Speech, Language and Communication Key Stage 3
Expressive Language – What to do first
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.
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
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
Expressive Language – Asking for help
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 – What to do first
Create a communication friendly classroom (see above)
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
Expressive Language Stammering – Asking for help
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
Expressive Language Stammering – When more help is needed
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 – What to do first
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.
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)
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
Expressive Language – Speech Sounds – Asking for help
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
Expressive Language – Speech Sounds – When more help is needed
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 – What to do first
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.
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.
Consider referral to ISCAN Speech and Language therapy for further support Children’s Speech and Language Therapy :: Tameside Children and Young People
Understanding of Language – Asking for help
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
Understanding of Language – When more help is needed
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 – What to do first
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.
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.
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.
Situational mutism/situational speaking – Asking for help
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.
Situational mutism/situational speaking – When more help is needed
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.
Social Communication – What to do first
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.
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
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