Communication

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We strive to achieve the best outcomes for ALL of our pupils, whatever their starting point. With this in mind, we aim to give our pupils the skills, confidence and knowledge to live as independently as possible and to communicate in the most effective way they can.​

Communication is fundamental to everything we do. We have a high focus on communication across the school because the need to be able to communicate to others, and understand what they are communicating to us is integral to all aspects of our students' lives. Most learners have a communication target on their EHCP to reflect this.​

Communication underpins learning in all subject areas. Students need to understand what is being communicated to them before they can learn through what is being said or shown. Equally, they need to be able to communicate about their learning to show what they can do, in order for us to be able to assess that learning.​

We deliver a comprehensive communication provision which is personalised and thorough. This involves many different practices and interventions; it is vital that the communication needs of each learner are considered and the best approach taken. Communication learning is taught through specific timetabled lessons and through other subject areas as well as individual interventions.

There is more to communication than simply requesting and receiving. No matter your starting point, you should experience communication in its fullest form, emotionally, socially and functionally.

Communication can be closely linked to how students behave. When a student can’t communicate their wants, needs or feelings they express it in a different way - often leading to challenging behavior. When we put in place a communication system and enable them to communicate their frustration eases, wellbeing increases and behavior becomes more appropriate. This in turn aids their ability to develop further their communication skills, including being able to use appropriate language and eventually aids their choices into adulthood -  accessing FE or employability. We aim for our students to leave us being the most effective communicators they can be, each in their own way.

Our Bill of Rights

Bill of rights

Impact

We see the impact of our Communication curriculum each and every day. This may be through our own interactions with learners, observing them communicating more confidently with adults and peers or in the positive behavioural changes that we notice in school and that are equally reported from home. Our learners are able to make friends, share experiences, their wants, needs and opinions on things that matter to them. They are able to access social situations, further education and employment.

Blue Pathway learners are developing foundational communication skills, focusing on both non-verbal and early verbal forms of expression. This includes the use of:

· Eye contact

· Gestures

· Facial expressions

· Changes in breathing

· Body language

· Reactions to sounds, speech, and objects

· Spontaneous vocalisations in response to stimuli

· Vocalisations to attract attention

· Development of word-like sounds and babbling

· Use and understanding of single words and phrases

Learners in the Blue Pathway are working towards communicating their wants and needs effectively. They are developing understanding of familiar objects and activities, as well as emerging skills in making choices and expressing preferences.

To support the development of these essential skills, a total communication approach is used. This includes strategies such as intensive interaction, Makaton signing, TASSELS (on-body) signing, hand-under-hand signing, use of objects of reference, subject cues, photographs, and symbols.

Green Pathway learners are supported through a comprehensive total communication approach that enables each student to express themselves as fully as possible. This inclusive strategy incorporates a range of communication methods, including single words and phrases, Makaton signing, symbols, communication books, core communication boards, talking devices, and the Zones of Regulation framework. Students are progressively developing their ability to use and understand single words and phrases in speech, with the goal of constructing full sentences. As part of this development, learners may also be working on articulation, speech sound production, and expanding their vocabulary in both expressive and receptive language. In addition, students are building essential listening skills, beginning with the ability to follow single-word instructions and advancing towards understanding more complex directions.

Purple Pathway learners continue to develop their individual communication styles through a range of supportive strategies. These may include spoken language enhanced by Makaton signing, core communication boards, talking devices, and the Zones of Regulation framework.

Many students use a combination of these methods to communicate effectively. Learners are beginning to extend and generalise their communicative intent, such as initiating greetings and making comments. As part of this progression, they are expanding their vocabulary in both expressive and receptive language. Students are also developing their listening skills, starting with the ability to follow basic instructions and gradually working towards understanding more complex directives. In addition, they are learning to ask simple questions and respond to closed or straightforward queries, with the aim of engaging in more complex exchanges over time.

Yellow pathway learners are developing their ability to communicate more effectively by broadening their vocabulary and increasing their confidence in using language across a variety of situations. They learn to communicate and collaborate with peers to work as part of a team, use effective communication to complete tasks, and apply new vocabulary and understanding across different lessons. Students also focus on refining their speech sounds and pronunciation, using communication to participate in games, and engaging with peers in both structured and leisure contexts.

Within this pathway, students continue to develop their conversational skills, including questioning and answering, speech sound development, and the ability to follow multi-step instructions. They also work on using the Zones of Regulation to support emotional communication, developing communication for life skills, and identifying the most effective ways to communicate in a range of different situations.

While most students in the Yellow pathway use speech as their primary form of communication, some learners also use additional communication aids to support their learning. These may include communication boards and core boards, Makaton, high-tech AAC (Augmentative and Alternative Communication) systems, and Braille.

 

 

 

 

 

 

 

 


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