Communication and Language
Our Intent
Here at Reddish vale Nursery we promote and support children to develop a strong grasp of spoken language.
Ofsted 2020
“All staff encourage children to chatter, to be inquisitive and to ask questions. Staff listen to children with interest and consideration. Two-year-old children are gently encouraged to learn. Staff support these young children’s learning with sensitivity and expertise. Older children are encouraged to contribute their ideas so that learning becomes a shared adventure. In this atmosphere, children achieve exceptionally well across the whole curriculum. This includes children with special educational needs and/or disabilities (SEND).”
Modelling language
Play is the most important part of our day here at nursery and the interactions adults have with children are vital in promoting spoken language and building vocabulary. Group and story times are built into the day and these focus on using every opportunity for speaking and listening. Adults understand that the ability to listen well underpins all other learning. Key workers are able to promote good spoken language within these times and do this through songs, rhymes and stories . These times often focus on the development of new vocabulary linked to stories and adults encourage children to then use these in their play.
Children are encouraged to speak in sentences and use correct grammar, and modelling back language is key in supporting children to develop in this way. Time is given to quality interactions between adults and children as well as peer to peer though structuring the day with the majority of time given to play. Adults are skilled at asking open questions to promote rich language and time to think and respond. Adults ask meaningful, interesting and aspirational questions. These are used to sustain children’s thinking, help them become reflective and support meta -cognition. Adults understand the use of possibility questions e.g. What do you think…… and How could we……?
A large number of our children are either non verbal, or have identified speech and language delay. In our Nursery we use Makaton signs and visuals to support children’s understanding and speech development. We have introduced ‘sign of the week’ to ensure a collaborative approach to Makaton across the Nursery and each group area uses a visual timetable.
“Communication and language lay a foundation for learning and development, guiding and supporting children’s thinking while underpinning their emerging literacy. Language is more than words. As children grow, they begin to be aware of and explore different sounds, symbols and words in their everyday worlds; a language-rich environment is crucial.” Birth to 5 matters – Non statutory guidance for the Early Years Foundation Stage
Implementation and impact
2 year old provision
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Implementation |
Impact |
Adaptations |
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Children are assessed using the WellComm Assessment Tool
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Children’s specific areas of need are identified and adults 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.
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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.
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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) Less distractions during group times Vocab flowers (key vocabulary displayed in areas of provision). |
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Adults listen and respond to children, showing a genuine interest in what they are saying.
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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.
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Adults model key words and sentences, taking the child’s lead.
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Children learn through modelling and scaffolding, with staff pitching their language just above the level of the child. For example, if a child gives a one-word response such as ‘dog’ adults 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!’. |
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Adults describe what children are doing in their play |
As children’s conversational skills develop, adults sensitively challenge children, shaping the conversation to incorporate more abstract topics that are removed from the here and now. |
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Children are exposed to a range of texts alongside core books |
Different texts provide opportunities for children to develop various literacy skills, including decoding, fluency, and comprehension. Exposure to different formats, such as picture books, chapter books, and informational texts, helps children build a strong foundation for literacy. By making the reading experience enjoyable and diverse, children are more likely to develop positive attitudes toward books and learning. |
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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 can improve vocabulary, phonemic awareness, and overall language skills. Listening to and singing nursery rhymes can 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. |
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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. |
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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. |
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Adults support children to tune into sounds |
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. |
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3/4 year old provision
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Implementation |
Impact |
Adaptations |
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Children are assessed using the WellComm Assessment Tool
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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.
|
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.
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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) Less distractions during group times Vocab flowers (key vocabulary displayed in areas of provision). |
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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. |
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Adults look for opportunities to ask open questions |
Open questions provide opportunities for children to communicate more effectively. By encouraging them to express themselves in detail, adults help develop the children's language skills, vocabulary, and ability to articulate their thoughts. Open-ended questions provide children with the opportunity to share their thoughts and ideas without fear of giving a "wrong" answer. This can contribute to building their confidence and self-esteem as they feel valued for their unique perspectives. |
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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. |
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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. |
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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. |
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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. |
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Children explore a range of vocabulary through texts, rhymes and song. |
Different texts provide opportunities for children to develop various literacy skills, including decoding, fluency, and comprehension. Exposure to different formats, such as picture books, chapter books, and informational texts, helps children build a strong foundation for literacy.
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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. |
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Skills progression in Communication and Language
Skills progression in the 2s
Emerging
- Recognise and respond to voices, single words and simple instructions
- Enjoy listening to sounds
- Use single words and gestures to communicate.
Developing
- Focus on activities for longer
- Listen to familiar stories and identify objects
- Understand longer sentences
- Begin to use simple questions using correct word endings
Secure
- Develop pretend play
- Understand simple questions
- Use around 300 words including pronouns, plurals and prepositions
- Develop conversations and pronounce multisyllabic words
Skills progression in the 3s and 4s
Emerging
- Shifts attention from one task to another.
- Understands action words.
- Uses longer sentences of 4 to 6 words
Developing
- Understands question or instruction that has 2 parts.
- Sings a repertoire of songs and knows rhymes and familiar books.
- Understands questions and longer stories
- Uses talk to organise their play using a wider range of vocabulary
Secure
- Understands more complex questions and uses sentences with 4 to 6 words.
- Uses past and future tenses
- Able to express their point of view
Makaton
Throughout the year, there are Makaton courses for parents to attend. To find out more information about upcoming courses, click here to visit our parent courses page.
To find out more information about Makaton, click here to visit the Makaton website.
Outside Agencies
We worked really closely with the Startwell team where we hold regular Team Around the Early Years meetings. During these meetings, we discuss with our link Health Visitor, any additional support children and families may be requiring. To find out more information about our TAEY team, click here.
If you have a concern regarding your child's developmental needs, please contact your key worker or our SENDCO, Emma Easmon. If required, additional support can be put in place and referrals can be made to outside agencies. We liaise closely with our SEND consultant, Anne Smith, who regularly visits the Nursery to offer guidance on any additional support we can offer our children.
Communication Friendly Setting
We are pleased to announce that we are a Communication Friendly Setting! Staff at Reddish Vale Nursery School have completed training in relation to Speech and Language Support for 3-5s. This training enabled the team to explore the importance of communication within our Nursery and develop our practice in terms of interaction with all our children.
We ensure our provision caters for a variety of communication needs, including quieter spaces, chatty spaces and well resourced activities to promote and enrich vocabulary.
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| Parents_leaflet_preschool.pdf | Download |