Reddish Vale Nursery School

Implementation

Impact

Adaptations

Children are assessed using the WellComm Assessment Tool

Children’s specific areas of need are identified and staff are able to focus on areas of development for each child, using the ‘big book of ideas’ therefore addressing any gaps in children’s attainment.

Information is shared with parents and children showing areas of need are monitored closely and referred to the relevant agencies if necessary. Barriers to communication are therefore addressed resulting in children becoming effective communicators.

Use of Makaton and visuals

Wide range of songs

Songs in different languages/ cultures

Symbolic representation of words

Modelling adapted to each child

Objects of reference used

One page profiles as a communication passport

SALT advice followed for specific children.

Adults are trained in the ELKLAN approach and this has been adopted in Nursery.

ELKLAN training makes a statistically significant impact on children’s receptive and expressive language skills.

Adults identify how valuable adult – child interactions are and how to gain the most out of these interactions, as well as considering how communication friendly the environment for children and their families.

The following techniques are used to maximise learning opportunities in every interaction:

 10 second rule (wait 10 seconds after asking a question)

 Hand rule (4 comments to 1 question)

These techniques result in accelerated progress in communication and language.

Adults listen and respond to children, showing a genuine interest in what they are saying. Examples include making appropriate eye contact, looking expectantly, nodding, smiling. Verbal responses include narrating their activity, a relevant comment that describes what the child can see, hear, feel or articulating the link between their activity and previous learning or experiences.

Children feel valued and connections are established through genuine interest. By getting down to children’s level and engaging in their choice of activity, adults tune in and pay attention to what they look at, what they do, and what they say.

Children are therefore motivated to communicate with adults, resulting in confident communicators.

Adults model key words and sentences, taking the child’s lead.

Adults knowledge of the child will inform what key word/​s may be helpful to model.

Children learn through modelling and scaffolding, with adults pitching their language just above the level of the child. For example, if a child gives a one-word response such as ​‘dog’ staff expand on what they say by repeating and building on this utterance by adding a few more words. This helps children to use more complex utterances: ​‘Yes, it’s a dog. A big/​small/​friendly/​brown dog!’.  These skills explicitly teach children to develop their vocabulary.

Adults describe what children are doing in their play

 Through describing what children are doing, adults are providing children with an internal narrative which supports the development of their communication and language skills. Children are therefore later able to use this language in play.

Core books and a variety of different texts are used to introduce children to a range of vocabulary.

Core books often include a range of words that might not come up in everyday conversations, such as descriptive language, story-specific terms, or expressive verbs. By listening to these words in context, children are introduced to new vocabulary that enriches their understanding and speaking skills.

Children are exposed to a range of Nursery rhymes and songs

Nursery rhymes often feature repetitive patterns, rhyming words, and rhythmic structures, which help enhance a child's language development. Exposure to these elements improve vocabulary, phonemic awareness, and overall language skills.

Listening to and singing nursery rhymes contribute to the development of cognitive skills such as memory, attention, and pattern recognition. The predictable nature of many nursery rhymes helps children anticipate what comes next, fostering cognitive abilities.

Children explore making sounds with their voices

Experimenting with different sounds helps children develop the muscles used in speech, enhancing their articulation and pronunciation.

Making sounds is an early form of communication, laying the foundation for language development.

Experimenting with sounds helps children develop their ability to distinguish between different auditory stimuli.

This is foundational for later skills such as phonemic awareness, which is important for reading and spelling.

Adults use Makaton, gestures and visuals to support understanding

Incorporating multiple communication modalities supports inclusive communication by accommodating diverse needs and abilities. It ensures that information is accessible to a broader audience. Visuals and gestures provide additional non-verbal cues that facilitate social interaction.

Adults support children to tune into sounds, understanding that children must be able to distinguish between sounds before they begin to communicate.

Being attuned to sounds contributes to social development, as children learn to listen and respond to others in conversations.

Understanding and interpreting non-verbal cues through sound, such as tone of voice or laughter, is crucial for effective social interactions.

Adults explicitly teach simple vocabulary, using knowledge of the child’s current level of understanding. Adults then reinforce children’s understanding through play.

During play, children are more likely to experiment with and actively use new vocabulary in a way that feels safe and enjoyable. This active engagement deepens their understanding of words, helps them practice sentence structures, and encourages conversational skills, which are all vital for language development.

Adults explicitly gain children’s attention before engaging in conversation.

When an adult ensures that a child is paying attention, it gives the child a better chance to understand new vocabulary, sentence structures, and the meaning of the conversation, enhancing their language acquisition.

Implementation

Impact

Adaptations

Children are assessed using the WellComm Assessment Tool

Children’s specific areas of need are identified and staff are able to focus on Children’s specific areas of need are identified and staff are able to focus on areas of development for each child, using the ‘big book of ideas’ therefore addressing any gaps in children’s attainment.

Information is shared with parents and children showing areas of need are monitored closely and referred to the relevant agencies if necessary. Barriers to communication are therefore addressed resulting in children becoming effective communicators.

Use of Makaton and visuals

Wide range of songs

Songs in different languages/ cultures

Symbolic representation of words

Modelling adapted to each child

Objects of reference used

One page profiles as a communication passport

SALT advice followed for specific children.

Adults are trained in the ELKLAN approach and this has been adopted in Nursery.

ELKLAN training makes a statistically significant impact on children’s receptive and expressive language skills.

Staff identify how valuable adult – child interactions are and how to gain the most out of these interactions, as well as considering how communication friendly the environment for children and their families.

The following techniques are used to maximise learning opportunities in every interaction:

 10 second rule (wait 10 seconds after asking a question)

 Hand rule (4 comments to 1 question)

 Less distractions during group times.

These techniques result in accelerated progress in communication and language.

Phase 1 phonics is taught through group times and in the continuous provision.

Phase 1 phonics emphasises phonemic awareness, which is the ability to recognize and manipulate individual sounds (phonemes) in spoken words. Children learn to distinguish between different sounds, identify rhymes, and break words into smaller phonemic units. This skill is fundamental for understanding the sound structure of language.

Phase 1 phonics encourages active listening skills. Children engage in activities where they listen to environmental sounds, instrumental sounds, and spoken words. This helps them develop concentration, auditory discrimination, and the ability to focus on specific sounds within a noisy environment, all of which are essential for effective communication.

The activities in Phase 1 phonics promote oral language development. Children are encouraged to express themselves verbally, describe sounds they hear, and participate in discussions about various topics. Developing strong oral language skills lays the foundation for effective communication in both speaking and listening.

Adults look for opportunities to ask open questions

Open questions provide opportunities for children to communicate more effectively. Children can share their thoughts and ideas without fear of giving a "wrong" answer. This contributes to building their confidence and self-esteem as they feel valued for their unique perspectives. By encouraging children to express themselves in detail, adults help develop the their language skills, vocabulary, and ability to articulate their thoughts.

Adults extend children’s sentences through modelling.

Modelling sentence extensions exposes children to a richer vocabulary. Adults can introduce new words and phrases, helping children build a more extensive and nuanced language repertoire.

By extending children's sentences, adults provide examples of proper grammar and sentence structure. This helps children develop a better understanding of language rules and syntax.

Sentence modelling assists in the development of effective communication skills. As adults elaborate on children's expressions, they demonstrate how to convey thoughts and ideas more clearly and coherently.

Adults play with children modelling positive relationships

Positive relationships create an atmosphere where children are motivated to communicate. Through meaningful interactions, conversations, and storytelling, children are exposed to a rich language environment that supports their language development.

When children experience positive relationships, they gain confidence in expressing themselves. Feeling valued and heard encourages children to share their thoughts, ideas, and experiences, contributing to the development of effective communication skills.

Adults provide simple and then more complex instructions.

Simple instructions are more likely to be understood and processed by developing brains so clear and concise directions increase the chances that children will comprehend and follow through. Providing simple instructions aligns with their current developmental abilities, allowing them to gradually progress to more complex tasks as they grow and learn.

Adults use Makaton, gestures and visuals to support spoken language.

Incorporating multiple communication modalities supports inclusive communication by accommodating diverse needs and abilities. It ensures that information is accessible to a broader audience. Visuals and gestures provide additional non-verbal cues that facilitate social interaction.

Children explore a range of vocabulary through texts, rhymes and song.

Texts, rhymes and songs often include a range of words that might not come up in everyday conversations, such as descriptive language, story-specific terms, or expressive verbs. By listening to these words in context, children are introduced to new vocabulary that enriches their understanding and speaking skills.

Children take part in small group activities.

Small groups provide opportunities for increased interaction and communication. In smaller settings, children are more likely to engage in conversations and express themselves, leading to improved language skills.

Interacting with peers allows children to practice and refine their language skills. Small groups create a supportive environment where children can experiment with language without the fear of judgment, promoting confidence in communication.

Adults explicitly teach simple vocabulary, using knowledge of the child’s current level of understanding. Adults then reinforce children’s understanding through play.

During play, children are more likely to experiment with and actively use new vocabulary in a way that feels safe and enjoyable. This active engagement deepens their understanding of words, helps them practice sentence structures, and encourages conversational skills, which are all vital for language development.

Adults explicitly gain children’s attention before engaging in conversation.

When an adult ensures that a child is paying attention, it gives the child a better chance to understand new vocabulary, sentence structures, and the meaning of the conversation, enhancing their language acquisition.