Good communication enables inclusive relationships and supports individuals to have choice, control and greater independence. It underpins all learning and therefore we are committed to providing a total communication environment, where all forms of communication are equally valued and where language and communication is seen as an integral part of the curriculum.

Communication at Alfreton Park School focuses on promoting language development through:

  • Access to a means of communicating (whether verbal or other) with identified progression.
  • Frequent and consistent opportunities for pupils to communicate.
  • Access to a means of communicating (whether verbal or other) with identified progression.
  • An environment where all means/modes of communication are of equal value.
  • A consistent response to every communicative attempt.
  • Appropriate augmentative and alternative systems of communication.

Symbols:

  • Should only be used for key words in sentences and phrases
  • Should be used on corridor displays and relevant class displays
  • Photos, pictures, symbols – should be used to help pupils give meaning to words (both verbal and written). ‘Widget’ is used to produce the symbols
  • Symbols should be used across the school for visual timetables and schedules
  • Pupils may use symbols as part of their communication systems (e.g. eye pointing, communication aids etc). Pupils should have the correct symbols accessible to them and that they are updated accordingly.

Makaton:

  • Every member of staff should sign as much as possible throughout the day whilst working with pupils. We have a Makaton Tutor (Clare Charlesworth) who delivers Makaton Workshops to staff, parents and carers.

Intensive Interaction:

  • Some classes use Intensive Interaction as a form of communication with their pupils.

Eye Gaze:

  • There is Eye Gaze technology in various classes. Training will be provided if staff are based in classes where eye gaze technology is used.

AAC devices:

  • Specific pupils use iPads which have communication apps on them. The iPads should only have the communication app on them, no other games or access to the internet. Staff should ensure that they seek training needed to assist pupils with these AAC devices. All classes have Communication iPads with GRID on them to support all pupils in class.
  • Some pupils use Big Mack switches, staff should take time to ensure they know how to work these. Big Macks should be used in relevant classes to support pupil voice.

Objects of reference:

  • Some classes use visual timetables and timetables with Objects of reference attached to them. These are to be shown at the appropriate times in order for pupils to begin to understand what is about to happen to them.

Additional cues:

  • To be used to aid understanding and communication (e.g. sound, people, song, place, colour etc). Pupils can also be cued in to the day of the week by a colour and smell and piece of music.

The colours are: Mon – Red, Tue – Orange, Wed – Yellow, Thurs – Green, Fri – Blue.

Alfreton Park School recognises that in many cases communication and behaviour are linked, therefore on our Individual Behaviour Plans in the proactive strategies section there is opportunity to note down any communication and interaction needs. Role of the Subject Leader (in liaison with Speech and Language Therapist).

  • Give support and feedback to teachers to promote communication in their class
  • Provide staff training
  • Provide parent/carer training
  • Provide other professionals training
  • Support teachers to provide a ‘Total Communication Environment’
  • Provide action plan to Deputy head for Pupil Premium.
  • Keep own CPD updated.
  • Manage budget for communication
  • Meet with parents, whose children have communication difficulties, annually to discuss their child’s communication, what school can offer and how the pupil communicates at home.
  • Learning walks