLCN attainment will directly affect their academic progress.

On top of that, unfortunately, there is a high chance that those children will develop mental health issues. In fact, young people referred to mental health services are three times more likely to have SLCN. There is also a strong correlation between emotional and behavioural disorders and language difficulties.