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