What Every New Headteacher Needs to Know About SLCN
- Beth Morrant
- Aug 17
- 2 min read
Updated: Aug 18
Introduction
As a headteacher, your decisions ripple across every classroom. While you’re focused on curriculum, staffing, and targets, one key factor often slips under the radar: Speech, Language, and Communication needs (SLCN).
Understanding SLCN isn’t just about SEND, it’s about whole-school improvement. Awareness at leadership level allows you to influence teaching, behaviour management, and student outcomes from day one.
The Data Speaks
Research consistently shows that:
Around 1 in 10 children have significant SLCN.
Many more have difficulties that affect learning, behaviour, and social interactions.
Unrecognised SLCN is often a hidden driver behind gaps in attainment and attendance.
By knowing what to look for, you can act proactively rather than reactively.
Check out my articles on How to Identify SLCN in your School and Once you’ve Identified SLCN, what Next?
Challenges for New Leaders
New headteachers often face considerable time pressures. So many urgent priorities can push SLCN down the list. Understandably you’re driven to ensure safeguarding, keen to set data targets for attainment and establish behaviour policies, but consider that SLCN underpins all of these areas.
Quick Wins for Embedding SLCN Awareness
Integrate SLCN into leadership briefings – even a 5-minute highlight can shift awareness. Look out for X, use strategy Y, include intervention Z into your lessons.
(See my 7 SLCN things to look out for article)
Use visual cues and scaffolds – simple adaptations help all students communicate effectively, not just the ones with known and suspected SEN/ALN.
Celebrate staff examples – highlight classrooms that support communication well; recognition drives culture.
Your First Step: SLCN Audit Tool
To simplify your start, spend 5 minutes completing my free SLCN Audit Tool. This question-based, standalone tool helps you quickly identify strengths and gaps across your school. The insights you gain will guide early priorities, from training to classroom routines.
Beth Morrant
Highly Specialist Speech & Language Therapist MSc BA CertMRCSLT MASLTIPThe Speech and Language Garden
