Create a communication friendly classroom.

Make daily routines clear and predictable.

Think visual; write instructions down or use symbols/pictures. Use task plans/lists, remember to include the basics (name, date etc.).

Visual Timetables/Written Schedules, classroom rules and daily routines should be clearly displayed and personalised as needed. Twinkl, Boardmaker and Widgit provides a wide range of symbols that can be used to signpost around the classroom environment, for displays and to create visual timetables. Be consistent in symbol use, e.g. avoid using Twinkl picture for one symbol and Boardmaker for another.  

Support young people to identify what helps them to regulate, listen and attend most effectively. Ensure this is well communicated to all staff so different ways of attending are understood and praised. This is a useful resource to use with young people to develop self-awareness and support a shared understanding across the staff team: https://www.everydayregulation.com/resources/p/free-whole-body-listening-poster-download

Adults use specific praise when children demonstrate their preferred good listening behaviours.

Try to avoid use of non-literal language (e.g. idioms and sarcasm) and explain any abstract concepts in as concrete a way as possible (e.g. with pictures, diagrams or objects).

Give instructions in the order they should happen, i.e. avoid ‘before you do x, do y’ – instead say ‘do y, do x’.

Give young people time to write important information down, e.g. homework, key words. Do this with all young people, not just those with communication needs.

Check the young person’s understanding by asking them to repeat or rephrase what they have been told.

Use a buddy system – encourage young people to check understanding with a peer or adult before starting a task.

Task young people to ‘teach’ a peer (and vice versa) to allow them to relay their understanding.

Introduce and display new topic vocabulary. Use word webs and vocabulary maps as a whole class when learning new vocabulary. Display these for reference.

Support regular re-cap of key terms at the start of lessons, or through Knowledge Organisers, to develop a deeper understanding.

Word Aware 1  is a structured whole school approach to promote the vocabulary development which can be adapted for use at secondary school.

Support young people to develop the skills needed to study and prepare for exams, for example ‘Study Skills for Students with SLCN’.