Ordinarily Available Inclusive Provision (OAIP)

• Use structured teaching, explicit instruction, task breakdowns, integrated vocabulary, and clear scaffolding cues.
• Recognise that speech and language differences can impact on wellbeing and social interactions, and monitor these areas. 
• Choose motivating activities to encourage communication.
• Use visual aids like objects of reference, timetables, checklists, and boards to support learning and social engagement.
• Maintain an organised, labelled, distraction-free environment with routines and preparation for changes; use consistent visual supports.
• Gain attention using names or cues, communicate face-to-face at child’s level, and optimise classroom seating.
• Highlight key vocabulary both verbally and visually with picture cues.
• Allow 10–20 seconds for processing after delivering information.
• Teach and encourage pupils to seek clarification and independent learning strategies; praise all attempts for help as growth mindset thinking.
• Employ support staff to assist pupils in questioning and answering.
• Use consistent alternative communication methods such as ICT, signing, visuals, tailored to developmental levels; model language appropriately across contexts.
• Ensure hearing is tested and consider hearing issues like glue ear or colds.
• Encourage home language use within families where English is not the primary language.

What Might We Notice?

• Limited vocabulary, grammar, or sentence structure; poor narrative skills. 
• Uses very limited language, mainly for immediate needs. 
• Persistent speech sound difficulties; not easily understood. 
• Stammer that persists over time. 
• Identified speech, language, or communication need (e.g. Developmental Language Disorder).

Quality First Teaching / Adaptive Teaching

School staff should use their judgement to choose what works best for their pupils and setting, and according to the ages and stages of the learners.

• Encourage communication by commenting and offering choices, not just questioning. 
• Use communication temptations, setting up activities that require the child to communicate to continue. 
• Model sentence starters from the child’s perspective, such as “I want…”. 
• Expand and model language by repeating back and extending what the child says, without correcting or expecting repetition. 
• Talking partners or similar approaches to encourage responses. 
• Support pupils to ask and answer questions and contribute to discussions.
• Introduce varied language through rhymes, songs, and barrier games, especially in EYFS and KS1. 
• Be honest if you do not understand; reassure the child and try alternative ways to clarify. 
• Repeat back part of the message you understood and ask for clarification via drawing, acting, or gesturing. 
• Use visual supports, such as objects, pictures, and symbols, to reinforce spoken language. 
• Allow processing time, typically 10–20 seconds, after giving information. 
• Praise attempts to communicate and encourage a growth mindset. 
• Encourage use of home language within families where English is not the primary language. 
• Use alternative communication methods, including AAC, ICT, signing, and visuals, tailored to developmental level.

SEN Support

School staff should use their judgement to select what works best for their pupils and setting, applying the ‘graduated approach'.

• Pre-teach key vocabulary from upcoming topics, using visual cues and exploring word connections. 
• Provide small group or one-to-one intervention as recommended by a Speech and Language Therapist. 
• Deliver intervention to improve speech sound production, guided by a Speech and Language Therapist. 
• Use Colourful Semantics to support sentence formulation. 
• Provide a personalised core board to facilitate communication. 
• Use evidence-based programmes, such as Talk Boost, Time to Talk, and Narrative groups. 
• Offer opportunities for alternative recording, including drawing, acting, and using AAC devices. 
• Regularly review progress using Assess, Plan, Do, Review (APDR) cycles.

What Might We Notice?

• Not following instructions or misinterpreting instructions; only completing one step. 
• Not contributing to class discussions or offering contributions that are not relevant. 
• Not internalising new content presented verbally. 
• Challenges with accessing paired and group discussion.  
• ‘Switching off’ during carpet time, assembly, or other times when there is lengthy verbal input. 
• Copying others rather than showing own understanding; overreliance on visual cues.

Quality First Teaching / Adaptive Teaching

School staff should use their judgement to choose what works best for their pupils and setting, and according to the ages and stages of the learners.

• Ensure language use is developmentally appropriate for the child or young person. 
• Give information chunked, repeated, and delivered at the appropriate pace; adapt questioning to pupil levels. 
• Consider how much information a child can manage when giving instructions, including complexity of vocabulary and amount of information-carrying words. 
• Give instructions in order of completion, and provide them one step at a time if needed. 
• Ask children to repeat instructions to clarify their understanding. 
• Regularly check on pupils during the lesson to ask what they are doing and offer further support as needed. 
• Use differentiated questioning so that all pupils have an opportunity to answer questions at their own level and can achieve success. 
• Check understanding and reinforce as required through repetition, rephrasing, explaining, and demonstration. 
• Sit the pupil with supportive peers for group and paired activities, usually near the front of the class and/or facing the front, to encourage language development and understanding. If appropriate, involve the child in suggesting where suits them.
• Use literal and concrete language; avoid sarcasm and idioms. 
• Be aware of your own body language and tone of voice; keep calm and not too loud

SEN Support

School staff should use their judgement to select what works best for their pupils and setting, applying the ‘graduated approach'.

• Language Link groups – infant, junior, and secondary. 
• Pre-teach key vocabulary and core concepts for upcoming lessons, using visual cues and opportunities to revisit understanding. 
• Small-group or 1:1 intervention sessions focused on receptive language targets, delivered by trained staff or under the guidance of a Speech and Language Therapist. 
• Embed visual supports such as key vocabulary, visual timetables, now/next boards, and objects of reference to aid understanding and independence. 
• Model and scaffold understanding using sentence stems, cue cards, and story sequencing activities. 
• Provide opportunities for pupils to repeat instructions and check their understanding, using strategies such as ‘teach-back’ or peer explanation. 
• Incorporate technology (e.g. communication apps, interactive whiteboards, audio-visual resources) to reinforce understanding and provide alternative means of accessing information. 
• Monitor progress using regular Assess, Plan, Do, Review (APDR) cycles, involving parents/carers and external professionals as appropriate. 
• Collaborate with Speech and Language Therapists to set and review individual communication targets, and integrate therapy advice into the daily curriculum.

What Might We Notice?

• Relies on non-verbal means to communicate needs or feelings.
• May use or require alternative or augmentative communication (AAC) system
• Struggles to initiate or maintain interactions without prompts or support.
   

Quality First Teaching / Adaptive Teaching

School staff should use their judgement to choose what works best for their pupils and setting, and according to the ages and stages of the learners.

• Model and reinforce gestures, facial expressions, and body language. 
• Use visual supports, objects, pictures, and symbols. 
• Encourage and respond to all forms of communication, including AAC. 
• Allow processing time and opportunities for preferred communication methods. 
• Create a communication-friendly environment with clear routines and visual cues.

SEN Support

School staff should use their judgement to select what works best for their pupils and setting, applying the ‘graduated approach'.

• Personalised AAC systems (e.g. core boards, communication books, devices) as recommended by Speech and Language Therapy. 
• Targeted intervention to develop non-verbal and AAC skills, in small groups or 1:1. 
• Regularly review and update AAC resources and strategies with professionals and families. 
• Train staff and peers to support and model AAC use. 
• Monitor progress using APDR cycles.

What Might We Notice?

• Differences noticing or interpreting non-verbal communication such as facial expressions, body language, or tone of voice. 
• Challenges with conversational skills, including turn-taking, staying on topic, and recognising personal space. 
• May use inappropriate intonation, speed, or volume when speaking. 
• Struggles with group work, play, or ‘make believe’ games. 
• Misunderstands implied meanings or indirect instructions.
   

Quality First Teaching / Adaptive Teaching

School staff should use their judgement to choose what works best for their pupils and setting, and according to the ages and stages of the learners.

• Model and explain social rules and expectations using clear language and visual supports. 
• Use prompt cards and talking partners to encourage participation and support understanding. 
• Teach and practise turn-taking, conversation starters, and closers. 
• Explicitly teach the meaning of classroom phrases and implied meanings. 
• Encourage positive peer role models and narrate appropriate behaviours. 
• Provide opportunities for structured group work and role play. 
• Minimise use of abstract language and provide commentary for implied meanings. 
• Develop visuals to support specific target skills. 
• Ensure consistency in language used to convey social rules between home and school. 
• Model ‘wondering aloud’ and explain gestures. 
• Teach inference skills explicitly in context.
   

SEN Support

School staff should use their judgement to select what works best for their pupils and setting, applying the ‘graduated approach'.

• Targeted interventions such as Socially Speaking, Talkabout, Circle of Friends, Brick-by-Brick Programme, or comic strip conversations. 
• Role play and social stories to practise conversational skills and social scenarios. 
• Visual supports (e.g. Widgit symbols, mirrors, videos with sound off) to reinforce understanding. 
• Direct teaching about jokes, sarcasm, idioms, and implied meanings. 
• Record strategies learnt in a visual format. 
• Teach and develop play skills in a structured way. 
• Regular review of progress using Assess, Plan, Do, Review (APDR) cycles. 
• Advice and programmes from Speech and Language Therapy or Autism Specialist Teachers as appropriate.

What Might We Notice?

• Difficulty staying on task or easily distracted by sensory stimuli. 
• Unable to actively listen, even if demonstrating listening behaviour. 
• Challenges switching attention between adults and tasks. 
• Needs frequent reminders to attend to verbal instructions. 
• May not follow instructions unless looking directly at the adult. 

Quality First Teaching / Adaptive Teaching

School staff should use their judgement to choose what works best for their pupils and setting, and according to the ages and stages of the learners.

• Small group teaching for short periods. 
• Alternate active and quiet tasks, with regular rest breaks. 
• Encourage pupils to track progress as they complete each step. 
• Use timers to help focus for set periods before taking a break. 
• Use a reward system to encourage positive behaviours and staying on task. 
• Be specific: tell pupils when it is time to listen and teach listening rules. 
• Praise good listening skills and use visuals to reinforce listening rules. 
• Use posters, symbols, or cards to remind pupils of listening expectations.

SEN Support

School staff should use their judgement to select what works best for their pupils and setting, applying the ‘graduated approach'.

• Barrier games in small groups.
• Small group work using SLCN interventions, e.g. Early Talk Boost.
• Small group targeted teaching supported by a Speech and Language Therapist.
• Play games to develop listening and following instructions, e.g. Simon Says, musical statues.
• Bucket time intervention (EYFS and KS1).
• Use the What Works Speech and Language Database for evidence-based approaches.

What Might We Notice?

• Difficulty interpreting non-verbal cues such as facial expressions, body language, or tone of voice. 
• Challenges with conversational skills, including taking turns, staying on topic, and recognising personal space. 
• Misunderstanding implied meanings or indirect instructions. 
• Struggles with group work, role play, or ‘make believe’ games. 
• May use inappropriate intonation, volume, or speed when speaking.

Quality First Teaching / Adaptive Teaching

School staff should use their judgement to choose what works best for their pupils and setting, and according to the ages and stages of the learners.
 

• Model and explain social rules and expectations using clear language and visual supports. 
• Use prompt cards and talking partners to encourage participation and support understanding. 
• Teach and practise turn-taking, conversation starters, and closers. 
• Explicitly teach the meaning of classroom phrases and implied meanings. 
• Encourage positive peer role models and narrate appropriate behaviours. 
• Provide opportunities for structured group work and role play.

SEN Support

School staff should use their judgement to select what works best for their pupils and setting, applying the ‘graduated approach'.

• Targeted interventions such as Socially Speaking, Talkabout, Circle of Friends, or Brick-by-Brick Programme. 
•  Role play and social stories to practise conversational skills and social scenarios. 
• Visual supports (e.g. Widgit symbols, comic strip conversations) to reinforce understanding. 
• Direct teaching about jokes, sarcasm, idioms, and implied meanings. 
• Regular review of progress using Assess, Plan, Do, Review (APDR) cycles. 
• Advice and programmes from Speech and Language Therapy or Autism Specialist Teachers as appropriate.