Getting started with

WellComm - Part 2
December 2020
Quality Improvement Officers
School Readiness
Screening Tips – DO! 
Use a quiet space to complete the one to one direct tasks
Follow the instructions in The Little Book of Rules
Let the child play with the toys first if they want to
Use your observations and knowledge of the child to complete the
screen, if you have evidence that they can do an item than you can
score it yes
But, only record yes if you are sure you have the evidence
Start below age level for children with very significant needs if you feel
appropriate (and consider if WellComm is appropriate for that child)
Come back to the screening (or rescreening) another day if needed
Complete the screen accurately and honestly, we want to be positive
about children’s achievements but need the screen to be accurate
 Screening Tips – DO! 
Accept a different word as long as it is the same type of word as
the one being screened for e.g. bigger instead of longer is fine
because you are looking for the comparative ‘er’ ending (but big
or biggest would not be accepted)
When asking parents give examples of possible behaviours or
language skills so they are clear what you are asking, ask them
for example “does Jack use any action words like jump or walk?”
“yes, when I say jump he does it” “great, would he be able to use
the word jump?”
Gather information about the child’s language development in
their first language if they have EAL
Record additional information on the back of the screen in the
boxes provided, include information about social communication
and interaction as appropriate
Screening Tips – DON’T! 
Give extra clues when you are assessing
understanding, e.g. don’t point to the objects or use
gestures

“give me the cup”

Screening Tips – DON’T! 
When doing activities that look at key word understanding don’t
break it down into steps as this changes the number of key
words that need to be understood

“wash doll’s hands”

Screening Tips – DON’T! 
• Make assumptions about a child’s skills, what is your
evidence from your observations?
• Use the results to give an age score
• Ask the children questions all the time to “test” them
when you are playing
• Assume that a child’s understanding within the setting
routine shows true understanding of language, e.g. “put
the tissue in the bin” does not demonstrate concrete
understanding of in and on.
Screening results
Red = consider referral to a specialist service for further
advice/assessment
Amber = extra support and intervention required
Green ( in age range) = no intervention currently required

Compare the results with your tracking and criteria for referring onto
services. Not all red children will need immediate onward referrals.
Continue screening until child achieves a green score.
Make sure you have involved families in any discussions and decisions.

( green children will still benefit from language activities throughout

continuous provision and your “provocations for learning” - their language
development can be supported to the next level)
What isn’t covered on the screen?
• Size of vocabulary - number of words used isn’t looked at in all sections
• Range of vocabulary - type  of words used e.g. nouns, verbs
• Length of sentences - number of words joined together isn’t looked at in all sections
• Social use of language e.g. at 48 months SLT referral looks at whether child is using language
appropriate to context
• Social interaction isn’t covered in any detail, would suggest you use the voice section on back of
screen to also make comments about social interaction, social communication and play as
appropriate
• Speech sounds is commented on separately on back of sheet, use the information in the handbook
and the speech sound checklist to refer to. You could make a note of how the child says particular
words e.g. sun said as ‘dun’ and compare this to normal speech sound development. Consider how
well you and family can understand the child’s speech.
• Use the Speech and Language Therapy referral criteria forms to aid making a decision about
referring on/other areas that could be observed.
Planning intervention using WellComm
• Use the screening sheet to plan activities from the section
above where the child scored green, e.g. green in section 3,
look at activities in section 4
• Decide on individual or group targets (or both)
• You may find trends across groups that can be targeted, e.g. a
number of children that need support with attention and listening
or work on understanding two key word instructions
• Use ideas from The Big Book of Ideas
• There are additional activities to support listening and attention
and speech sounds in the book
Targeted group intervention
• Small group sessions could take place at key worker time
and /or at a quiet time
• Choose 3 or 4 children for a group
• Aim for 10 minutes 2 – 3 times a week
• Use any training and information you already have about
language groups
• You can include an activity for attention and listening, turn
taking and language (understanding or talking or both)
Planning intervention
• Targeted language support will include findings from WellComm and
suggestions from “Big book of ideas” as part of language groups (see previous
SLT training - further ideas/activities to be provided)
• Small targeted group, 10 mins 2 -3 times a week
• Can also be targeted at key carer time and generalised throughout the routine
as appropriate
• What is the aim of your intervention?
• Children rescreened by setting after 3-4 months; if there are still concerns
what action will be taken, do the children now need any referrals?
• WellComm screening and targeted intervention should run alongside
practitioner use of strategies throughout the daily routine
• The WellComm package will be part of the intervention settings choose to use
for children with SLCN (Speech, Language and Communication Needs)
• Some children’s SLCN will be met by alternative strategies and intervention
(for example children with significant social communication difficulties)
• Involve parents – how will you do this?
Intervention and support
throughout routines in
your setting and at home
How would you introduce vocabulary linked to
food?

How would you support understanding of

position words like in, on and under?

Children with language delay can need direct

“teaching” of vocabulary and concepts

But also use all your routines and provision to

support language learning in a functional, fun
way.
Key strategies to
promote communication
Get eye to eye
   Interpret the messages children
Follow the child’s lead (watch, wait and send
listen) - what are they interested in or do
they want to talk about?
 
Comment rather than asking too many
Model clear sounds and sentence
questions structures without correcting
 
Think about the questions that you ask
 
  Wait; give children time to respond
Use specific vocabulary rather than ‘this’
‘that’ ‘it’  
  Keep your language simple; adapt
Expand children’s language: add a word or
an idea your language to the child’s level
 
Create the need to communicate;
create situations where the child is
motivated to communicate
  
Additional comments
• Colours are included in the screen at 30 – 35 months but would
not be a main priority for language development
• The screening includes some direct testing and asks the children
some questions to assess their understanding and responses.
Good practice for observing and supporting communication would
be to not ask too many questions and “test” a child’s knowledge.
• Comments regarding social communication and interaction can
be included on the back of the sheet
• Speech sounds are not directly assessed but can be commented
on, see the handbook and speech sound checklist from SLT
department for more information
• Some areas of language are not screened for but may be an area for
targeted input for example building vocabulary
• Language development should be supported through all everyday
routines and play opportunities and not just within targeted groups. Real
life situations provide opportunities to target specific areas, for example
building vocabulary at snack time, supporting understanding of position
words when playing outside
• WellComm has understanding of two key words by 2 years and three key
words by 3 years. In Speech and Language Therapy we would work on
two key words at 2, three key words at 3.
• In Speech and Language Therapy we introduce concepts such as size
and position at three key word level understanding
Additional comments
• WellComm is one of a number of language and
communication interventions and support you have
available to you, use them flexibly to meet the needs of
the children in your setting
• Previous ECAT training and support
• ELDP training and resources (Early Language Development
Programme)
• Other programmes and resources you have available
(Language Steps, Hanen books from 2 year offer training)
• Training on speech and language development and strategies
• Programmes from Speech and Language Therapists
Working with parents and carers

• Involve parents and carers as much as possible

• Work together
• Be sensitive
• Give 1 or 2 activities , don’t overwhelm parents
• Keep checking in with parents to see how they are
doing
• Show parents what to do, model give
ideas/suggestions. Encourage them to have a go.
 How to use the
WellComm screening tool

https://www.youtube.com/watch?v=Xj8PmBh7
-hE&feature=youtu.be
Questions?