2019 ‘time to talk’ Evaluation Poster 2018-19

2019 ‘time to talk’™ Evaluation Report ‘time to talk’ Evaluation Report 2018-19

Also available in bite-sized chunks!

2018 ‘time to talk’™ Evaluation Report ‘time to talk’ Evaluation Report 2017-18

In March 2018 a report called Bercow: Ten Years On was published by the children’s communication charity I CAN and the Royal College of Speech and Language Therapists. The report is an independent, national review of support for children with speech, language and communication needs (SLCN). It follows on from a review published in 2008 called The Bercow Report. Warwickshire ‘time to talk’™ contributed evidence to this review and the programme is highlighted in the report as an example of outstanding practice (see page 12). To read more, visit the Bercow: Ten Years On website.

Bercow Ten Years On

2017 ‘time to talk’™ Evaluation Report ‘time to talk’ Evaluation Summary Report 2016-2017

2016 ‘time to talk’™ Evaluation Report time-to-talk-evaluation-report-2015-16

2015 Data Report Data summary report 2015

Data report summary 2014

Letter to settings Ofsted & ‘time to talk’

Our evidence shows that settings which implement ‘time to talk’™ achieve a significant improvement in children’s speech, language and communication skills. Settings which fully implement ‘time to talk’™ meet the requirements of Ofsted in relation to:
 knowing typical development
 accurately identifying children’s starting points
 reliably identifying children who need additional support
 planning intervention for and
 tracking the speech, language and communication needs of all children
Source: https://www.gov.uk/government/publications/conducting-early-years-inspections

Quotes from the Ofsted reports for a few ‘time to talk’™ EY Settings and Children’s Centres

The nursery places a very good emphasis on developing children’s communication and language skills through positive interactions. They use a range of strategies to monitor and enhance language, such as ‘Every child a talker’ and ‘Time to talk’. Practitioners emphasise and repeat new words while looking at picture books and sing rhymes to help children’s language development. Each room has a comfy book area or den, which helps children develop a love of books and relax while they listen to stories. (Willow Brooke Day Nursery, Nuneaton)

Two-year-old children receive effective support for their communication and language skills. Staff routinely model language and speak slowly and clearly so that children can hear what they are saying. They listen to children and ensure that all children know that their attempts at communication are important. Furthermore, staff work in close partnership with parents and other professionals to provide consistent support for children experiencing speech and language difficulties. Consequently, children’s communication and languages skills are developing well, in relation to their starting points, and their confidence is promoted… Staff are enthusiastic about what they do and are keen to develop and learn. They describe how recent training entitled ‘Time to Talk’ has led to the development of visual aids to support children’s communication and language skills. (Lapworth Pre-School)

The family support and early years teams use a range of assessment methods exceptionally well to identify needs at an early stage. Warwickshire’s ‘Time to Talk’ strategy has been adopted by the centre, and staff have been trained to use an assessment tool to assess children’s speech and
language development. (Riversley Park Children’s Centre)

Highly focused training has been completed by staff to enable support for children with communication and language difficulties and for children with behavioural difficulties. This includes the use of ‘makaton’ and other non-verbal communication strategies, along with small group work and one to one work. This ensures relevant and timely intervention is made to ensure all children are extremely well supported in developing effective communication skills… It [the monitoring system] has so far enabled managers to identify where progress can be improved and additional staff training has been sought. This includes ensuring the nursery has a communication and language ‘champion’ to more succinctly support groups of children with this need, by introducing new schemes such as ‘Time to Talk.’ (Abbey Fields Nursery and Out of School Care)