ABSTRACT The development of a new school‐based service to children attending mainstream schools in Harrow led to a raised profile for the Speech and Language Therapy Service. This resulted in a large increase in referrals of school‐age children. A significant number of these referrals were found to be inappropriate. The assessment of these children, a time‐consuming process, resulted in reduced efficiency of service to those children needing speech and language therapy involvement; at the same time, education staff were identifying that they remained uncertain as to exactly which children were appropriate candidates for speech and language therapy. A joint Working Party, of education staff and speech and language therapists, was established in order to provide information to enable the teaching staff to identify language difficulties more accurately and to review current routes to referral of school‐age children. The Working Party members comprised three speech and language therapists and six education staff from a range of backgrounds. The group had several aims: (1) To develop a checklist for use by teachers; (2) To develop and agree referral criteria; (3) To enable teaching staff to identify language needs more effectively; (4) To encourage education staff to consider other factors which may influence languge develoment, for example, the home language; (5) Through the above, to reduce inappropriate referrals and to ensure more appropriate timing of referrals, for example, following/alongside home language assessment; (6) To provide speech and language therapists with sufficient information to prioritise referrals and to reduce the time required for initial fact‐finding. At a series of meetings it was found that none of the published checklists met identified needs. The group therefore development their own by (1) collating developmental stages for all language areas and expressing these in a manner accessible to teaching staff and (2) organising developmental stages into a logical and user‐friendly format. A flowchart, outlining possible stages in identifying a child's needs (for example, organising the assessment of hearing acuity), was developed. Finally, the flowchart and checklist were amalgamated to form a more streamlined referral format. Following wider discussions within the Speech and Language Therapy and Education departments, the referral format will be Mailed and its effectiveness evaluted in terms of (1) reduction in inappropriate referrals — through comparison of initial assessment statistics prior to and following the introduction of the format and (2) increasing the awareness of teaching staff of communication needs and their confidence in identifying/referring children through use of a questionnaire and interviews.
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