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Status and actions required

 

Planning includes communication opportunities and individualised resources

 

Staff model good communication appropriate to individual children

 

Pupils are given time and opportunity to initiate interactions

 

Communication cues are used to:

  • Alert pupils to communication
  • Alert pupils to activity
  • Introduce the activity
  • Guide pupils through the activity
  • Review what has been done

 

Medium and short term plans identify vocabulary to be experienced and taught

 

Personalised schedules, timetables and diaries are used

 

Class visual timetables are set out prominently

 

Transitions are supported with music or songs

 

A range of question types are used to expand and enhance communication

 

Communication passports are active documents used by all staff

 

Standard curriculum and resource symbols are used

 

Objects, photographs and symbols are used to aid engagement and hold attention

 

Communication aids are accessible and used in all appropriate contexts

 

Each child is given a fair share of opportunity for communication

 

Skills from speech and language programmes are applied widely

 

There are close links with parents about communication programmes and targets

 

Children are involved in setting and recording of communication targets