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Sign in or register for an accountStaff 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.
Identification of designated Communication Champions or Leads.
Have set tasks and activities throughout the day/ week which focus on supporting spoken language use and understanding, for example, ‘No Pens Day Wednesdays’.
Use of free environmental checklists to evaluate whether the space supports communication and interaction, such as the free Communication Friendly Environment Checklist from the Communication Trust.
Identification of communication needs using a checklist such as the free Universally Speaking Age 11 - 18 checklist, available from The Communication Trust. Alongside, increased observations, use of the curriculum and discussions with pupils and parents/ carers.
Use of resources from Schools The Royal College of Speech and Language Therapists website and Speak Up Salford website.
Increase observations to understand how the pupil 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 the classroom. Monitor how the pupil 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 pupil’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 pupils with identified communication and interaction needs.
Access additional staff training on supporting pupils 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 and emotional expression using visual and real-life situations (eg use of feeling scales or agreed strategy 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 secondary aged pupils.
Regular communication groups, working on speech and language skills on a frequent basis with a small group of pupils. It can be helpful to include good role models alongside pupils who need additional support.
Certain interventions may require specialist training from the Speech and Language Therapy Service (eg Vocabulary training).
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 Education- al Psychology Service, to tailor programmes and activities to support their speech and language development, including attention and listening skills and social skills.
School staff to deliver and support individualised, targeted intervention, based on support and guidance from external services. Certain interventions may require specialist training from the Speech and Language Therapy Service.
Black Sheep Press (11-16) provides resources for teachers and speech and language therapists working with pupils 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.
Access Arrangements allow pupils with special educational needs to access assessments without changing the demands of the assessment. This may include allowing extra time, providing a scribe or having a reader. These may need to be applied for in advance by the school; check the exam board guidance for more information.
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 pupils, pupils and parents and training courses for professionals.
A communication friendly classroom offering focussed support and prompts from an adult, including key cues and prompts to supplement pupil’s understanding and participation in lessons. These cues should be multi-sensory and age appropriate. For example: visual (eg signs, objects, written and symbols), audio (eg songs), smell (eg spraying different scents on different days of the week).
Daily routines are clear and predictable. Visual Timetables/Written Schedules, classroom rules and daily routines are clearly displayed and personalised as needed. Twinkl, Boardmaker and Widgit provides a wide range of symbols that can be used to signpost around the classroom 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.
Adults model good looking and listening behaviours and support these with visuals and use of specific praise when children demonstrate these behaviours.
Break down the amount of information provided at one time into smaller chunks (eg break up multi- step instructions and deliver 1 or 2 at a time and/or support visually).
Teach and encourage pupils self-support strategies to help them to follow instructions (eg chunking, visualisation, silent repetition, use of a written checklist).
Try to avoid the use of non-literal language (eg idioms and sarcasm) and explain any abstract concepts in as concrete a way as possible (eg with pictures, diagrams or objects).
Use a range of whole-class or whole-school intervention programmes, for example providing consistent visual support to structure or record ideas (scaffolds or templates). Use word webs and vocabulary maps as a whole class when learning new vocabulary.
Introduce and display new vocabulary as it is introduced as part of topic work/ theme for the term. Teach pupils self-support strategies to help them to follow instructions (eg chunking, visualisation, silent repetition, use of a written checklist).
Provide a classroom that uses a range of teaching and learning styles with emphasis on use of gestures, key visuals and concrete examples to support spoken language.
Provide more time to respond to questions (eg 10-second rule) and to complete multi-step tasks.
Check the pupils’ understanding by asking them what they need to do after they have been told. Use a buddy system, whereby pupils work together to ensure correct understanding of verbal information. A peer or adult buddy can then check correct understanding before starting.
Support their understanding of multi-step activities using task plans/lists.
Staff are mindful of how lesson information is communicated. For example, a key word list to have lots of visuals, use of a personalised visual dictionary.
Display question prompts on the wall for school staff to initiate communication/ tailor this for groups.
Provide support to ensure access to a range of communication opportunities (eg pupil to adult, peer to peer, small group, whole group).
Use of specific interventions such as:
TALC 2 is an ELKLAN resource that is designed to help speech and language therapists, education staff and the wider workforce to assess the verbal reasoning skills of pupils aged 11 and over. Based on the assessment results from the TALC, students would then be supported to develop their verbal reasoning skills through the use of Blanks Levels of Questions.
Vocabulary Groups – in smaller groups and support vocabulary use and understanding within the classroom. Vocabulary programs such as Bed Rock Learning are available, which track student’s progress and have specific topic vocabulary available.
Talk for Writing a teaching framework that provides a flexible process for developing understanding and expression.
LEGO Therapy is an intervention which can help support understanding of language within a structured activity.
Certain interventions may require specialist training/ support from Speech and Language Therapists.
Total Communication environment that uses a range of teaching and learning styles with emphasis on use of visuals and concrete examples to support spoken language (eg signing and key visuals).
Additional differentiation and scaffolding of tasks, which may require individualised planning for much of the day.
Multi-agency assessment to identify persistent and complex needs (eg access 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 receptive language skills.
School staff to deliver and support individualised targeted interventions, based on support and guidance from external services. Certain interventions may require specialist training from Speech and Language Therapists.
Black Sheep (11-16) provides resources for teachers and speech and language therapists working with pupils with Developmental Language Disorder (DLD) and speech, language & communication needs (SLCN).
Provide a range of planned communication opportunities in a range of settings, with enough time given for processing (eg 10-second rule), thinking and responding to verbal information and new vocabulary (eg see ELKLAN Language Builders book for ideas).
Use of a range of whole-class or whole-school intervention programmes, for example providing consistent visual support to structure or record ideas (scaffolds or templates). Use word webs and vocabulary maps as a whole class when learning new vocabulary, and story planners when re-telling or story or giving a personal narrative.
Provide opportunities for communication throughout the school day in a range of lessons. Including opportunities for discussion around books and narratives.
During group work, allow the pupil to answer after others have modelled the answer a few times.
Talk for Writing is a teaching framework that enables children to imitate the language they need for a particular topic orally, before reading and analysing it and then writing their own version.
Provide an environment in which pupils are surrounded by spoken and written words and inspired to learn them using multi-modal approaches (eg key words highlighted on the board and in worksheets to remind the pupil to check their vocab sheet).
Ensure access to a range of communication opportunities, so pupils can contribute in different ways or across contexts and in relation to different topics (eg including those they are more confident/ interested in).
Pre-teach key vocabulary and support generalisation to the classroom (eg have worksheets with key vocabulary on their desks, which they can refer to, use of word webs to promote experiential language learning.)
Teach specific vocabulary, such as ‘word of the day/ week’ in smaller groups and support vocabulary use and understanding within the classroom. Vocabulary programs such as Bed Rock Learning are available, which track pupils’ progress and have specific topic vocabulary available.
Consider the three tiers of vocabulary:
Focus on developing the pupils’ understanding and use of words in Tier 2. These words have the highest utility in helping to close the language gap for those pupils with limited vocabulary. Provide support for Tier 3 words at the start of a new topic (eg using knowledge organisers).
Use of vocabulary checklists/word maps. Create personalised dictionaries, vocab cards or knowledge organisers.
Use the STAR approach in content-rich subjects: Select the really useful vocabulary that is from the topic or class text. Teach the selected vocabulary in a structured manner. Activate the meaning by using the words in context and linking the word to the pupil’s existing knowledge. Review the taught words to ensure they are retained.
In small groups, encourage pupils to re-tell a narrative about a school or class activity, where the teacher and other pupils can give prompts and support the narrative. Also encourage pupils to give personal narratives or ‘news’ about their own lives. Ensure they include information about who, where, when and what happened.
Access training provided from the Speech and Language Therapy service for parents and education staff supporting narrative and vocabulary development.
Use of intervention programmes within a small group, such as:
Secondary Language Link This includes a teacher training package, assessment, and targeted interventions for KS3 pupils.
Bed Rock Learning vocabulary programme.
Talking Maths a 10-week intervention programme for up to Year 7 that targets speaking and listening skills in the context of mathematical language.
Narrative Intervention Program to improve the story telling skills of pupils in secondary school.
Black Sheep Press: Secondary Talk Narrative KS3 – KS4; Creating Superhero Stories – Narrative KS3
Talkabout for Teens a group work programme for developing self-esteem, social and friendship skills.
LEGO therapy – can help to support expressive language skills within a structured approach.
Additional differentiation and scaffolding of tasks, which may require individualised planning for much of the day.
Additional adult support to contribute to group activities using a range of communication methods (eg gesture, vocalisations, instruments, visuals) alongside/ instead of spoken language.
Referral into speech and language service to support child and implement targeted approaches including adaptations to learning (reading aloud etc).
School staff to implement individualised interventions, following training by a Speech and Language Therapist.
Use of an additional or augmented communication system (ACC). These may include 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).
Other ACC which may be used include direct access boards and use of PODD books (Pragmatic, Organisation Dynamic Display) to support sentence structure using a visuals.
Speaking fluently in some situations but remaining silent in others
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 pupils with selective mutism for example from the SMiRA website.
Check the Helping Students in Secondary School- Staff Guide by www.selectivemutism.org.uk. The website has a range of information, resources and advice to support those with selective mutism, as well as their families and carers.
Establish a communication safe environment that includes:
Seek multi-agency support from outside services and work with the pupil’s family to devise an individualised support plan. Speech and language therapists will assess receptive language and provide support in this area if required.
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 pupil’s talk partner. Activities are completed on a regular basis within the pupil’s talk partner in a safe and quiet area of the setting. The activity should be simple and involve something that the pupil enjoys and is familiar with (eg a favourite game or book from home). As the pupil becomes confident, their tolerance to another person gradually coming closer and joining the activity (‘sliding in’) is increased.
Carefully support the pupil’s transition between year groups.
Further information about selective mutism can be found at SMiRA: www.selectivemutism.org.uk
Pupils with social communication needs can often have sensory processing differences – please also see the Sensory and/ or physical needs section
Provide Visual Timetables/Written schedules. Tell pupils in advance about any significant changes to the daily school routine and illustrate this with the visual timetable/written schedule. The visual timetable can also demonstrate timings of lessons.
Use of first/then visuals to support understanding of tasks/routine.
Use the environment to support understanding of expectations around work and behaviour. For example clearly label learning zones/ curriculum areas within the classroom Provide visual reminders of classroom rules. Twinkl, Boardmaker and Widgit provide a wide range of visuals and symbols which can be used around the classroom 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.
The TEACCH approach is a way to provide high levels of visual structure and clarity to support pupil’s understanding of the environment, expectations and activities. It is not a single method and can be used alongside other approaches.
Provide clear roles during group work. Reinforce the understanding of these roles visually (eg written information/symbols)
Sensory or movement breaks are incorporated into lessons.
Try to avoid the use of non-literal language (eg idioms and sarcasm) and explain any abstract concepts in as concrete a way as possible (eg with pictures or objects).
Provide a more personalised curriculum allowing flexibility in the organisation of the learning environment and the school day. For example, you could offer access to a low stimulus, distraction-free base either within or outside of the classroom for certain tasks.
Adaptations to teaching materials, such as written/ visual task lists and timers.
If a pupil has a personalised Visual Timetable they will need to be told as early as possible about any changes to their routine.
Access to staff training on the use of visuals to support communication.
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).
Provide a small social communication group, focussing on the explicit teaching of social skills within a small group environment, with the opportunity to then generalise the skills into the wider environment. This may include the reading of social cues, body language, gestures, facial expressions and intonation.
Support to better understand inferencing, idioms and metaphors (eg using resources such as Test Your English Idioms, Black Sheep Press - Idioms).
Interventions to consider include:
TalkAbout a complete programme for developing self-esteem, social and friendship skills.
LEGO Therapy is an intervention that aims to help improve social competence while conducting fun, naturally rewarding LEGO clubs.
Circle of Friends a group intervention that enhances inclusion through peer support. The Circle of Friends approach works by mobilising the young person’s peers to provide support and engage in problem solving with the person in difficulty.
Social Thinking provides strategies to teach skills such as socio-emotional learning, and self-regulation across different environments. Resources for 11-13 year olds can also be purchased (eg Social Thinking and Me).
Zones of Regulation an intervention that supports the development of self-regulation and emotional control.
Provide a highly personalised curriculum allowing increased flexibility in the organisation of the learning environment and the school day (eg offering access to additional adult support to enable pupils to participate in the less structured parts of the school day such as break time, and provide access to a quiet, distraction-free place in school if pupils feel anxious. Visuals in place for the pupil to use to access break rooms (eg “I need a break”).
Regular staff briefings centred around the pupil’s strengths and support needs (eg A One Page Profile) may help communicate this.
If a pupil has a personalised Visual Timetable they will need to be told as early as possible about any changes to their routine.
Provide Social Stories as needed; short descriptions of a particular situation, event or activity, which include specific information about what to expect in that situation and why. Wherever possible and appropriate, you should include the pupil in the creation of the social story.
Comic strip conversations can be used to help pupils understand social interaction by visually showing them (using symbols, stick-figure drawings and colour) the different levels of communication – including thoughts, feelings, words and actions – that take place in a conversation.
Training for staff/parents to attend to develop awareness of social stories and comic strip conversations.
An individualised skills development programme informed by specialist multi-agency team assessment and advice (eg this might include Learning Support Service/ ACE Team, Speech and Language Therapy and the Educational Psychology Service).
Augmented communication systems such as Makaton or PECS (Picture Exchange Communication System) or PODD (language programmes that use symbols and signs alongside/ instead of speech to enable people to communicate – see Expressive Language above).
Use of transition books/support to allow a smooth transition into a new year group. Additional opportunities to visit new classrooms/schools and meet new teachers in advance to allow sharing of information.
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