Intent

At Barden Primary School, our aim is to create an inclusive learning environment where every pupil is empowered to communicate using their chosen form of communication effectively. We want to ensure that all pupils have access to high-quality support to develop their communication skills so that they can flourish personally, socially and academically. Through this we can improve communication outcomes for all pupils, with specific attention to those with SEND, communication difficulties, and English as an Additional Language. We also aim to equip staff with the skills and knowledge to support pupils’ communication in the classroom. We encourage collaboration between staff, parents and external professionals to support communication development, both in school and at home.

Implementation

A Total Communication Approach:

At Barden, we use a wide range of communication methods to support our pupils with communication needs. This can include the use of PECS, communication boards and Makaton. The communication method chosen is individual to the pupil and is based around which form of communication works best for them. This is detailed within their ‘all about me’ or ‘one-page profile’, which is then shared with all staff who work with the child to ensure that the correct communication method is used consistently. For our symbolised communication, we use Widget consistently across school.

We provide a high-quality and accessible environment so that pupils with communication needs are supported and this is achieved in a number of ways. These include, but are not limited to:

• All classrooms have a clearly visible visual timetable.
• All staff wear their communication cards on their lanyards to support communicating around school.
• The use of visual symbols to support understanding and communication, for example, now and next boards, clearly signed areas of school.
• Use of communication boards to support learning and understanding.
• Use of dual language text where appropriate.
• Ensure that any communication resources are visually and physically accessible so that they can be successfully integrated into daily routines.

Teaching and Learning:

Communication is embedded into our curriculum throughout school. One way this is achieved is through our teaching and learning approaches, where pupils are taught key communication skills. Some examples of these are:

• Vocabulary Ninja

Vocabulary Ninja includes explicit vocabulary teaching across the curriculum. This supports communication through improving vocabulary knowledge.

• Language-rich environment

We use discussion-based teaching throughout school as part of our teaching and learning. This could include circle time, whole-class discussions and partner talk. This provides pupils with the opportunity to develop skills such as active listening and turn taking in conversations.

• Blank Level Questioning

Blank level questioning involves the use of adapted questioning, ranging from simple recall to making inferences. This supports pupils in developing their comprehension skills, for example, understanding what is happening in a picture.

• Communication snack time (The Nest and Pipits)

Communication snack time helps to develop pupils’ communication skills using a structured and personalised approach for requesting, interacting and extending vocabulary during snack time. Communication snack follows our progressive 8-stage model so that the communication stage is appropriate for the pupil and their communication needs.

• Interventions

Personalised interventions are delivered for pupils with additional communication needs. Some examples of these include: delivery of a speech and language involvement plan, colourful semantics and attention for learning.

Attention for Learning:

At Barden, we use the Attention for Learning approach, based around Attention Autism, to support pupils with their communication, interaction and attention. This is delivered through intervention groups across school, and through whole-class teaching within our specialist classes. 

Impact:

We use summative and formative assessment within Communication Development. This assessment data informs staff of which pupils may benefit from additional communication support, whether this be through interventions, increased visual aids or referring for further support from external professionals. Our interventions are carefully planned so that they have a clear aim and are personal for pupils. Staff use Connecting Steps (Bsquared) to measure communication progress for pupils who have speech, language and interaction needs. This is then reviewed by the SENCO and Communication Development Lead. By using a range of data, we can measure the impact of the interventions which have been put in place.