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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