Provide a classroom that uses a range of teaching and learning styles with emphasis on use of gestures, key visuals and concrete examples to support spoken language.

Staff are mindful of how lesson information is communicated. For example, a key word list includes lots of visuals, use of a personalised visual dictionary, use of Knowledge Organisers.

Allow additional time to process and respond if needed. For example, if multiple instructions are given, pace these. Or if a young person is feeling stressed or overwhelmed, pause and reduce communication.

Check the children’s understanding by asking them what they need to do after they have been told.

Support their understanding of multi-step activities using task lists/plans or visual schedules.

Display question prompts on the wall for school staff to initiate communication.  For example, using the Blank Levels (Language of Learning model - a child is operating at a specific level when they can answer at least 80% of questions at that particular level):

• Level 1 Naming (language demands rely on teaching materials, e.g. objects/pictures);

• Level 2 Describing (language relates to teaching materials, e.g. objects/pictures);

• Level 3 Retelling, (language has less emphasis on the teaching materials);

• Level 4 Justifying and Problem Solving (language is more advanced than the teaching materials).

Provide small Blank Level groups for children working below level 4.

TALC is based on the Blank Level model and helps to assess and develop the understanding and verbal reasoning skills of all primary-aged children who experience difficulty understanding what is said to them.  TALC 2  assesses the verbal reasoning skills of children aged 11 and over.

Pre-teach Tier 2 vocabulary in a small group, so that children have been exposed to new word meanings prior to lessons. Use a Word Square or Word Aware 3.

Support understanding of maths vocabulary and concepts using visual resources Visual supports for maths

Draw upon small group programmes to develop listening and receptive language skills, for example:

Talk Boost KS2 an intervention for children with delayed language. It is a targeted programme for children between the ages of 4 and 7. It is delivered in the school setting by teaching assistants and aims to improve children’s core language skills and attainments.

Junior Language Link an intervention for children aged 7-11 years, which focuses on higher-level language skills such as inference, complex grammar and figurative language. 

Looking and Thinking workbooks aim to develop verbal reasoning skills among children with delayed language skills or English as an additional language. The workbooks include photocopiable worksheets, including illustrations and differentiated question prompts.