We teach Communication so that pupils develop functional use of communication which in turn supports their development of autonomy and independence skills. Outcomes are focused so that the pupils can effectively communicate across all environments and to a range of adults and peers. Communication development and support focuses on receptive and expressive skills. Pupils have opportunities for communication development throughout the curriculum in order to encourage progress and contextualisation of communication skills. Communication involves developing requesting, commenting, questioning, negating and turn taking skills.
The Speech and Language team intervention is implemented both universally and through a targeted approach. Pupil’s receptive and expressive communication skills are baselined jointly with therapists and class teachers using the Hertfordshire Community NHS Trust Communication Framework. This is an evidence based framework using the following references:
B = Buckley; Children’s Communication skills: from birth to five years
S = Sheridan: From birth to five years, Children’s Developmental Progress
Reynell Attention Scales
LARSP developmental profile (Language Assessment and Remediation Screening Programme)
PLS = Pre School Language Scales
Individual Communication outcomes are initially identified by Speech and Language Therapists but shared and agreed with parents and class teachers. They are then embedded into half-termly outcomes and lesson planning across the curriculum by class teachers. Teacher liaison with Speech and Language Therapists is used to inform outcome setting in EHCP reports. Communication outcomes are individualised and differentiated to meet each pupil’s own communication needs. To ensure consistency of approach and expectation for communication, each pupil has a jointly set up communication snapshot.
At Amwell View School, we adopt a holistic approach to communication. Where relevant and appropriate, pupils have individualised communication passports, which are created collaboratively by Speech and Language Therapists with class teachers, parents/carers and any other professionals involved in the pupil’s care.
Specific pupils, who have been identified by English Subject Leads, have their own reading profile, which details their reading level and specific outcomes related to reading. Every pupil has their own communication snapshot created by the Speech and Language Team and class teachers. These are regularly updated and amended in response to pupil progress and change in need by teachers and the Speech and Language Team collaboratively.
All outcomes, communication plans and progress are regularly shared with teaching staff, professionals and parents/carers to support consistency across all contexts. These plans are shared and discussed between class teachers and other professionals as the pupil's transition throughout the school to ensure continuity across Key Stages. Home visits are conducted by Speech and Language Therapists and class teachers across the year to support implementation of communication strategies at home.
We provide a total communication approach. The school environment supports the pupils’ expressive and receptive communication needs throughout the school day. The classroom methodology provides pupils with constant access to communication aids to encourage spontaneous communication. Pupils have individualised communication support strategies and methods such as communication books, lanyards or choosing boards. These are differentiated by their own communicative needs and developmental level, such as using True Object Based Icons (TOBIs), photographs, symbols or word level. These are used across the school day to provide a range of communicative opportunities in learning, dinner and play contexts. In cases where this is appropriate, communication aids travel between school and home each day to provide the pupils, and parents/carers, with a means of universal communication.
Etran frames can be implemented to support and extend more functional choice making, allowing for a larger number of visuals to be presented at any one time to a pupil.
Pupils’ receptive understanding is supported through individualised now/next boards, classroom visual timetables, visual instructions, visual supports in and around the classroom and through the use of activity cues. Activity cues provide a multi-sensory approach to support understanding for pupils that are not yet able to understand paper-based forms of communication.
Makaton signing is used to provide another visual means to support receptive and expressive communication. Teaching staff use Makaton alongside speech across the school day for all pupils. In weekly staff meetings, teaching staff practice new signs, relevant to current news, celebrations or curriculum topics, which are then imbedded into lessons and shared with teaching assistants. Makaton training is delivered for staff and parents/carers. Training has been well received by parents who have spoken of its effectiveness at home.
High tech Augmentative and Alternative communication (AAC) is used in many forms to support individual communication needs across contexts. Pupils are assessed for suitability to use specific AAC technologies such as a range of switches and Voice Output Communication Aids (VOCAs). Parents are invited to assessments alongside Speech and Language Therapists and class teachers.
Where a pupil meets criteria following the assessment, a referral can be made to the relevant NHS Hub. Individualised equipment may then be prescribed in order for the VOCA to be available long term and its implementation embedded in all environments.
Tactile signing is an alternative method of communication, involving signing using touch. This is used in certain cases where appropriate and relevant to support a pupil understanding of transitions and activities.
Regular training is provided to staff including Makaton, Expressive and Receptive Communication (REEL training) and Elklan training to support and empower staff subject knowledge in communication development.
Pupils in EYFS are initially baselined in a joint assessment led by the Speech and Language and class teachers. From this, a communication profile or snapshot is created to detail the communication needs and outcomes for each pupil. As pupils move through Key Stages, communication plans are amended and shared through discussion between Speech and Language Therapists, class teachers and parents/carers.
Pupils who have been identified as high attainers within our context by English Subject Leads, attend regular English booster sessions in which they are supported to stretch and challenge their receptive and expressive communication skills. Pupils have the opportunity within booster sessions to work in small learning groups, to share in discussions and work together with pupils of similar abilities. Pupils have responded positively to these session and teachers have noted an increase in confidence and engagement.
Outcomes for pupils with Profound and Multiple Learning Disabilities (PMLD) are drawn from the Routes for Learning framework. Pupils learn about very early communication and interaction skills through a multi-sensory curriculum. Teaching staff support these pupils’ communication and speech and language through the use of Eye Gaze access technology including VOCAs, switches, E-tran frames and talking buttons.
In Post-16 and the Community Classroom, communication focuses on consolidation and contextualisation of communication skills. Pupils are given opportunities to practice these skills off site and in the community to prepare them for transition to new settings. All communication plans are shared with professionals from colleges and new settings. Where possible, pupils complete visits to their new settings or are visited by a transition support worker to discuss their communication needs.
At Amwell View School, we believe that teaching functional, effective and meaningful communication is essential in providing pupils with a lifelong means to understand and engage with the world around them.
By supporting our pupils with these skills across all aspects of their education, we positively impact our pupils’ wellbeing and quality of life, equipping them with an effective means to be universally understood, listened to, acknowledged and respected as individuals.
