Communication and Interaction - SLCN

High-Quality Teaching and Inclusive Provision for meeting SLCN needs:

• Ensure there is a whole-setting approach to supporting CYP with SLCN by:
  • Implementing a whole-setting approach (e.g. ELKLAN Communication Friendly Settings). 
  • Identifying a lead professional to act as a Communication Champion.
  • Prioritising ongoing communication with families and specialists to ensure collaborative working and to best meet the needs of CYP.
  • Auditing whether the environment is communication-friendly (e.g. using checklists from Speech and Language UK).
  • Using tools such as the Communication Supporting Classroom Observation Tool (CSCOT) to audit and improve practice. 
  • Making reasonable adjustments to optimise communication (e.g. reduced background noise, clear visual supports, planning intentionally to maximise speaking and listening opportunities).
• Use consistent visuals across the setting to reinforce key routines, expectations, and learning.
• Ensure quality interaction and engagement for all CYP by:
  • Using CYP's interests to support engagement.
  • Providing reasons and opportunities for CYP to communicate and promote imagination and symbolic play without pre-empting their needs (e.g. through appropriate resources and preferred activities).
• Utilise a range of High-Quality Teaching strategies within the learning environment to support language and communication development such as:
  • Clear, explicit instruction - breaking learning into small steps, modelling, and using scaffolding to reduce cognitive load. 
  • Explicit vocabulary teaching - repeated exposure in multiple contexts, supported by visual aids, written forms, and semantic mapping.
  • A rich oral language environment - regular opportunities for discussion, structured talk, storytelling, and vocabulary development.
  • Modelling and recasting - adults naturally expanding and correcting pupils' language during conversation. 
  • Inclusive, dialogue-based practice - including shared reading, guided discussions, and scaffolded peer talk. 
  • Task sequencing and metacognitive strategies - supporting pupils to plan, rehearse, and review their learning to improve comprehension and independence.
• Identify CYP's SLCN by:
  • Using a screening tool (e.g. NELI, WellComm or appropriate alternative) to identify need, inform planning, and determine next steps.
  • Accessing further information via Just One Norfolk (Screening and Intervention).
• Seek specialist advice and guidance as required:
  • Access Just One Norfolk for further advice and guidance (professional login required).
  • Signpost families to the communication section of Just One Norfolk.
  • Consider referral to Speech and Language Therapy.
  • Consider referral to Access Through Technology (ATT) for specialist advice and training.
  • Seek advice regarding access arrangements for examinations
• Ensure staff are appropriately trained to meet the needs of CYP with SLCN. Further information and guidance can be found through:
  • Advice and guidance from The Communication Trust (Speech and Language UK)
  • Tools and training from Speech and Language UK.
  • Whole School SEND training webinars and resources. 
  • The SLCN Level 4 qualification from Eastern SEND Partnership (with NCC tutoring support).
  • NASEN Teacher Handbook: SEND.