Receptive and Expressive Language

Provision and/or strategies: approaches, adjustments and specific interventions expected to be made by settings according to the ages and stages of the CYP

Universal

• Engage by joining CYP in shared activities or interactions, building engagement and communication, and gradually introducing more structured paired or small group opportunities as confidence and readiness develop (e.g. through play, shared interests or collaborative tasks).
• Keep instructions short and concrete (e.g. 1-2 steps at a time). 
• Avoid idioms, sarcasm, or overly abstract language unless these are explained.
• Pause after giving instructions or asking questions. 
• Avoid repeating immediately—wait 10 seconds to support understanding.
• Recast incorrect grammar without direct correction.
• Use visual or verbal cues (e.g. "my turn / your turn"), and use visual sentence strips where appropriate.
• Use structured activities with predictable turns to help build conversational flow (e.g. turn-taking games, collaborative tasks or discussion-based activities).
• Show rather than tell whenever possible.
• Offer two choices (verbal and visual).
• Encourage collaborative tasks that require interaction. (e.g. "I want...", "I need...", "Can I...").

Targetted

Where High Quality Teaching and universal support are not effective, use more targeted strategies to support CYP with their receptive and expressive language for example:

• Use a range of approaches (e.g. outdoor learning, experiential activities) to support CYP who may require more targeted support.
• Consider additional opportunities for CYP to engage in conversations with peers and adults through a range of approaches (e.g. through play, shared activities, small group work, role play, routines and everyday interactions such as snack time or transitions).
• Explicitly teach and model language structures to show CYP how words can be combined to form sentences (grammar).  More information can be found here.
• Provide conversation mats or cue cards with prompts such as:
  • "I think..."
  • "What do you think?"
  • "That reminds me of..."
• Use structured programmes such as: 
  • Social Stories™ - to model appropriate interactions
  • Comic Strip Conversations - to explore thoughts and responses
  • Collaborative play sessions (e.g. LEGO®-Based Therapy) to practise communication naturally.
• Provide guided group work with: 
  • Clear roles (speaker, listener, questioner).
  • Adult facilitation initially, gradually reducing support over time
  • A focus on low-pressure, structured interactions.