It’s a tough job... but someone has to do it!

Simone Gilson, from Pearson Assessment, wrote us this blog post after attending the Shine a Light Awards 2012 judging event

Applications for the Shine a Light Awards 2012 have now closed – big thanks to everyone who took the time to submit an application.

One judging panel hard at work

During the last three weeks we've been busy shortlisting the applications and last week we hosted the judges’ event, where the all important decisions were made. The quality of the applications meant it was a tough job!

This year we split our judges into three teams, each of whom was given the task of looking at a specific group of awards. Our expert panel for 2012 included some names you may recognise from last year: including Jack Marshall, winner of the Young Person of the Year Award 2012 and Janet Cooper, from Stoke Speaks Out, whose team not only won the Multi-Agency Team of the Year Award but also one of Pearson Assessment’s Outstanding Achievement Awards. In addition, we were delighted to welcome back Virginia Beardshaw, Chief Executive of I CAN, Chris Hall and Lesley Munro from Pearson Assessment, and introduce same new faces including the new Director of The Communication Trust, Anne Fox.

Supported by rounds of tea and biscuits, our judges met at the Pearson Headquarters on October 19th to choose the award winners and runners up. There were plenty of debates and opinions - luckily no fights - and in the end plenty of excitement over the final outcomes.



Jack Marshall, left, was last year's Young Person of the Year

 Lesley Munro described the process: "It was a privilege to be part of the judging panel and to learn about the excellent work being undertaken daily around speech, language and communication (SLC) in primary and secondary schools. There was evidence of whole school involvement and cross curricula embedding of SLC. Initiatives from Hello, the national year of communication, were also being taken up or expanded upon in many schools.

“Judging the Young Person of the Year award was a delight. The most difficult task was to select a winner from among these inspirational young people, who not only achieve their own goals, but also go beyond them to help others locally and nationally with communication challenges.”

We'll be keeping you in suspense a little longer as to who has won what as the winners won't be announced until our awards night on the 21st November!

Put down your pens, and pick up language

Trust Professional Director Wendy Lee talks about the benefits of schools taking part in No Pens Day Wednesday:

Tomorrow (October 10th), more than 1,100 schools across the country will be taking part in No Pens Day Wednesday. In other words they will be banned from writing anything down for the whole of the school day.


The Communication Trust first used this event in September 2011 as part of the Hello campaign – the national year of communication – to raise awareness of the benefits of good communication. We challenged schools across the country to spend a whole day without writing, making best use of their speech and language skills, and they responded fantastically!

We heard of schools arranging debates, talking homework and making podcasts as part of their lessons – one school even had the “pen police” patrolling and watching out for pens and pencils in action. It was a brilliant event for Hello and got people really thinking about how children benefit from having good speaking and listening skills. Though it was a fun event, there was a serious side - it highlighted that a focus on speaking and listening can be really challenging – and how much children can learn by not writing things down.

This year, No Pens Day Wednesday could be seen as even more important for schools. Communication is now a key component of the Ofsted framework; in how teaching enables communication skills and in how pupils develop these skills and apply them across the curriculum.

For the first time, there is a spotlight on communication as well as on literacy and numeracy – a significant step forward for those campaigning for the importance of speech, language and communication skills.

We know from evidence it is fundamental that children have good speech, language and communication (SLC) skills, and that poor SLC development can impact on other areas such as literacy, behaviour and overall attainment. The more we can do to boost children’s SLC development the better and we are keen to support schools with ideas and resources to build on the good practice they already have in place.

No Pens Day Wednesday is a great and enjoyable way to put the focus on spoken language as a way to support and enhance learning. We’re excited that over 1,100 schools have signed up and we’d urge as many other schools as possible to do the same. If you can’t join in on October 10th, just pick another day that works for your school – once you’re registered you’ll have access to all the lesson plans, assemblies and staff meeting briefings prepared by our experts. You can use these resources whenever you like, as part of normal school days or host a No Pens Day Wednesday once a term if you like.

Last year, curriculum expert Mick Waters recorded a short film, explaining why he was supporting No Pens Day Wednesday. He said: “I think No Pens Day is a great idea because if you think about the amount of time you use a pen, is all this time writing in school really preparing children for grown-up life? We could make life so exciting without pens.”

Watch Mick’s full film here

If you’re interested in signing up for No Pens Day Wednesday visit our website here for more information.

Want to keep up with the Trust's latest news? Click on the box on the right to subscribe to our blog.

Learn how to crack good communication, by Amy Harker, Development Officer

Wow... it’s nearly Cracking Communication Conference time again! We are delighted that our first conference was such a success and we've received some really positive feedback from delegates, particularly about our focus on emphasising communication as a central skill. We enjoyed holding our spring event in London, but as autumn approaches, we look forward to a trip to King’s House Conference Centre in Manchester to further our journey in placing communication at the heart of schools’ policy and practice.


Keeping the focus within the current school agenda, we really feel our second conference will support schools to enable all children to achieve their potential through better communication skills and will prepare school leaders for the inclusion of communication in the new Ofsted framework.

We are really excited to have secured such prominent speakers. As well as the Trust’s own notable Professional Director, Wendy Lee, the star-studded line up includes Anne Duffy, an Ofsted representative, and Geoff Lindsay from the Better Communication Research Programme. Their speeches will link together policy, evidence and practice and provide a noteworthy morning agenda.

But the afternoon line-up is not to be forgotten! School leaders can choose from eight practical workshops and we're delighted to have a range of practical advice and tools on offer. The sessions will give delegates the chance to consider a range of practical solutions, based on good practice and clear evidence for their own communities. Also - do make sure that you attend our exhibition, on offer throughout the day, to network and see resources first hand (I hear there might be some freebies!).

We know there are currently lots of ‘cracking’ conferences out there – but this is definitely the one to attend! To find out more information (including our special early bird rate) please click here.

We look forward to seeing you in Manchester!

Shining a light on schools communication by Lynne Milford, Press Officer

Communication is very much a 'buzz topic' for schools, as national education policy places more and more emphasis on children having good speech, language and communication skills. In the coming months, we will see a lot of schools introducing communication-friendly activities.


But in some schools, good communication is already close to their heart and The Communication Trust and Pearson Assessment are keen to reward them through the Shine a Light Awards 2012. The awards are an opportunity to reward and share good practice, as well as raising awareness of good speech, language and communication.

There are two school categories in the Shine a Light 2012 awards - one for primary and one for secondary schools and colleges – as well as awards for Young Person of the Year, Communication Champion and ‘Innovation Award’ among others. Judges are looking for schools where speech, language and communication development is a priority and where children with SLCN are spotted early and supported. They're also looking for schools which involve parents and work in partnership with other agencies to support children's speech, language and communication.



Watercliffe Meadow School with Vanessa Feltz

 Last year Watercliffe Meadow Primary School in Sheffield scooped the 'Communication Friendly Award – Primary Schools', receiving praise from the judges for its aim of 'getting things right from the start'.

The school places such a high priority on involving parents that staff created a series of five workshops for all families to attend, which allowed the teachers to work with the parents and children together, as well as giving them learning to take home. The school day is also designed from the child’s point of view, with a quarter of the day spent in play situations so children can practise talking in a natural setting.

To read more about Watercliffe Meadow Primary School’s success, click here.



Tricia Lang and Marie Underwood from Preston Manor School

 Preston Manor School in Wembley won the ‘Communication Friendly Award - Secondary Schools’ after impressing judges with a project demonstrating joint-working between their Speech and Language Base and the Department of English. They targeted a group of Year 7 pupils and created opportunities to promote speaking and listening as part of the curriculum. The school also took the Hello campaign to its heart, using it as an inspiration, creating a ‘Year of Communication’ noticeboard so pupils and staff could see the ‘Focus of the Week’ and the materials available.

To read more about Preston Manor’s work, click here.

Now you’ve seen what we’re looking for - does your school place a similar emphasis on pupils developing good speech, language and communication skills? Have you created innovative practices which have shown good results with your pupils? If so, you could be eligible for the Shine a Light Awards 2012. You can download an application form here.

If you’re not a school, do not despair – we have a range of other categories, including Youth Justice Award, Communication Champion and a Commissioning Award. Check out the microsite for more information.

The closing date for applications has been extended to October 10th.

Good luck!

Keep raising the issue



Annette Brooke MP

Guest blogger Annette Brooke MP (Mid Dorset and North Poole) tells us why she continues to fight on in the hope of getting better services and support for children with speech, language and communication needs and their families. She is a keen supporter of the speech and language issue, and helped The Communication Trust during the Hello campaign, the national year of communication, in 2011.

“I recently asked Sarah Teather, the former Minister of State for Children and Families, an oral question in Parliament on what more the Government can do to give better support to children with disabilities, including speech and language difficulties, through child care and in early learning centres. Sarah highlighted the publication of the draft provisions for special educational needs, which she hoped would go into the Bill next year. She said: “We are particularly looking at extending down the support and protection offered for children in the school system so that nought to fives get similar support.” She also pointed out that in the specific guidance to local authorities they highlighted the issue of making sure that they should provide more information for parents who have a disabled child.

The reason that I asked this question was my ongoing concern that, despite the campaign for ‘Every Disabled Child Matters’ and the work on speech and language difficulties following the Bercow Report – including the Hello campaign, the national year of communication run by The Communication Trust, I still find that more support is needed for children at preschool and nursery. Many years ago, I visited a nursery in Brighton which was offering mainstream provision but within this a specialist unit for children from across the town with speech and language difficulties. I was so impressed, but despite my enthusiastic local lobbying, there is no such specialist provision in Poole, Dorset. I want all children to have the best possible support without having to travel a long distance. With the prospect of new legislation for children with SEN, it seems appropriate to make sure that the calls for better approaches and provision are well and truly heard. We know that appropriate early intervention can make a lifetime’s difference for a child and we must grasp the opportunities that will arise with this legislation.

Since asking my question, there have been ministerial changes and so there is more to do right now. I welcome the joint commissioning of services, the introduction of Education, Health and Care Plans and a local offer to parents of children with SEN, including those with SCLN. We must make sure we stay on this track and also be ambitious about the outcomes we need, for example, reduced waiting times and better access to specialist support such as education psychologists, speech and language therapists.

My question didn’t get the full answer I would have liked but from past experience it is so important to keep going and raising the issues, over and over again!”

Setting a good communication habit early on – by Press Officer Lynne Milford

UEA Nursery representatives with Vanessa Feltz

We all know that good communication is vital at any age, but the sooner children can get into the 'communication habit' the better. It is also very important that children with speech, language and communication needs (SLCN) are identified early so they can receive help and support.

Quality early years provision with an emphasis on nurturing good communication in nurseries, childminders, play groups or Children’s Centres is key. This is why we are once again looking to honour the Early Years Setting of the Year in our Shine a Light Awards 2012.

Last year, the winner was the University of East Anglia Nursery. They were praised by the judges for carrying out termly assessments of the children’s development and highlighting any children who were struggling. The nursery also uses play plans to develop specific activities and encourage the children to talk more and expand their vocabulary.

‘Story Sacks’ are taken home by parents to promote speaking and listening at home and they also provide informal parents’ open evenings for staff to interact and share information.

Staff at the nursery said: “Since winning the award we have been approached and visited by other professionals seeking advice. We were proud to be able to mention our award during our OFSTED inspection in January, when we received “Outstanding” across the board. The Vice Chancellor of the University took the time to write to the nursery, congratulating us on our achievement. All staff are extremely proud that their hard work has been recognised and it has been a real boost.”

For more information read the UEA Nursery case study here

This year, the judges are again looking for early years settings which are working hard to promote and support children’s communication. This could be:

• Prioritising speech, language and communication development in all children

• Making sure children with SLCN are quickly identified and supported

• Involving parents in supporting children to develop good speech, language and communication

• Working in partnership with other professionals and agencies to support better communication development

• Providing evidence of the impact they have made on children by changing their practices

• Investing in their staff training and development to promote excellent practice.

So, do you think you’ve got what it takes to be Early Years Setting of the Year?

We’d love to hear from you about your work and how you support children to improve their speech, language and communication. Log onto http://www.shinealightawards.co.uk/ to download an application form and good luck!

• If you’d like to help us promote this category to others, you can download our eCommunications Toolkit here It has lots of hints and tips to make the most of your social media and email networks.

Silent Voices: Listening to Young People with Selective Mutism

Guest post by Victoria Roe, (B. Phil. Ed., MA) Vice-Chair of SMIRA (Selective Mutism Information and Research Association)

Victoria Roe

How can I listen to the experiences of young people with Selective Mutism, when they are unable to speak to strangers? That was the problem I faced in doing research for an MA at the University of Leicester in 2010.
Children with Selective Mutism (SM) speak confidently in some situations, but remain silent in others, usually outside the home. SM often starts in early chiIdhood, but, if left untreated, may persist into adulthood. I have worked with such children as a Primary teacher since 1979 and devised a programme to help them.

Although there had been quite a lot of research into SM, none of it provided accounts from those affected about what it was like to have SM and how they communicated when they could not speak.

Since interviews were not feasible, I devised a questionnaire, which allowed the young people to provide answers by selecting options and writing statements in their own words. Thirty youngsters aged 10-18 from the SMIRA membership took part, which was a good-sized sample for SM research.

The results confirmed the findings of other research, but also added new evidence about where and with whom the youngsters were able to speak and what helped or hindered their communication. Their personality profiles were positive, sensitive and caring, more than quiet and anxious.

Uniquely, the findings revealed the pain, isolation, frustration, courage and determination of the youngsters, the limiting effects of SM upon their lives and their communication strategies, including the use of electronic devices.

Their message was that they do want to talk and are not being rude when remaining silent. Acceptance and understanding helped them overcome SM.

A summary of the findings was published in ‘Young Minds’ (Summer 2012) - to read article click here.

The full research paper is available on the British Education Index at:
http://www.leeds.ac.uk/educol/documents/203095.pdf