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80% of children with delayed language catch up – a good start in school

A Chance to Talk

A Chance to Talk was a successful pilot initiative which improved the communication skills of 4-7 year olds in primary schools with impact on pupil outcomes. It provides a model of commissioning support for all children's speech, language and communication across a cluster of primary schools.

Key outcomes of A Chance to Talk

  • Children made, on average, 50% more progress in reading.
  • Over 80% of the children with delayed language caught up with their peers.
  • Children with delayed language made significant progress after the Talk Boost intervention in language tests. Gains ranged from between 9 and 18 months progress following the intervention.
  • 100% of parents of children with SLCN were highly satisfied with the A Chance to Talk school-based model.

Replicate the model in your school in part or as a whole

  • Register to download your free copy of I CAN's Commissioning Guide. The guide will help your school plan support for children's speech, language and communication across three waves. This includes how to contact local speech and language therapy services.
  • Introduce Talk Boost to support children with language delay through a targeted intervention.
  • Introduce the Primary Talk programme to provide your school with a framework for whole development.

Next Steps

A Chance to Talk was developed, piloted and evaluated by I CAN, the children's communication charity working with The Communication Trust, supported by the Every Child a Chance Trust.

 A Chance To Talk logo


Every Child a Chance Trust


The Communication Trust logo

"Schools are becoming more aware of the need to support children's speech, language. By commissioning speech and language services directly, it is more effective for schools to secure high quality interventions for children with SLCN ensuring a joined up approach between specialist input, home and school. The I CAN Commissioning Guidance would, in my opinion, help to make it easier for schools to be clear about what input they need and to ensure that they secure it, whoever they decide to use for the specialist input."

Dawn Forshaw, Primary Headteacher from Burnley