Speech, Language and Communication Needs

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Range 1

Assessment

  • Part of normal school and class assessments. SENCO may be involved in more specific assessment and observations.

Planning

  • Normal curriculum plans include individual/group targets.
  • Planning shows opportunities for some small group targeted talk and differentiated questions
  • Parents involved regularly and support targets at home.
  • Pupils involved in setting and monitoring their targets.

Grouping for Teaching

  •  Mainstream class with flexible grouping arrangements.
  • Opportunities for small group work based on identified need e.g. listening/ expressive language.
  • Time limited 1:1 programme based on specific need and any SALT programme as appropriate
  • Attention to position in the classroom and acoustics (See Acoustic Toolkit)

Human Resources/Staffing

  • Main provision by class/subject teacher with advice from SENCO.
  • Additional adults routinely used to support flexible groupings, differentiation and some 1:1.

Additional adults actively support pupils by modifying teacher talk and scaffolding responses during introduction and plenary.

Curriculum &Teaching Methods

  • Increased differentiation by presentation and/or outcome e.g. visual aids, modelling responses, allowing time to answer
  • Simplify level/pace/amount of teacher talk.
  • High quality use of language modelled by all adults in school
  • Increased emphasis on identifying and teaching to preferred learning style.
  • Some use of specific group or 1:1 programmes for speaking and listening
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Range 2

Assessment

  • As Range 1 plus use of more detailed  NC assessment tools e.g. B Squared /PIVATS.
  • Involvement of education and health professionals as appropriate.

Planning

  • Curriculum plan reflects levels of achievement and includes individually focused IEP targets.
  • Planning shows evidence of increased opportunities for targeted talk and some individually planned questions
  • Additional steps taken to engage pupil and parents as appropriate.

Grouping for Teaching

  • Mainstream class with regular targeted small group support.
  • Time limited programmes of small group work based on identified need.
  • On going opportunities for 1:1 support  focused on specific IEP targets and any SALT programme as appropriate.
  • Attention to position in the classroom and acoustics

Human Resources/Staffing

  • Main provision by class/subject teacher with support from SENCO and advice from specialist teachers as appropriate.

Additional adult, under the direction of teacher, provides sustained targeted support on an individual/group basis. May include withdrawal

Curriculum &Teaching Methods

  • Increasingly individualised programme including modified tasks within an inclusive curriculum.
  • Modify level/pace/amount of teacher talk to pupils’ identified need.
  • Teaching methods adapted to suit individual’s identified learning style (eg VAK).
  • Opportunities for explanation, clarification and reinforcement of lesson content and language.
  • Individual targets within group programmes and/or 1:1 for speaking and listening.
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Range 3

Assessment

  • As Range 2 plus more systematic application of assessment tools.
  • Involvement of education and non-education professionals as appropriate.

Planning

  • Curriculum plan closely tracks levels of achievement and all IEP targets are individualised, short term and specific.
  • There are targeted opportunities for talk and individually differentiated questions, shown on planning
  • Additional steps taken to engage pupil and parents as appropriate e.g. through ICAN materials, parent training or information sessions

Grouping for Teaching

  • Mainstream class, predominantly working on modified curriculum tasks.
  • Frequent opportunities for small group work based on identified need.
  • Daily opportunities for  1:1 support focused on specific IEP targets and any SALT programme as appropriate.

Attention to position in the classroom and acoustics

Human Resources/Staffing

  • Main provision by class/subject teacher with support from SENCO and advice from education and non-education professional as appropriate.

Additional adult, under the direction of the teacher, supports pupil working on modified curriculum tasks, provides regular opportunities for small group work and daily opportunities for 1:1.

Curriculum &Teaching Methods

  • Tasks and presentation personalised to pupil’s needs.
  • Individualised level/pace/amount of teacher talk.
  • Learning style determines teaching methods.
  • Emphasis on consolidation and lateral progress before introducing new skills.
  • Regular opportunities for explanation, clarification and reinforcement of lesson content and language.
    • Small steps targets within  group programmes and/or 1:1 for speaking and listening.
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