A government-funded speech and language screening initiative found an unexpected proportion of young children have unidentified needs, an evaluation report has said. The Early Language Support for Every Child (ELSEC) programme was launched jointly in September 2023 by the Department for Education and NHS England. ELSEC provides funding for 鈥渋nnovative workforce models鈥 aimed at early identification and support for children with speech, language, and communication needs (SLCN). An evaluating the first full year of the scheme, up to July 2025, has highlighted 鈥渢he critical importance of early intervention鈥. It found ELSEC鈥檚 focus on universal screening and early support 鈥渋s successfully addressing previously unidentified speech and language needs and helping to prevent escalation鈥. However, it also revealed 鈥渢he scale of previously unidentified need is greater than anticipated鈥. Schools Week analysed data from the six pilot areas for which full data was available. Between them, they screened 6,300 pupils. The analysis suggests six in 10 were found to have speech and language needs. 鈥淭argeted interventions may need to be further 鈥榰niversalised鈥 to meet demand,鈥 the report said. It also raises questions over the future of the scheme, and how it might inform policy longer-term. The DfE and NHS each paid 拢2.2 million a year to finance the two-year pilot. It was due to end last May but was granted a 12-month extension, with a lower overall funding rate of 拢3.4 million. Ministers previously said ELSEC 鈥減aves the way for a reformed SEND system鈥 and 鈥渇orms one part of the government鈥檚 work testing SEND reforms”. The government is expected to deliver its white paper outlining wide-ranging SEND reforms in coming months. Staff ‘shocked’ by level of demand The scheme was piloted across nine areas, which adopted different approaches to SLCN screening. In six of the nine areas, children’s needs were coded using a “traffic light” system: green for those who met or exceeded age expectations, amber for those needing additional support, and red for those with greatest need or needing specialist referral. Schools Week analysis of data for the six areas shows just 39 per cent met or exceeded age expectations. Meanwhile six in 10 had speech and language needs, with 31 per cent needing additional support, and 23 per cent in the highest category of need. “Many” project leads 鈥渉ighlighted the scale of previously unidentified need uncovered” through ELSEC, said the report. In one area, two-thirds of children found to need speech and language support had not previously been identified. The report quoted a project manager saying: 鈥淸We were] shocked at the amount of children flagging as needing targeted support.” In Barnet, the majority of children identified through ELSEC as having “significant” needs had not been referred to speech and language therapy services before. In Gloucestershire, staff said screening “showed a huge percentage of children… not where this [setting鈥檚] assessment said they should be”. Elsewhere, an ELSEC staff member said screening all children in nursery, reception and year 1 helped identify pupils “who might otherwise have been missed…who were vocal but not necessarily understanding鈥. 鈥楳easurable progress鈥 in speech and language As of July 2025, ELSEC had reached more than 17,000 children across almost 600 nurseries and primaries through universal interventions. Around 4,600 benefitted from received targeted interventions, the report said. Meanwhile, more than 3,800 staff have been trained by ELSEC teams. Early outcomes data shows children made 鈥渕easurable progress”. Universal screening helped identify 鈥渓arge numbers鈥 of children with previously unidentified needs, while targeted interventions 鈥渓ed to improvements in communication, confidence, and readiness to learn鈥. In 鈥渟everal” areas, the proportion of children needing specialist support decreased after ELSEC interventions. One Hartlepool parent said their child’s 鈥渟elf-confidence is soaring, and she has come out of her shell鈥. Staff said pupils were 鈥渕ore willing to participate in class鈥 and 鈥渕ore sociable at dinnertime,鈥 which they linked to improved comprehension and expressive language skills. They observed children becoming 鈥渕ore confident to speak out,鈥 鈥渦sing full sentences,鈥 and 鈥渂etter able to explain their thinking鈥. Teachers highlighted clear gains in vocabulary, comprehension, and ability to follow instructions. Meanwhile parents and carers 鈥渞eported feeling more confident in supporting their children鈥. Staff also 鈥渞eported increased confidence and competence in supporting children with SLCN鈥 with many settings left 鈥渁ble to deliver universal and targeted interventions independently鈥. What happens next? But the report leaves a question mark over the long-term effects of the scheme, noting 鈥渃hallenges in relation to sustainability鈥. For 鈥渕any settings鈥, continuing screening for SLCN and deliver interventions without the support of ELSEC teams 鈥渋s expected to be challenging in the face of competing demands and heavy workloads鈥, it states. While the programme has made “significant progress”, recruitment and retention of support workers “remain challenging”. Meanwhile “short-term funding cycles can hinder long-term planning”, the report found. The programme gives “a strong foundation for further development, scaling, and integration of effective practices across the system”. But the report added: “Continued investment in workforce development,data systems, and partnership working will be essential to sustain and build on these achievements.”