Experienced West Midlands based speech & language therapy

Sunday, May 07, 2017

Measuring Impact

Impact statements are usually reliant on data to prove impact [Quantitative measurement].

Measuring impact is crucial:

*Internally, how will school/setting know that interventions they offer make a difference?

*Using external specialist support: as above + do results justify the money spent?

There are a number of ways the (positive) impact of interventions can be measured:


     ITPs with SMART targets


    Wellcomm & or Language Link

    Robust data collection

3. EYFS :- Progress within Development Matters &  Early Learning Goals [ELGs] = ‘closing the gap’

    Look for:

  • accelerated progress in Speaking and
  • listening versus other areas
  • individual pupil progress from Autumn 2, through Spring 2 to Summer 2


4. FURTHER UP THE SCHOOL :-Key performance Indicators (KPIs), EAL coding statements

       SLT making time to liaise re progress:

  • in each area made by individual pupils on the SLT caseload (tiers2/ 3 pupils)
  • made by cohorts (as a result of the implementation of universal strategies (you need before and after data here – the profile before the service started versus the profile afterwards



  • Soundswell discharge pupils for genuine reasons (i.e. because they have made progress).  Keep a tally of discharges and the reasons why

      e.g. problem resolved, school managing from within own resources



  •  These are fine to show the ‘ebb & flow’ of individuals. Usually,over time the case-load will settle at an    ‘indicative number’ i.e. those discharged will broadly equate to new referrals



These may be particularly pupil specific, e.g.reduced absence, pupil or parent well-being ratings, staff rating of pupil’s participation and well-being,attention and listening gains, non-verbal communicator indicators, social interaction indicators etc.

To read more about managing SLCN in the face of the current budget cuts click here:-