Speech, Language and Communication Key Stage 3
| SKILL | WHAT TO DO FIRST Identifying and supporting need | ASKING FOR HELP Starting Assess, Plan, Do, Review | WHEN MORE HELP IS NEEDED Targeted support |
| Social Communication Pupils with social communication needs can often have sensory processing differences – please also see the Sensory and/or Physical Needs section | Whole School: Schools to have access to a robust, consistent symbol-based system to support all children and provide communication opportunities. Examples of these include Boardmaker, Twinkl and Widget (cost included to purchase) Access Mainstream Schools Forum for general advice and strategies School staff to refer to specialist services (ISCAN SALT) for any immediate concerns e.g. breakdown in placements, risk of exclusion, complex safeguarding issues. Classroom: Establish consistent and predictable routines. Refer to advice and visual resources to support routines and transitions as a full class approach: Using visual supports such as first-then boards and visual schedules Transition cues (verbal warnings, transition songs, timers, traffic lights) Using start / finished task boxes, task lists. Ensure expectations of tasks are clear. Prepare for upcoming changes to routine, supported by visual aids (e.g., symbols, photos, drawing) Encourage a total communication approach and accept all forms of communication (e.g., spoken, gesture, signs, written word, Alternative and Augmentative Communication, AAC). Recognise that ‘good listening’ and ‘good looking’ may look different for everyone. Don’t expect eye contact or sitting still. Sensory or movement breaks are incorporated into lessons. Try to avoid the use of non-literal language (e.g. idioms and sarcasm) and explain any abstract concepts in as concrete a way as possible (e.g. with pictures or objects). Refer to advice sheets and resources for interaction and communication strategies and embed into all classroom activities. Visuals available for: Creating communication opportunities: Creating opportunities to communicate Activity specific communication boards for aided language modelling: Visuals pack – symbols and photos for aspects of the routine and areas in school: Helping children interact Individual Pupil Consult with key people in the child’s life (e.g., parents, carers, previous settings, professionals currently involved) to understand individual current communication skills, preferences, strengths and challenges. If struggling to embed and apply strategies, or more personalised, bespoke communication systems required, consider accessing further help from SALT team. Consider referral to ISCAN Speech and Language therapy for further support: Children’s Speech and Language Therapy :: Tameside Children and Young People | Provide a 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. Adapt group and individual activities in line with the individual’s sensory needs and communication and interaction profile. Consider carrying out targeted interventions in individual or small groups to support interaction and communication: Attention Autism Home – Attention Autism Ltd | UK & Ireland an intervention model which aims to develop natural and spontaneous communication through the use of visually based and highly motivating activities: Attention Bucket Blacksheep Press resources BSP, speech & language resources for schools, therapists & parents Resources around building inferencing, situational and social awareness. TalkAbout a programme aimed at developing self- esteem, as well as social and friendship skills. Lego Therapy an intervention to help improve social competence while conducting fun, naturally rewarding Lego clubs. Speech and Language offer training on Lego Therapy Social Stories – can be created to provide children with a concrete way to prepare for future situations, or better understand social situations. It is important that these follow the official and recommended format. Consider consultation with ISCAN SLT for further support in generating these. Comic Strip Conversations: can be used as a visual teaching tool to explore situations and others perspectives: Zones of Regulation is an intervention that supports the development of self-regulation and emotional control. The Incredible Five Point Scale – a tool to explore emotional regulation and tools to support this. Language for Thinking an approach aimed at developing the verbal reasoning and thinking skills of children aged 4-11 through drawings, written scenarios, and questions. Language for Behaviour and Emotions – practical, interactive resource to be used individually or in groups to support language, social and emotional development. Use of personalised visuals (e.g. objects of reference, photos and symbols, now/next, choice boards, activity boards, traffic lights, sand timers). Consider seeking further advice from the SALT team regarding personalisation and implementation of visuals. For all students requiring access to alternative communication systems, referral to ISCAN Speech and Language Therapy is required. Additional resources and support for aided language modelling, choice boards and core word teaching are available on: The Ace Centre: Resources | Ace Centre AssistiveWare: AAC Resources – AssistiveWare Use of a Sensory Checklist – and environmental adaptations to minimise impact of sensory distractions and sensory processing differences (e.g. opportunities to work in quieter spaces with reduced distractions when completing focused activities, access to tailored sensory activities or resources). Consider referral to ISCAN Speech and Language therapy for further support and advice around targeted resources Children’s Speech and Language Therapy :: Tameside Children and Young People Consider referral to EPS for developing a personalised support plan. | Provide a more personalised curriculum allowing increased flexibility in the organisation of the learning environment and the school day, (e.g. offering access to additional adult support to enable the child 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 a child feels anxious, ensuring access to a safe and trusted key person). Regular staff briefings, linking in with families where possible, centred around the child’s strengths and support needs, particularly if multiple staff members are involved in support (e.g. sharing and updating the One Page Profile, discussing therapy plans, ensuring training completed). Multi-agency assessment to identify persistent and complex needs (e.g. access advice from external services such as SEN TSOSS, Children’s Speech and Language Therapy :: Tameside Children and Young People and the Tameside Educational Psychology Service), to tailor programmes and activities to support their communication development. Multi-agency assessment to highlight any onward referrals required (e.g., diagnostic multi-disciplinary teams such as MAAT, Paediatrician) School staff deliver and support daily, individualised targeted interventions, based on support and guidance from external services. Certain interventions may require specialist training from the ISCAN Speech and Language Therapy Team. Use of a robust, bespoke high or low AAC system, embedded within all routine and learning activities, accessible at all times to the student with specialist training, targets and support from the ISCAN Speech and Language Therapy Team. ISCAN SLT may complete onward referral for external specialist services (e.g., The ACE Centre). PECS (Picture Exchange |
| Expressive Language | Whole School: Access to a robust, consistent symbol-based system to support all children and provide communication opportunities. Examples of these include Boardmaker, Twinkl and Widget (cost included to purchase) Refer to specialist services (ISCAN SALT) for any immediate concerns e.g. Breakdown in placements, risk of exclusion, complex safeguarding issues. Classroom Create a communication friendly classroom offering opportunities to continue to develop children’s expressive language, vocabulary, grammar and participation in learning and social activities. Access Language Friendly Classrooms Training delivered by ISCAN SALT team: ISCAN Language Friendly Classrooms training A Language Friendly Classroom Handout Encourage a total communication approach and accept all forms of communication (e.g., spoken, gesture, signs, written word, Alternative and Augmentative Communication, AAC). Refer to advice sheets and visual support resources for expressive support and embed into all classroom activities. Visuals available for: Creating communication opportunities: Creating opportunities to communicate Activity specific communication boards for aided language modelling: need LINK Supporting vocabulary knowledge and vocabulary checklist: need LINK Supporting narrative skills: need LINK Individual Pupil If struggling to embed and apply strategies, or more personalised, bespoke communication systems required, consider accessing further help from SALT team. Consider referral to ISCAN Speech and Language therapy for further support: Children’s Speech and Language Therapy :: Tameside Children and Young People | Continue to embed Communication Friendly Classroom strategies Embed more targeted approaches to the whole classroom and support carry over to curriculum-based activities within the classroom. Consider carrying out targeted interventions in small groups to support expressive language and communication. Examples of these may include: Using Narratives: Narrative Training 2023 Developing Spoken Vocabulary: Vocabulary training Part 1 Vocabulary training part 2 Colourful Semantics to develop sentence structure: Colourful Semantics demonstration – YouTube Introduction to Alternative and Augmentative Communication (AAC) (part 1): Introduction to AAC – YouTube Modelling and demo of AAC (part 2): Augmentative and Alternative Communication Training Consider purchasing a targeted evidence-based language intervention to support use of language e.g. Word Aware (supporting the understanding of new vocabulary) Word Aware – Thinking Talking Blacksheep Press resources BSP, speech & language resources for schools, therapists & parents Nuffield Early Language Intervention (NELI) https://speechandlanguage.org.uk/what-works/nuffield-early-language-intervention-neli/ Language Builders 11-16 Elklan Tales Toolkit An online package of resources to develop children’s skills in story development and sequencing in small groups. Victoria Joffe Narrative Intervention programme – This resource helps support the understanding and telling of stories in secondary school students Colourful Stories (ELKLAN) is a visual support strategy which helps children to learn about the structure of stories and to become more confident about telling and writing stories. Colourful Stories encourages oral-narrative skills and introduces written words only when the child is confident about how to structure and tell a story orally. For all students requiring access to alternative communication systems, referral to ISCAN Speech and Language Therapy is required. Additional resources and support for aided language modelling, choice boards and core word teaching are available on: The Ace Centre: Resources | Ace Centre AssistiveWare: AAC Resources – AssistiveWare Complete a one-page profile on communication styles to share with all members of staff. Access Mainstream Schools Forum for further, specific advice and strategies need link to PDF Consider referral to ISCAN Speech and Language therapy for further support and advice around targeted resources Children’s Speech and Language Therapy :: Tameside Children and Young People Consult with/refer to specialist services (ISCAN SALT, SEND, TSOSS) for any immediate concerns e.g. Breakdown in placements, risk of exclusion, complex safeguarding issues. Developmental Language Disorder (DLD) When children experience persistent difficulties with using and/or understanding language with no known cause, this is referred to as DLD. This can affect up to 2 in every 30 children and often impacts on children’s learning and overall communication skills from starting in childhood and persisting into adulthood. Support children with DLD by working alongside the Speech and Language therapy team including following advice and strategies and carrying out advised targeted interventions. Refer to the DLD website for further guidance: www.RADLD.org www.speechandlanguage.org.uk/help-for-families/developmental-language-disorder-awareness | |
| Expressive Language – stammering | Classroom Create a communication friendly classroom (see above) Individual Pupil Stammering can be very common in children ages 3-5 years, particularly when they are developing their language skills. Typically, development stammering will naturally resolve within 12 months. For some children, stammering is something that may persist into later childhood and adulthood. Ensure the following strategies are in place and that all teaching staff /adults within the school setting are aware of how to support stammering Seek support from websites such as www.stamma.org www.actionforstammeringchildren.org Consider referral to Speech and Language therapy if stammer persists, The child/ young people becomes aware/ concerned about it/ family are concerned about it Children’s Speech and Language Therapy :: Tameside Children and Young People | Create a communication friendly classroom (see above) School to complete a one-page profile on communication styles to share with all members of staff. Seek support from websites such as www.stamma.org www.actionforstammeringchildren.org. Education are also able to sign up to the Stammer awareness toolkit. Consider setting up small group work around building confidence and resilience skills if appropriate to child/young person. Refer to Speech and Language therapy for further advice/support around stammering Children’s Speech and Language Therapy :: Tameside Children and Young People | Create a communication friendly classroom (see above) Seek support from websites such as: www.stamma.org www.actionforstammeringchildren.org Consider setting up small group work around building confidence and resilience skills if appropriate to child/young person. Refer to Speech and Language therapy for further advice/support around stammering Children’s Speech and Language Therapy :: Tameside Children and Young People Consider referral to Mental health services to support child/young person with significant anxiety. |
| Expressive Language – speech sounds | Whole School Consult Royal College of Speech and Language Therapy website for information on which age we would expect sounds to be developed by Clinical information on speech sound disorders | RCSLT Classroom Refer to advice sheets for working on speech sounds and use them in 1:1/small group activities. Video advice on producing /k/, /g/, /t/, /d/, /s/ blends is available here: Training :: Tameside Children and Young People For a general overview on how to support early speech sounds https://youtu.be/yNQN4sWaUsI?si=F-AY-lu-49fdkZh5 (Great Western Hospitals NHS Foundation Trust) Individual Pupil Enquire whether the child has had a hearing test/check whether there are concerns regarding hearing and refer to Audiology as appropriate Paediatric Audiology :: Tameside and Glossop Integrated Care Refer to Speech and Language therapy for further advice/support around speech sounds Children’s Speech and Language Therapy :: Tameside Children and Young People | Consult Royal College of Speech and Language Therapy website for information on which age we would expect sounds to be developed by Clinical information on speech sound disorders | RCSLT Refer to advice sheets for working on speech sounds and use them in 1:1/small group activities. Advice sheets available for: Speech Sound Clusters Cluster Leaflet not group.pdf Fronting/Backing (/t/,/d/,/k/,/g/) F&B not group.pdf Final Consonant Deletion FCD not group.pdf Practicing Speech Sounds in Words practicing speech sounds in words.pdf Speech Sound Awareness Phonological Awareness.pdf Video advice on producing /k/, /g/, /t/, /d/, /s/ blends is available here: Training :: Tameside Children and Young People As in Phonics, when working on speech sounds use a physical prompt and/or symbol to remind the child of what the target sound is. Carry out interventions as directed by SALT. For a general overview on how to support early speech sounds https://youtu.be/yNQN4sWaUsI?si=F-AY-lu-49fdkZh5 (Great Western Hospitals NHS Foundation Trust) Enquire whether the child has had a hearing test/check whether there are concerns regarding hearing and refer to Audiology as appropriate Paediatric Audiology :: Tameside and Glossop Integrated Care Refer to Speech and Language therapy for further advice/support around speech sounds Children’s Speech and Language Therapy :: Tameside Children and Young People | Consult Royal College of Speech and Language Therapy website for information on which age we would expect sounds to be developed by Clinical information on speech sound disorders | RCSLT Refer to advice sheets for working on speech sounds and use them in 1:1/small group activities. Advice sheets available for: Speech Sound Clusters Cluster Leaflet not group.pdf Fronting/Backing (/t/,/d/,/k/,/g/) F&B not group.pdf Final Consonant Deletion FCD not group.pdf Practicing Speech Sounds in Words practicing speech sounds in words.pdf Speech Sound Awareness Phonological Awareness.pdf Video advice on producing /k/, /g/, /t/, /d/, /s/ blends is available here: Training :: Tameside Children and Young People Carry out interventions as directed by SALT. If Augmentative and Augmentative Communication is required to support communication liaise with Speech and Language Therapy through referral or contact The ACE Centre Ace Centre | Charity specialising in AAC & Assistive Technology For a general overview on how to support early speech sounds https://youtu.be/yNQN4sWaUsI?si=F-AY-lu-49fdkZh5 (Great Western Hospitals NHS Foundation Trust) Enquire whether the child has had a hearing test/check whether there are concerns regarding hearing and refer to Audiology as appropriate Paediatric Audiology :: Tameside and Glossop Integrated Care A referral to ENT may also be appropriate if there is a ‘blocked nose’ quality to the speech or if you are hearing a ‘snort’ rather than the target sound. Refer to Speech and Language therapy for further advice/support around speech sounds Children’s Speech and Language Therapy :: Tameside Children and Young People |
| Understanding of Language | Whole School Access Language Friendly Classrooms Training delivered by ISCAN SALT team ISCAN Language Friendly Classrooms training Schools to have access to a robust, consistent symbol based system to support all children. Examples of these include Boardmaker, Twinkl and Widget (cost included to purchase) Refer to specialist services (ISCAN SALT EP) for any immediate concerns e.g. breakdown in placements, risk of exclusion, complex safeguarding issues. Classroom Create a communication friendly classroom offering focused support and prompts/cues from adults to supplement children’s understanding and participation in activities. A Language Friendly Classroom Handout Refer to visual support advice sheets and resources, make appropriate resources and embed into all classroom activities. If struggling to embed use of visuals across all environments, consider accessing further help from SALT team. Included in the link below are examples of first/then boards, visual timetables, traffic lights and communication boards. Visuals Downloadable Pack Individual Pupil Consider referral to ISCAN Speech and Language therapy for further support Children’s Speech and Language Therapy :: Tameside Children and Young People | Continue to embed Communication Friendly Classroom strategies Embed more targeted approaches to the whole classroom and support carry over to curriculum based activities within the classroom. Consider carrying out targeted interventions in small groups to support understanding of language. Examples of these may include: Understanding Narratives Narrative Training 2023 Understanding Vocabulary Vocabulary training Part 1 Vocabulary training part 2 Understanding Information carrying words Information Carrying Words training Understanding questions and Blank levels Blank Levels training Schools to consider purchasing a targeted evidence-based language intervention to support understanding of language e.g. Word Aware (supporting the understanding of new vocabulary) Word Aware – Thinking Talking Blacksheep Press resources BSP, speech & language resources for schools, therapists & parents School to complete a one page profile to share with all members of staff. Consider referral to ISCAN Speech and Language therapy for further support and advice around targeted resources Children’s Speech and Language Therapy :: Tameside Children and Young People Refer to specialist services (ISCAN SALT) for any immediate concerns e.g. Breakdown in placements, risk of exclusion, complex safeguarding issues. Developmental Language Disorder (DLD) When children experience persistent difficulties with using and/or understanding language with no known cause, this is referred to as DLD. This can affect up to 2 in every 30 children and often impacts on children’s learning and overall communication skills from starting in childhood and persisting into adulthood. Education staff should support children with DLD by working alongside the Speech and Language therapy team including following advice and strategies and carrying out advised targeted interventions Education staff should also refer to the DLD website for further guidance www.RADLD.org www.speechandlanguage.org.uk/help-for-families/developmental-language-disorder-awareness | Continue to embed Communication Friendly Classroom strategies Multi-agency assessment to identify persistent and complex needs (e.g. access advice from external services such Children’s Speech and Language Therapy :: Tameside Children and Young People and the Tameside Educational Psychology Service), to tailor programmes and activities to support their speech and language development, including attention and listening skills and understanding of language skills. School staff deliver and support daily, individualised targeted interventions, based on support and guidance from external services. Certain interventions may require specialist training from the ISCAN Speech and Language Therapy Team. Education staff should support children with DLD by working alongside the Speech and Language therapy team including following advice and strategies and carrying out advised targeted interventions Education staff should also refer to the DLD website for further guidance www.RADLD.org www.speechandlanguage.org.uk/help-for-families/developmental-language-disorder-awareness |
| Situational mutism/situational speaking Speaking fluently in some situations but remaining silent in others | Whole School Staff have an awareness of situational mutism and understand it is an anxiety-based need. Key staff have access to information about how to support children with situational mutism from online resources including: SMiRA website. Home | Situational Mutism Association Do’s & Don’ts at Secondary School – SMIRA Do’s & Don’ts at Pre and Primary School – SMIRA School transition Plan – SMIRA Supporting friendships – SMIRA School staff to ensure all forms of communication are accepted, including: Pen/paper Whiteboard (if strong writing skills) Communication boards – Visuals Downloadable Pack Use of body language; nodding/shaking head, thumbs up/thumbs down, pointing. As SM is an anxiety based need, please refer to SEMH strategies for strategies to support managing anxiety. Classroom Establish a communication friendly environment for children/young people with situational mutism Engage through physical activity and creative projects. Support friendships with other children. Encourage them to sit, work or play with friends they talk to in other settings. Organise activities in which children move, sing or talk in unison and activities/games which do not require speech. Encouraging participation through ‘show’ rather than ‘tell’. Providing traffic lights or ‘ask for help’ cards to allow them to access support non-verbally. Individual Pupil Providing unpressured opportunities for the child to speak. Don’t react if the child does speak. If the child whispers or uses gesture, talk back in a natural way. Use commentary style questions and comments. Avoid direct questions. Talk to the child about what you are doing, without expecting an answer. Identifying a key adult for the child to build rapport and confidence with. Find time at school for periods of unpressured 1:1 time. Encourage independence and ensure success. Rather than doing things for the child, do things with them initially and then withdraw, or make things easier. Carefully support the child’s transition between year groups. | Referral to ISCAN Speech and Language therapyChildren’s Speech and Language Therapy :: Tameside Children and Young People. Speech and language therapists will assess receptive language and provide support in this area if required. A language sample from home may also be requested to observe the child’s spoken language skills. If receptive language skills fall within typical limits, the pupil will be referred to CAMHS for support with Situational Mutism. If they fall below typical limits, targets will be set to support this and a referral can also be made to CAMHS. For support in developing a step by step plan refer to Educational Psychology Education Psychology Service – Information for Parents – Tameside MBC As SM is an anxiety based need please refer to SEMH strategies for strategies to support managing anxiety. | Join the Greater Manchester Situational Mutism Network. Use of the ‘Sliding in Technique’ detailed in The Situational Mutism Resource and included on the SMiRA website: http://www.situationalmutism.org.uk/info-the-sliding-in-technique-and-progress-charts/. 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 (e.g. 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. For support in developing a step by step plan refer to Educational Psychology Education Psychology Service – Information for Parents – Tameside MBC As SM is an anxiety based need please refer to SEMH strategies for strategies to support managing anxiety. |
