Implementing WellComm for speech and language support in Birmingham primary schools

We rolled out WellComm across 26 schools, starting with meetings with SLT leads including SENCOs and headteachers. Training was then provided to the SLT, teachers, teaching assistants and parents. The initial implementation was met with enthusiasm across the board, as staff commented on the simplicity of the toolkit.

At Sladefield Infant School, we began by training headteachers and TAs, followed by reception staff. A year later, we expanded the training to include all teachers. This staggered approach ensured that both TAs and teachers were confident in using WellComm, enabling them to seamlessly integrate its strategies into their daily interactions with children.

Introducing any new tool often meets resistance, but with WellComm, we encountered minimal pushback. Schools appreciated the reduced preparation time and flexibility of WellComm. With its ‘Big Book of Ideas’, staff could easily pick activities that matched learning objectives without extensive planning.

Initially targeted at Early Years Foundation Stage (EYFS), WellComm’s impact quickly extended to Key Stage 1 and beyond. As early screening data revealed significant improvements, teachers became eager to implement WellComm in older year groups. This led to a hybrid approach: some schools used WellComm for all pupils in Key Stage 1 and Key Stage 2, while others targeted specific children requiring additional support.

An innovative strategy was integrating WellComm into whole-class teaching. For instance, during morning activities, teachers would engage pupils in vocabulary exercises or positional language tasks like identifying “first” and “last” in a line. These quick, consistent interventions reinforced language skills without disrupting the flow of lessons.

The initial screening in reception highlighted the scale of the challenge: only a small number of children were at age-related expectations, with many working at least two sections below. Schools used this data to prioritise interventions, focusing firstly on pupils slightly below expectations to maximise progress.

One of the biggest surprises was how many children, even those who seemed to be thriving in class discussions, weren’t where they should be in terms of language development. During the pandemic, many children missed key foundational learning in nursery and reception. Some gaps, like understanding idioms or forming regular plurals, only came to light when we drilled down during the screenings.

Over time, the data showed a remarkable transformation. For example, some schools now report that by Year 6, over 99% of pupils achieve age-related standards in speech and language. Although new cohorts of EYFS pupils continue to present significant needs, the sustained use of WellComm has drastically reduced the number of pupils requiring intervention by Key Stage 2.

One of the key things that made WellComm successful for us was involving parents. We took a triangular approach: we trained the staff, modelled and observed interventions, and engaged parents every step of the way. At the start of the project, we held workshops for all reception parents to explain the WellComm framework and show them where their child needed to be.

We gave them tailored activities they could do at home and showed how they could help bridge the gaps. One particularly memorable experience was at Colebourne Primary School. We worked with 20 to 25 pupils, and around 11 to 15 parents came consistently to the workshops. Having those parents actively involved made such a difference.

Although improving behaviour wasn’t our primary goal, we also noticed how much the targeted interventions impacted the children’s confidence and engagement. When activities are pitched at their level, children feel more secure and willing to try. Children who were shy or hesitant to speak in class come alive during smaller, focused intervention groups. They start contributing and supporting each other, which not only boosts their confidence but also improves their relationships with peers.

To make WellComm successful, the key is embedding it into your school’s routine. Here’s what’s worked for us:

• Train everyone: It’s vital that both teachers and teaching assistants understand WellComm and see it as essential – not just another intervention.
• Preparation is key: Always make sure you’ve got your resources ready before screening. With WellComm Digital, it’s much easier now, but you still need to double-check everything and practice using the devices if you’re new to them.
• Use a quiet space for screenings: We’ve tried screening in the middle of a busy EYFS unit – it doesn’t work! Distractions not only affect the accuracy of the results but can also make the process more stressful for the children.
• Involve parents: Workshops with parents have been invaluable. Keeping them informed about their child’s progress and giving them tools to help at home creates consistency.
• Sustainability: We’ve worked hard to make sure WellComm becomes part of how we operate. For us, that means starting the year with workshops, screening three times a year, running interventions, and following up with targeted workshops.

WellComm has proven invaluable in reducing staff workload. Unlike other, more rigid systems, WellComm’s flexibility allows for shorter, more frequent activities tailored to children’s needs. Moreover, its screening tools provide robust evidence for referrals, IEPs, and EHCP reviews, saving time on documentation. Staff have also gained confidence in supporting speech and language development. By understanding how to integrate WellComm strategies into everyday interactions, they no longer see it as an “additional task” but as an integral part of their teaching.

By addressing speech and language needs early and consistently, we’ve seen improvements not just in children’s speech and language development but also in their confidence and engagement. Parents are more involved, and we’ve created a sustainable model that ensures WellComm can continue to make a difference year after year. The biggest reward is seeing those moments when a child lights up because they finally feel confident enough to speak or contribute. That’s when you know it’s working, and that’s why we do this.