Staff have an awareness of Speech, Language and Communication and how this presents in the classroom, free training ‘An Introduction to Speech, Language and Communication’ is available from The Communication Trust.
Staff understand age appropriate skills using checklist such as the free Universally Speaking Age 5-11 checklist, available from The Communication Trust.
Identify designated Communication Champions or Leads.
Complete environmental checklists to evaluate whether the space supports communication and interaction, such as the free Communication Friendly Environment Checklist from the Communication Trust.
Early identification of Speech Language and Communication Needs (SLCN), for example using identification tools such as the WellComm (WellComm Early Years and the new WellComm Primary toolkits enable you to identify children needing speech and language support, and come with an age-appropriate ‘Big Book of Ideas’ providing a total of around 150 instant, play-based activities).
Use of specific screening tools, such as the free ICAN Talking Point Progress Tracker. These free Progress Checkers have been written by speech and language therapists. They are based on typical developmental milestones from 6 months to 11 years. Their resources can help you identify signs of a child who is struggling to communicate, so you can ensure they get the support they need.
Use of resources from The Royal College of Speech and Language Therapists website and Speak Up Salford website.
English as an Additional Language (EAL)
If children are learning English as an additional language it is important to work with parents/carers to find out what their skills in their home language are like. These children may need specific strategies in place to support their understanding of English and their learning (eg use of visuals to support their understanding), but it should not be assumed that they have a special educational need.
If a child has not been exposed to English previously, they may be ‘silent’ for a period of time (up to a year). Although the child may not be speaking English, they are watching, actively listening and tuning in, developing new meanings. Keep talking to the child, picking up on non-verbal responses and include them in activities and experiences.
Increase observations to understand how the child communicates, with who and where do they communicate best, what their strengths and interests are, and how these can be used to encourage engagement in activities. Monitor how the child responds to your communication with them and whether they follow the words you are saying and/or the gestures you are using.
Plan and adapt tasks and activities to take account of the child’s individual communication needs.
Provide frequent practice to develop communication skills through recall and repetition.
Develop close home and school links to ensure strategies are used across both environments to support the generalisation of skills.
Use of resources such as the Communication Trusts ‘Communicating the Code’ to support children with identified communication and interaction needs.
Access additional staff training on supporting children with specific communication and interaction needs (eg Speech and Language Therapist, Educational Psychologist).
Access additional staff training to support key adults to understand and respond to behaviours associated with communication and interaction difficulties (eg frustration at not being able to communicate, distressed behaviours as a result of not understanding spoken instructions of expectations).
Additional support is in place to develop emotional vocabulary using visual and real-life situations (eg mirror play, discussion of emotions during stories/ puppet play, use of feelings visuals, or Bear Cards).
ELKLAN - accredited courses for education and other staff working with those with speech, language and communication needs. Provides staff with an in-depth knowledge and understanding of a range of practical ideas and skills to deliver a range of small-group, targeted interventions (Elklan Trained TAs). Elklan courses are run locally by the Salford Speech and Language Therapy Service.
Courses run regularly throughout the year and can also delivered for individual schools. Please discuss training with your Link Speech and Language Therapist.
Elklan Language Builders Resources from Elklan are practical books which provides detailed advice and activities to promote the speaking and listening skills for Key Stage 1 children.
Regular communication groups, working on speech and language skills on a frequent basis with a small group of children. It can be helpful to include good role models alongside children who need additional support. Sessions may be themed, using ideas from Talking Boxes. Communication groups can be supported by Speech and Language Therapists in schools that have bought into the enhanced service.
Early Years Attention Skills intervention, group sessions around developing joint, sustained and focussed attention skills, suitable for EYFS and Key Stage 1. Training and activity pack provided through Salford Educational Psychology Service.
Multi-agency assessment to identify persistent and complex needs.
Provide access to assessment and advice from external services such as Learning Support Service, Speech and Language Therapy and the Educational Psychology Service, to tailor programmes and activities to support their speech and language development, including attention and listening skills and social skills.
School staff deliver and support daily, individualised targeted intervention, based on support and guidance from external services. Certain interventions may require specialist training from a Speech and Language Therapist, for example Narrative Speech Therapy.
Black Sheep provides resources for teachers and speech and language therapists working with children with Developmental Language Disorder (DLD) and speech, language & communication needs (SLCN).
Use the Plan-Do-Review process to monitor the child’s progress, alongside any external agencies’ advice, whilst collating evidence of the impact of the strategies being used (refer to ‘Best Practice Walkthrough’ document).
Where the child has an Education, Health and Care Plan (EHCP), refer to described outcomes and provision and implement. Continue to use the Plan- Do-Review process against the specified outcomes and provision. Regularly update with strategies as they are tried. Complete Annual Review of EHC Plan (refer to ‘Best Practice Walkthrough’ document). Continue to request and act on advice from external agencies as necessary.
Further resources:
Raising awareness of Developmental Language Disorder (RADLD) gives free information and fact sheets about Developmental Language Disorder (DLD), as well as a range of helpful resources.
Afasic produces free downloads with vital information for parents and professionals about talking, understanding language and getting the right help. They offer free downloads, free parent support days and workshops, and useful links to mobile apps and other support.
British Stammering Association
A range of information, resources and advice to support those with a stammer, as well as their families and carers. The website includes recommended therapies and courses, as well as ‘Everyday Tips’ and apps and devices.
Michael Palin Centre for Stammering offers a range of support services for children, young people and parents and training courses for professionals.
Provide a Language Friendly Environment offering regular, focused support and prompts from an adult, including cues to support all children’s understanding and participation in play and activities. These cues should be multi-sensory. For example: visual (eg, signs, objects and symbols), audio (eg, songs), and smell (eg, spraying different scents on different days of the week).
Provide structure to the day through the use of a Visual Timetable, Now and Next Boards (using photographs or pictures to show the routine of the day), gestures or Signalong, to ensure all children’s understanding.
Adults should use consistent language for equipment and routines, for example, all staff use the same term at mealtimes (eg, dinner or lunch) rather than different terms being used.
Adults prepare children for any changes in routines, for example, signal a change in activity using songs or a musical instrument to gain the children’s attention first; talk to children in advance if there is going to be a change in the daily routine or staffing; include photos of adults on notice boards or linked to activities on the daily timetable.
Adults promote joint attention, for example stating the child’s name before giving information or asking a question.
Adults slow down the pace of delivery to allow for extra processing time. Encourage children to repeat out loud the information back to themselves (verbal rehearsal) to help them remember key instructions.
Adults model good interaction skills and physically get down to the child’s level when communicating with them.
Adults use a structured approach for tasks and activities with a clear beginning middle and end, for example (eg, using start and finish trays).
Provide opportunities to listen to stories or complete activities within a quieter environment or small groups.
Use of Quality Circle Time to help children develop their social, attention and listening skills. Additional adult support should be used to support group work (eg, one adult leading, with another adult supporting the children’s engagement).
Adults model good looking and listening behaviours and support these with visuals and use of specific (labelled) praise when children demonstrate these wanted behaviours.
Define key words simply and display new vocabulary as it is introduced as part of topic work.
Ensure equipment is labelled with photographs or pictures. Twinkl, Boardmaker and Widgit provide a wide range of visuals and symbols which can be used around the environment and for displays. Be consistent in symbol use, eg, avoid using Twinkl picture for one symbol and Boardmaker for another.
Activity ideas and resources:
Use of visual approaches to communicate information, such as Objects of Reference (real objects) used to represent activities and times of the day, pictures (visual timetables or Now and Next board), and/or signing (eg, Signalong).
Adults provide additional support during daily transitions, by giving time warnings and using environmental cues (eg, tidy up time song, visual traffic light system) and prepare the child in advance for any changes to daily routines.
Adults simplify and repeat instructions to ensure they are understood. Adults say the child’s name to gain their attention first and place themselves where the child can see their face clearly.
Display question prompts on the wall for staff to initiate communication. Begin with simple questions (eg, What? Who?) before progressing to more difficult questions (eg, Why? Where? How?).
Use pictures, key visuals and gestures alongside concrete examples to support spoken language during activities.
Use pre-teaching to introduce new, specific vocabulary and concepts, before these are included in group or circle time activities.
Draw upon small group programmes to develop listening and receptive language skills eg The BLAST Programme (Boosting Language Auditory Skills and Talking) can be used with children aged 3-5 years.
Infant Speech and Language Link to support children (4-8 years old) with mild to moderate language and communication needs and those new to English.
Test of Abstract Language Comprehension - TALC - This resource is designed to help Speech and Language Therapists and practitioners to assess and develop the verbal reasoning skills of under 5s who experience difficulty understanding what is said to them.
Provide a Total Communication Total Communication Environment that uses a range of teaching and learning styles with emphasis on use of gestures, signing, Objects of Reference, key visuals and concrete examples to support spoken language.
Additional differentiation and scaffolding of tasks, which may require individualised planning for much of the day.
Adults deliver and support daily one-to-one targets or small group interventions based on support and guidance from external services.
Use an Intensive Interaction approach to build relationships with children who find it hard to interact. For children who aren’t using any words yet, you can copy their actions. If they clap their hands, you clap them too. See what they do; they might look at you and smile to let you know they want you to carry on. Once the child is interacting well with you regularly, invite another child to join you too.
Black Sheep provides resources for practitioners and speech and language therapists working with children (3 years and above) with Developmental Language Disorder (DLD) and speech, language and communication needs (SLCN).
Ensure all staff are aware of the Greater Manchester 10 Tips for Talking - a set of evidence-based key messages for families and early years practitioners which promote interaction between young children and their families, from birth to age 5, to support early years development.
Adults give babies and children their whole attention when interacting with them, getting down to their level.
When interacting with babies, adults copy the sounds the babies make back to them, to develop a two way flow as if in conversation. Adults attach meaning to babies and children’s vocalisations, through watching their actions and saying out loud what they might be thinking ‘Oh you’re sad, I wonder if you’re hungry?’
Adults copy the facial expressions babies make during interactions. Adults exaggerate their own facial expressions and change the pitch and tone of their voice to capture the baby’s interest.
Adults keep their spoken language simple and comment on their own, as well as, the children’s play (running commentary), reducing the number of questions.
Adults give the babies and children time to process language and then respond (eg, Pineapple Pause - pause for the time it takes to say ‘pineapple’ three times). Babies especially need extra time to process. Adults encourage use of gesture (eg, pointing) and, if/when appropriate, encourage use of accompanying language by modelling using objects, eg ‘Which one, ball or box?’ and saying back the correct language. Adults model language and extend children’s phrases by one word at a time. When using language extensions, instead of adding colour/size try to model use of verbs too (eg, “push the car” …” the car’s stopped”).
If a child mispronounces a word, adults model a correct form of the word rather than directly correcting, (eg, If the child says ‘tar’ say, ‘Yes, that is a star.’) Adults support the development of sharing and turn-taking in small groups and on an individual basis as needed.
Children are supported to contribute during group activities (eg, give clear routines for showing who’s turn it is during group work such as a using a ‘talking object’; children are prepared in advance by practising or being introduced to key vocabulary before being expected to use it in a group situation).
Activity ideas and resources:
Toddler Talk is an activity pack to promote communication development of toddlers from 18 months to 3 years old. Chatting with Children promotes communication development of children from 3 to 5 years old. Both are available from ICAN.
Share ideas and tips with parents to encourage talking at home eg, through encouraging the use of websites Learning to talk 3 to 5 years or displays/ handouts.
Colourful Stories (ELKLAN) is a visual support strategy which helps children to learn about the structure of stories and become more confident about telling and eventually writing stories.
Adults teach specific, functional vocabulary (eg, more, hello, please, toilet) using appropriate Early Years strategies eg, pairing words with a visual, using Signalong.
Adults offer children choices (eg for food, songs, stories, activities) making sure that a choice is supported visually with objects, pictures or symbols.
Adults teach specific, functional vocabulary (eg, more, hello, please, toilet) using appropriate Early Years strategies eg, pairing words with a visual, using Signalong. Adults offer children choices (eg, for food, songs, stories, activities) making sure that a choice is supported visually with objects, pictures, or symbols.
Adults model and support skills to promote communication and language with peers (eg, support to join group games, use of musical instruments/ actions to allow inclusion in circle time, structured physical games during outdoor play such as races and chase games which don’t depend on spoken language skills).
Provide alternative ways to record learning (eg, photos or video recording) so children can share their ideas and progress can be captured. Adults provide regular access to small group interventions to develop skills, for example:
Jabberjacks provides a targeted intervention to develop EYFS children’s speech and language and through the fun music and physical activities. The sessions also help develop their gross motor skills to an expected level for that age group.
Tales Toolkit provides a package of small group resources to develop children’s skills in story development and sequencing.
A structured language intervention may need to be devised in consultation with external professionals (eg, Speech and Language Therapists) with support to generalise skills taught.
Adults deliver and support daily one-to-one targets or small group interventions based on support and guidance from external services (eg, Speech and Language Therapist).
Additional adult support is provided to contribute to group activities using a range of communication methods (eg, gesture, vocalisations, instruments, visuals) alongside/ instead of spoken language.
Use of an additional or augmented communication system (ACC).
These may include:
Signalong is a key word sign-supported communication system. It uses speech, sign, body language, facial expression and voice tone to link between sign and spoken word.
Makaton is a language programme that uses symbols, signs and speech to enable people to communicate.
PECS Picture Exchange Communication System is an alternative augmentative communication system in which simple picture cards are used to communicate simple needs initially, but then work towards more complex sentence structures, signing, or high-tech communication systems and software such as Proloquo2Go.
PODD Pragmatic Organisation Dynamic Display (PODD) which may be used include direct access boards.
Variable level of support is provided which is reduced/ increased as appropriate to develop the child’s independence (eg, ‘hand over hand’, modelling, visual strategies – see mediation strategies in ‘Thinking Skills’ section of Cognition and Learning).
Children with social communication needs can often experience sensory processing differences – please also see the sensory and/ or physical needs section.
Adults ensure every baby and child has positive interactions with an adult at various times during their session, including those children who appear to prefer solitary play. Any predictable changes are explained and supported by the use of a Visual Timetable. This can also demonstrate timings of activities.
Behavioural expectations supported with visual cues (eg, Good Sitting and Looking prompts). Regular use of specific (labelled) praise when wanted behaviours are observed.
Regular sharing of information (between staff and between home and setting) centred on the child (eg, Use of a One-page profile).
Clearly labelled learning environment by learning zones/play areas. Twinkl, Boardmaker and Widgit provides a wide range of symbols which can be used to signpost around the environment, for displays and to create visual timetables. Be consistent in symbol use, eg, avoid using Twinkl picture for one symbol and Boardmaker for another.
Changes to the environment to support understanding of expectations. The TEACCH approach is a way to provide high levels of visual structure and clarity to support children’s understanding of the environment, expectations and activities. The use of ‘finished boxes’ and ‘workstations’ to help children understand the difference between work/ adult-led activities and play are often helpful. It is not a single method and can be used alongside other approaches.
Use of circle/carpet time help children to develop their social, attention and listening skills.
Sensory breaks incorporated into the day (eg, access to quieter spaces, movement breaks and use of sensory resources).
Personalised visual supports (eg, objects of reference, now/next, working for boards, activity boards, sand timers).
If a child has a personalised Visual Timetable they will need to be told as early as possible about any changes to their routine.
All adults consistently use visuals (eg, objects, signs or symbols) to support spoken language, depending on the child’s current level of understanding. Access to staff training on the use of visuals to support communication.
Use of tracking and monitoring tools specifically measuring the development of social communication and interaction skills development, which are used to develop SMART targets and monitor progress (eg, Observation Profile included within Autism in the Early Years: A Practical Guide).
Use of a sensory checklist and environmental adaptations to minimise impact of sensory distractions and sensory processing differences (eg, opportunities to work in quieter spaces with reduced distractions when completing focused activities, access to tailored sensory activities or resources).
Support to engage in group activities. Attention. Aim to develop natural and spontaneous communication through the use of visually based and highly motivating activities.
Inclusion in small group activities to work on turn taking and social skills.
Teaching of play skills alongside peers who can act as a good role model (eg, Play Bank; the Educational Psychology Service can provide further information).
Targeted support to understand emotions in others and develop self-regulation of own emotions (eg, mirror play, discussion of emotions during stories/ puppet play, use of feelings visuals Feelings Visuals or Bear Cards).
An individualised programme is in place informed by a specialist multi-agency team (eg, Speech and Language Therapy, Educational Psychology, Occupational Therapy).
Opportunities to build relationships through play, for example using Intensive Interaction: an approach designed to help develop pre-communication skills such as joint attention through sensory and shared play activities.
Social stories help to develop social understanding by using short descriptions of a particular situation, event or activity, that include specific information about what to expect in and how the child should respond.
Use of a structured interventions such as identiplay to teach play skills. All adults consistently use visuals (eg, objects, signs or symbols) to support spoken language, depending on the child’s current level of understanding.
Augmented communication systems are in place to support communication development such as: PECS Picture Exchange Communication System where picture cards are used to communicate simple needs initially but work towards more complex sentence structures; signing, or high-tech communication systems and software (such as Proloquo2Go).
Environmental audits are used to identify aspects of the environment that might lead to increased anxiety, arousal or sensory sensitivity, with monitoring of behavioural responses and adjustment to support plans / adult responses as needed (eg, use of ABC Charts).
Work with a group of key staff to identify an individual profile of the child and gain an understanding of their individual triggers, observable behaviours, as well specific escalating and de-escalating adult responses. An example of this might be the RAMP (Reducing Anxiety Management Plan). This should form part of a robust risk assessment which is regularly reviewed to support any behaviours associated with difficulties, heightened anxiety, sensory sensitivity and managing feelings (see Getting Risk Support section).
EYFS links – Communication and Language, Personal, Social and Emotional Development, Literacy, Understanding the World, Expressive Arts and Design.
Ensure that all staff have a clear understanding of typical speech, language and communication development and realistic expectations of skills for children of different ages within the setting.
All staff are aware of the Greater Manchester 10 Tips for Talking - a set of evidence-based key messages for families and early years practitioners which promote interaction between young children and their families, from birth to age 5, to support early years development.
Staff understand age-appropriate skills using checklists such as the Child's progress checker. These Progress Checkers have been written by Speech and Language Therapists, based on typical developmental milestones from 6 months – 11 years. Their resources can help you to identify the signs of a child who is struggling to communicate, and ensure they get the support they need.
Staff should be aware of the children’s level of understanding of spoken language and adapt their language accordingly.
Display the free Communication Development Pyramid. Staff can be trained in the pyramid to understand how to adapt their communication cues so that they can ‘step up’ or ‘step down’ with a chid as necessary.
Identify designated Communication Champions or Leads.
Complete environmental checklists to evaluate whether the space supports communication and interaction, such as the ‘Communication Friendly Environment Checklist’ from the The Communication Trust. Create ‘communication friendly space/s’ (ELKLAN accredited), designated quiet spaces or talking areas (such as ‘Talking Tables’).
Observe and listen to children’s non-verbal cues as well as verbal and respond promptly, accurately, and consistently to best develop gesture as a precursor to language.
Watch what babies and children are interested in and use this to think about what they might be wanting to communicate with you – this allows you to make sure the language you’re modelling matches what the child may be intending to communicate or is thinking about. Reduce questions and increase the use of comments especially for children at an early language level.
Early identification of Speech Language and Communication Needs, for example, using identification tools such as WellComm. The WellComm Early Years and the new WellComm Primary toolkits enable you to identify children needing speech and language support and come with an ideas age-appropriate WellComm Big Book, providing a total of around 150 instant, play-based activities linked to screening results. Communication Development Workers (CDWs) can support with implementing WellComm and communication friendly environments (Contact via email: early.years@srft.nhs.uk) and training is available through the Starting Life Well Training Programme.
Follow Every Child A Talker Monitoring Tool.
The Helping Early Language and Literacy Outcomes (HELLO) improvement framework is a quality improvement tool for Early Years settings that want to improve their communication, language and literacy provision. The self-evaluation framework provides prompts, critical questions, and resources to help settings identify their strengths and areas for development. HELLO improvement framework.
Ensure all children have opportunities to experience a language rich environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.
Use specific praise frequently (labelled praise) so children know when and what they have done well, so they know what is expected and when to repeat the behaviour.
See The Royal College of Speech and Language Therapists website for resources and ideas around children’s speech, language and communication development.
English as an Additional Language (EAL) If children are learning English as an additional language it is important to work with parents/carers to find out what their skills in their home language are like. These children may need specific strategies in place to support their understanding of English and their learning (eg, use of visuals to support their understanding), but it should not be assumed that they have a special educational need.
If a child has not been exposed to English previously, they may be ‘silent’ for a period (up to a year). Although the child may not be speaking English, they are watching, actively listening, and tuning in developing new meanings. Keep talking to the child, picking up on non-verbal responses and including them in activities and experiences.
Use the Communication Development Pyramid. See The Communication Trust for more information. To assess the child’s abilities on the lower levels and implement individualised support depending on the child’s ability.
Increase observations to understand how the child communicates, with who and where they communicate best, what their strengths and interests are, and how these can be used to encourage engagement in activities. Monitor how the child responds to your communication with them and whether they follow the words you are saying and/or the gestures you are using.
Use the Early Years Foundation Stage Profile (Listening and Attention, Understanding, Speaking) and discussions with parents/carers to understand current skills and next steps for development. See the Celebratory Approach to SEND Assessment in the Early Years for ideas to support observations and holding supportive conversations with parents.
Plan and adapt tasks and activities to take account of the child’s individual communication needs – ensuring an enabling environment and inclusion at all times of the day.
Provide frequent practice to develop communication skills through recall and repetition.
Develop close home and setting links to ensure strategies are used across both environments to support the generalisation of skills. Signpost parents to relevant information and activities on the BBC Tiny Happy People website.
Agree clear plans and the use of support strategies to achieve agreed outcomes in the child’s Play Plan or similar. Ensure regular meetings to review progress (every 6-8 weeks).
Access additional staff training on supporting children with specific communication and interaction needs (eg, SEND Inclusion Advisors, Speech and Language Therapist, Communication Development Worker, Educational Psychologist).
Access additional staff training to support key adults to understand and respond to behaviours associated with Communication and Interaction difficulties (eg, frustration at not being able to communicate, distressed behaviours because of not understanding spoken instructions or expectations).
Ensure additional support is in place to develop emotional vocabulary using visual and real-life situations (eg, mirror play, discussion of emotions during stories/ puppet play, use of Feelings Visuals, or Bear Cards).
Ensure the regular delivery of targeted interventions through play: including attention and listening skills, understanding skills and speech/ communication skills.
Take inspiration from the WellComm Big Book of Ideas providing a total of around 150 instant, play-based activities linked to screening results).
Provide regular communication groups, working on speech and language skills on a frequent basis with a small group of children. It can be helpful to include good role models alongside children who need additional support. Sessions may be themed, for example using ideas from Talking Boxes.
ELKLAN - accredited courses for education and other staff working with those with speech, language and communication needs and for parents. Elkan courses are run locally by Salford’s Speech and Language Therapy service (‘Speech and Language support for 0-3s’ and ‘Speech and Language support for 3-5s’). Courses run regularly throughout the year.
Early Language Builders from ELKLAN Elklan is a practical book which provides detailed advice and activities to promote the speaking and listening skills of all children aged between 2 and 6 years.
Early Years Attention Skills intervention involves small group sessions to develop joint, sustained and focused attention skills, suitable for EYFS. The training and activity pack can be provided through Salford Educational Psychology Service.
Talking Tots: Parent/ carer and toddler group focussing on strategies and activities to do with children to help develop their speech, language and communication skills (accessed via the Child Development Worker team).
Strategies and approaches to support fine-grained assessment and individualised planning is in place and based on specialists’ advice.
A Speech and Language Therapist overseeing a programme of individualised targets and the delivery of interventions at home/ in the setting.
Regular multi-agency meetings in place to co-ordinate, plan and review support and progress. Refer to external agencies for additional support as needed (eg, Starting Life Well, Speech and Language Therapy, Educational Psychology, Paediatrician).
Close links between the home and the setting and good communication ensure that the child’s strengths and special interests are more clearly understood and included within their personalised planning (eg, communication book, One-page profile).
High quality training is provided for all key staff involved in delivering and monitoring targeted provision.
Provide time and space for targeted support on a consistent basis (eg, access to a smaller space to complete interventions, increased staff: child ratios for times when intensive support and interventions are being delivered).
Ensure robust risk assessments are in place and regularly reviewed to support any behaviours associated with reduced communication skills or any personal care requirements.
Use the Plan-Do-Review process to monitor the child’s progress, alongside any external agencies’ advice, whilst collating evidence of the impact of the strategies being used (please refer to the Best Practice Walkthrough document).
Where the child has an Education, Health and Care Plan (EHCP), refer to described outcomes and provision and implement. Continue to use the Plan Do-Review process against the specified outcomes and provision. Regularly update with strategies as they are tried. Complete Annual Review of EHCP (please refer to the Best Practice Walkthrough document). Continue to request and act on advice from external agencies as necessary.
Staff have an awareness of selective mutism and understand it is an anxiety-based need. Key staff have access to information about how to support children with selective mutism for example from the SMIRA website.
Check the Dos and Don’ts Guide to providing an anxiety-free environment and Pre-School and Nursery Guidelines developed by Selective Mutism Information & Research Association (SMIRA).
Provide a communication safe environment:
Seek multi-agency support from outside services and work with the child’s family to devise an individualised support plan.
Refer for assessment of core speech and language skills if concerned/unsure of skills.
Join the Greater Manchester Selective Mutism Network.
Use of the Sliding-in Technique detailed in The Selective Mutism Resource and included on the SMiRA website. The steps can be accomplished either in a single session or over 2–3 weeks. This involves an adult (parent or staff member) as the child’s talk partner. Activities are completed on a regular basis within the child’s talk partner in a safe and quiet area of the setting. The activity should be simple and involve something that the child enjoys and is familiar with (eg, a favourite game or book from home). As the child becomes confident, their tolerance to another person gradually coming closer and joining the activity (‘sliding in’) is increased.
Carefully support the child’s transition to school.
Further information about selective mutism can be found at Selective Mutism Information & Research Association (SMIRA).
Your page rating has been successfully submitted.