The Balanced System® for Schools and Settings:
An accredited scheme for school and setting improvement
Register for the next Licensed Mentor training
To register your interest complete the enquiry form indicating what your enquiry is about and in which term you would like to attend training.
Schools and settings can enquire about registering for The Balanced System®.
Complete the enquiry form to register your school or setting's interest.
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What is The Balanced System® for Schools and Settings?:
- Overview: Watch this short video too find out more
- In practice: Impact of the Balanced System® Schools and Settings - case studies
- The framework: Balanced System® Schools and Settings Flyer and Cycle Summary
- The Balanced System® for Schools and Settings: Download the cycle here
The Balanced System® for Schools and Settings is a whole system approach to improving outcomes for children and young people across the range of speech, language and communication needs. The scheme has been created in response to demand from schools, settings and FE for a strategic approach to understanding their role in commissioning and providing support for speech, language and communication needs.
The scheme provides an overarching set of outcomes, processes and outcome measures across the core five strands of the Balanced System®: supporting parents, young people and families; enhancing and adapting the environment; developing the workforce; identifying need; and providing appropriate intervention.
The Balanced System® for Schools and Settings provides a school or cluster of schools or early years settings with the tools, mentor support and peer support to ensure that they are making the best of resources to support speech, language and communication across the school or setting for all children as well as those with specific needs. Good speech, language and communication skills underpin development in the early years and attainment across the curriculum.
NAPLIC and AFASIC are collaborating with Better Communication CIC to provide this accredited scheme because they believe that there is a need to set clear standards and provide schools with a ‘road-map’ to achieve good outcomes for children, young people with SLCN and their families.
The scheme provides award status up to a specialist level for SLCN and meets Step 3 of the Communication Trust's Communication Commitment.
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