Annual CAPH Conference - Heartlands Happening - 21st October 2022. Please see the events page for the Keynote Speakers, Workshops and how to book you places - we welcome all staff within your school team.

Babcock Speech & Language training

Please find below our suite of Communication & Interaction Team SLCN CPD modules:




Module 1:

Understanding and Identifying SLCN

Half day

2 x 90 mins

Delivered with a half term period.  Ideally within a short period

  • Provide an overview of SLCN and development
  • Support planning and inclusive teaching for pupils with SLCN
  • Raise awareness of screening tools for SLCN
  • Help staff to establish a skills baseline for language and communication
  • Understanding the links between language and literacy
  • + cascade training info.

Module 2 (Part 1):

High quality, universal provision

1 x 90 mins

  • Understand the research on how the learning environment, language learning opportunities and teacher talk impact on development
  • Improved use of tools and strategies for effective HQT and teaching of oracy

Module 2 (Part 2):

Follow up consultation with school SENCOs/HTs

1 x 90 mins

Delivered  within same term as above session

  • To plan next steps/identify priorities/plan, Communication Friendly Environment (CFE) audit’s/discuss non-negotiables etc
  • Maximise Mod 1 + 2 content into tangible development actions for setting provision and staff

This model offered to schools:

  • Virtual delivery (Clickmeet)
  • Maximum of 25 delegates per virtual module delivery
  • 90min modular delivery allows for reflective practice/tasking between each session


  • £170 + vat -  For each 90min session to a single setting
  • £680 + vat -  Mod 1 + 2 sessions to a single setting

Contact Wendy Newton to find out more.

The following enhanced targeted modules are available for access on completion of the above, pending the identified needs of individual settings.

Module 3: Enhanced and targeted provision: Early literacy development


  • Understanding the evidence base for intervention
  • Awareness of the links between oral language and literacy
  • Knowledge of underpinning skills for emergent literacy, particularly attention and listening, speech discrimination, phonological awareness
  • Ability to use several strategies to promote each of the above areas in guided sessions and targeted intervention

Option 4: Developing vocabulary


  • Clear understanding of the impact of vocabulary on learning, attainment, behaviour and well-being
  • Ability to use the sound-meaning approach for vocabulary teaching
  • Ability to plan direct vocabulary teaching  using the STAR approach, visual images
  • Knowledge of the three vocabulary tiers and appropriate teaching strategies for each
  • Ability to set up targeted vocabulary groups for learners needing more intensive support

Option 5:  Language support through Lego

90 mins

  • Understanding of receptive and expressive language
  • Knowledge of the importance of linguistic concepts within vocabulary
  • Understanding of the use of Lego as a medium to support the use and understanding of concepts and descriptive language
  • Understanding of the use of Lego as a medium to develop social communication skills and resolve/repair communication breakdown

Option 6: Colourful Semantics


  • Awareness of the role of colour in promoting sentence construction/ extension and grammar development
  • Application of the CS strategy in a variety of formats for use within class, for groups and individuals
  • Initial understanding of links to narrative development

Option 7: The Blank levels - developing verbal reasoning skills


  • Understanding of receptive and expressive language
  • Clear delineation of the four Blank language levels
  • Application of the system to curriculum planning, as well as targeted work
  • Use of the system for behaviour management

Option 8: Narrative skills


  • Understanding of the varied language skills required to produce a good narrative and how oral narrative skills impact on written narrative
  • Awareness of how and why to assess oral narrative skills
  • Supporting the development of narrative skills at the universal level and as a targeted intervention

Option 9: Supporting language and behaviour


  • To raise awareness of language and behaviour through developing understanding of the relationship between SLCN and SEMH.
  • It will consider the difficulties a child with SLCN may experience and how those difficulties may present as a behaviour. 
  • Develop knowledge of strategies to support CYP with SLCN around building relationships, pragmatics and emotional development.