Understanding of Language
| SKILL | WHAT TO DO FIRST Identifying and supporting need | ASKING FOR HELP Starting Assess, Plan, Do, Review | WHEN MORE HELP IS NEEDED Targeted support |
| 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) Access Mainstream Schools Forum for general advice and strategies Access Early Years Forum for general advice and strategies (for reception children) 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. Creating a communication supportive environment: Early years – Speech and Language UK: Changing young lives Creating a communication supportive environment: Primary – Speech and Language UK: Changing young lives A Language Friendly Classroom Handout Access Supporting Language in the Primary Classroom Training delivered by EP team –Supporting Language in the primary school classroom – 10/11/25, 26/01/26 Tickets, Mon, Nov 10, 2025 at 3:30 PM | Eventbrite 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 Resources for SALT team to add – need to go through our governance first (First and then/ Transitions/ traffic lights/ modelling activity boards) Individual Pupil Follow ISCAN Speech and Language Therapy team’s Language and Communication Standard for Reception aged children: Language and Communication Standard 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. Wellcomm screening toolkit and intervention (The Big Book of Ideas). Age ranges available 6 months – 6 years (Early Years) and 6 -11 years (Primary) WellComm – GL Assessment Word Aware(supporting the understanding of new vocabulary) Word Aware – Thinking Talking Blacksheep Press resources BSP, speech & language resources for schools, therapists & parents Talk boost Key Stage 1 https://speechandlanguage.org.uk/educators-and-professionals/programmes-for-nurseries-and-schools/talk-boost/talk-boost-ks1/ Nuffield Early Language Intervention (NELI) https://speechandlanguage.org.uk/what-works/nuffield-early-language-intervention-neli/ 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. Link to PDF Link to PDF ‘Fact sheet RADLD’ 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 Education staff to access Supporting Language in the Primary Classroom Training delivered by EP team –Supporting Language in the primary school classroom – 10/11/25, 26/01/26 Tickets, Mon, Nov 10, 2025 at 3:30 PM | Eventbrite | Continue to embed Communication Friendly Classroom strategies Education staff to access Supporting Language in the Primary Classroom Training delivered by EP team –Supporting Language in the primary school classroom – 10/11/25, 26/01/26 Tickets, Mon, Nov 10, 2025 at 3:30 PM | Eventbrite 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. 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. Link to PDF ‘Fact sheet RADLD’ 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 |
