So what is "universal" level support for speech, language and communication? 

As a school, early years setting, or other service supporting children and young people, you will want to ensure you are providing a "communication friendly" environment.

This is a broad term which includes consideration of the physical environment, routines, activities and resources, as well as supportive interactions between adults and children or young people.

Are you confident that good practice is used across the setting or service to best promote language and communication for all children?

If not, take a look at some of our workshops for further support.  If you are in the Fylde and Wyre area, get involved in our Language Lead Network for additional support.

           

Are you confident that good practice is used across the setting or service to best promote language and communication for all children?

If not take a look at some of these ideas and tips, or access any of our workshops for further support.

 

Do you support parents and families to promote language and communication at home?

Take a look here for some more ideas about how to support the home learning environment in the early years.

Are opportunities for communication built into all activities and routines?

Think about how you can do this – notice activities/resources in your learning environment where less communication takes place – how could you create more opportunity for talk/interaction

Do your activities and resources and learning materials provide a variety of vocabulary at the right stage for each child or young person?

Consider key vocabulary for children and young people at different ages and ensure this is used and repeated regularly. Build on understanding and use of new words regularly, always ensuring understanding of new words first, then provide lots of different contexts/opportunities to practise them.

Do children in your setting or school have ‘reason’ to communicate throughout the day?

Do children and young people communicate for different purposes? To request, protest, to comment, to share knowledge, to problem solve, predict, talk about emotions, etc. If not – why?  Do adults model this type of communication routinely?

Is the physical environment ‘communication friendly’?

  • Do you regularly observe how the children and young people are communicating in the space?  Note the places where most or least communicating happens – why is this?
  • Consider physical factors such as layout, light, and space –what impact does this have on how the children and young people interact?
  • Think about noise levels – younger children particularly are much less able to ‘tune out’ background noise, but some will have continued difficulty with this even as they get older
  • Is visual information available to support spoken language, e.g., symbols for labels, timetables, Makaton signs etc.