Ensure that all staff have a clear understanding of typical speech, language and communication development and realistic expectations of skills for children of different ages within the setting The Communication Trust.
All staff are aware of the GM 10 Tips for Talking.pdf - a set of evidence-based key messages for families and early years practitioners which promote interaction between young children and their families, from birth to age 5, to support early years development.
Refer to the Bury - 0-5 Speech, Language and Communication Pathway- EY Professional version and 0-5 Speech, Language and Communication Pathway- Parents/carers version.
Staff understand age appropriate skills using checklists such as The ‘Progress Checker’ from Speech and Language UK. These have been written by Speech and Language Therapists, based on typical developmental milestones from 6 months – 11 years.
Their resources can help you to identify the signs of a child who is struggling to communicate, and ensure they get the support they need.
Staff should be aware of the children’s level of understanding of spoken language and adapt their language accordingly.
Identify designated Communication Champions or Leads.
Complete environmental checklists to evaluate whether the space supports communication and interaction, such as the communication_friendly_environments_checklist.pdf.
Create ‘communication friendly space/s’ (ELKLAN accredited), designated quiet spaces or talking areas Communication Friendly Settings.
Observe and listen to children’s non-verbal cues as well as verbal and respond promptly, accurately and consistently to best develop gesture as a precursor to language.
Watch what babies and children are interested in and use this to think about what they might be wanting to communicate with you – this allows you to make sure the language you’re modelling matches what the child may be intending to communicate or is thinking about.
Reduce questions and increase the use of comments especially for children at an early language level.
Early identification of Speech Language and Communication Needs, for example, using identification tools such as WellComm. WellComm Early Years and the new WellComm Primary toolkits enable you to identify children needing speech and language support, and come with an ideas age-appropriate WellComm Big Book of Ideas, providing a total of around 150 instant, play-based activities linked to screening results. Communication Development Workers (CDWs) can support with implementing WellComm and communication friendly environments.
The Helping Early Language and Literacy Outcomes (HELLO) improvement framework is a quality improvement tool for Early Years settings that want to improve their communication, language and literacy provision. The self-evaluation framework provides prompts, critical questions and resources to help settings identify their strengths and areas for development.
Ensure all children have opportunities to experience a language rich environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.
Use specific praise frequently (labelled praise) so children know when and what they have done well, so they know what is expected and when to repeat the behaviour.
See the The Royal College of Speech and Language Therapists (RCSLT) website for resources and ideas around children’s speech, language and communication development.
English as an Additional Language (EAL)
If children are learning English as an additional language it is important to work with parents/carers to find out what their skills in their home language are like. These children may need specific strategies in place to support their understanding of English and their learning (e.g. use of visuals to support their understanding), but it should not be assumed that they have a special educational need.
If a child has not been exposed to English previously, they may be ‘silent’ for a period of time (up to a year). Although the child may not be speaking English, they are watching, actively listening and tuning in developing new meanings. Keep talking to the child, picking up on non-verbal responses and including them in activities and experiences.