Earlier this year, the DfE released guidance to support Local Authorities and early years settings to use EYPP funding effectively and make sustainable improvements to outcomes for children. The guidance recommends that settings, ‘plan EYPP spending based on well-evidenced approaches such as professional development for staff, which may benefit all children while providing the greatest benefit to disadvantaged children’, (Early years pupil premium: guide for local authorities - GOV.UK).

The document highlights the importance of choosing high-quality, evidence-informed professional development. It states:

The Education Endowment Foundation (EEF) expands on this in The EEF Guide to the Early Years Pupil Premium (Early Years Pupil Premium | EEF), recommending that professional development should:

• build educators’ understanding of evidence-informed approaches
• support educators to apply these approaches in practice
• provide ongoing support, such as coaching and mentoring, to ensure changes are sustained

The guidance also encourages settings to, ‘choose effective professional development which addresses your priorities’, and includes Elklan’s Communication Friendly Settings as a featured case study.

Using EYPP funding to address the rise in SLC needs

With the rise in SLC needs across the country, ‘1 in 5 children who are struggling with talking and/or understanding of words, and 80% of teachers surveyed think children in their classroom are behind with their talking and/or understanding of words,’ (Speech and Language UK,2023, Listening-to-unheard-children-report-FINAL.pdf); given that, ‘the development of children’s spoken language underpins all seven areas of learning and development,’ (EYFS 2025), it is essential to consider how best to use EYPP funding.

Research shows that children's language outcomes are shaped by everyday interactions and experiences in the home, many of which are open to change. It is therefore important not to assume that all disadvantaged children will have poor language skills, or that children from more affluent backgrounds will automatically have stronger communication abilities. Around 10% of children will have persistent SLCN regardless of background (Best Start in Speech, Language and Communication: Supporting evidence, 2020).

However, studies consistently do show a strong link between socioeconomic disadvantage and delayed language development. The Royal College of Speech and Language Therapists highlights that children from the most disadvantaged groups are twice as likely to experience language delay, and more than 50% of children in socially deprived areas may start school with significantly reduced speech, language and communication skills.

‘Poverty can strongly reduce parents’ ability to respond to their child’s early language needs and offer a home learning environment that enhances language skills in the early years. As a group, children from disadvantaged backgrounds more commonly have reduced developmental opportunities that can limit their learning of language. Studies of whole populations reveal a clear social gradient for language development, with children from the most socioeconomically disadvantaged groups twice as likely to experience language delay as their less disadvantaged peers. Children who are entitled to free school meals and live in more deprived neighbourhoods are more than twice as likely to have identified speech, language and communication needs (SLCN).

(CSJ-Social-Justice-Commission-Submission.pdf ,RCSLT, 2023)

This ongoing national picture reinforces the need for settings to use EYPP effectively to support children’s communication and language development.

How professional development makes a difference

Using EYPP funding to invest in high-quality Speech, Language and Communication professional development is crucial for all children, especially those with SLCN or those at heightened risk due to socioeconomic disadvantage.

Elklan has worked in partnership with the Education Endowment Foundation (EEF) as part of the Department for Education’s Early Years Recovery Programme. This initiative hassupported166 early years settings across England to enhance children's speech, language and communication skills and to become Communication Friendly Settings (CFS). The impact is being independently evaluated by the Universities of York and Sheffield, focusing on language outcomes for 3- to 4-year-olds.

Elklan, funded by the EEF, has also delivered the Communication Friendly Home-Based Settings (CFHBS) programme to East Midlands childminders. Participants completed either Let’s Talk with Under 5s or Speech and Language Support for 3-5s. Evaluation by the Universities of York, Leeds and Sheffield found the programme feasible, well-received and valuable, with 80% of childminders meeting all compliance levels. They reported increased confidence, improved skills and meaningful changes to practice, with particularly strong outcomes linked to the 3-5s course. Positive impacts on children's expressive vocabulary were also identified.

Elklan’s professional development programmes are created by experienced Speech and Language Therapists and specialist teachers. The training supports educators to understand speech, language and communication development, recognise diverse learning needs and implement practical, evidence-informed strategies. With accredited training available from birth to early adulthood, settings can build a whole-setting approach by working towards Communication Friendly Setting Status, ensuring sustainable improvements and shared understanding across their team.

Conclusion

Investing EYPP funding in evidence-informed professional development is essential for ensuring early years practitioners have the skills and confidence to support children’s speech, language and communication effectively. By strengthening the knowledge and practice of the workforce, settings can create communication-rich environments that benefit all children, including those with identified SLCN and those at risk due to socioeconomic disadvantage. High-quality, accredited training such as that offered by Elklan provides a sustainable approach that supports long-term improvements in outcomes and helps ensure every child has the strongest possible start in their language and learning journey.