SEND training for schools: speech, language and communication - introduction slide deck

Slide 1 Document explainer Purpose: This slide deck supports staff to understand the role that speech, language and communication plays in learning. Audience: Teachers and support staff in primary and secondary schools. How to use this document: This is an introduction session on speech, language and communication. It is designed to be followed by the evidence summary and sense-making session on the same topic. The session can be delivered in full or in parts, depending on the context of your setting and the structure of your planned professional development time. A facilitator guidance document is available to support delivery of the session. Further guidance on planning and delivering these professional development materials can be found in the Guide to Materials.

Slide 2 Timings of individual slides (e.g., 2 minutes) and a running timing in minutes (e.g., [4]) are provided based on a 60-minute session. However, the session is flexible enough to accommodate slightly longer or shorter timings, such as 75 or 50 minutes. For shorter sessions, you may need to limit optional slides and consider the use of time provided for reflection activities – for example, considering the length of discussion time and how many responses you elicit. For longer sessions, you might offer more of the optional slides and extend the time available for reflection and discussion – for example, taking more contributions from staff and explicitly drawing out the suggested key points as they are raised by the staff themselves.

Facilitation guidance: timings Speaker notes: Hidden slide: Facilitation suggestions: Timing

Slide 3 Introduction to speech, language and communication (Slc)

Slide 4 Session timings Activity | Time Aims of the session | 5 mins What do we mean by speech, language and communication (Slc)? | 15 mins What role does Slc play in learning? | 20 mins What challenges does Slc present in education? | 15 mins Reflection | 5 mins Speaker notes: Time: 1 minute [1] Purpose: To understand what this session will entail.

Guidance: You can decide whether you would like to share the timings of the session with staff. Note: Timings have been rounded to the nearest 5 minutes. Where you decide to alter the length of the session, you may need to update this slide accordingly.

Lead in: Let’s begin today’s session.

Slide 5 Facilitator guidance: pupil voice The following slides are hidden so that you can choose which option to use (primary, secondary or other). Remember to unhide the slide you choose before you start facilitating the session. The hidden slides are intended to illustrate the impact that supporting the development of speech, language and communication can have on pupils’ experience of school, particularly their perception

of belonging and ability to achieve and thrive in school. You may wish to use quotes from your own pupils in place of the suggestions. Where you use your own quotes, it is important that they reflect the following: They should present positive development on the part of the pupil, not merely talking about difficulties and challenges. They should depict staff supporting development of speech, language and communication through the use of inclusive teaching approaches, e.g., using scaffolding or explicit teaching. Speaker notes: Hidden slide – guidance

Slide 6 Speech, language and communication and inclusion [Insert your own example] [pupil year group] Speaker notes: Option 1: Pupil voice from your own context Time: 1 minute [1] Purpose: To situate the learning in the session in pupil experience. Guidance: Give staff time to read the slide. Then explain that… This sort of pupil experience, especially for those with additional needs, underpins what we mean by inclusion. Here the pupil talks about some of the things they found challenging and the ways in which they feel supported by teachers and teaching assistants. It’s clear that they feel better able to succeed in school as a result.

Lead in: Let’s get straight on with defining this area of development.

Slide 7 Pupil voice (year 5) Speech, language and communication and inclusion

"I like learning new stuff now I used to get

really worried when we started a new topic, but [my Year 5 teacher] explains things really clearly. First, we learn the important new words. … she goes slowly and teaches us one bit at a time. We keep using [the new words] until we all understand them. … Everyone in my class says they understand, and I do too. I feel more confident now, using [the new words]. In the past, I think I would have just avoided saying them in case I got them wrong.” Year 5 pupil Speaker notes: Option 2: Pupil voice example - primary Time: 1 minute [1] Purpose: To situate the learning in the session in pupil experience. Guidance: Give staff time to read the slide. Then explain that… This sort of pupil experience, especially for those with additional needs, underpins what we mean by inclusion. Here the pupil talks about some of the things they found challenging and the ways in which they feel supported by teachers and teaching assistants. It’s clear that they feel better able to succeed in school as a result.

Lead in: Let’s get straight on with defining this area of development.

Slide 8 Pupil voice (year 9) Speech, language and communication and inclusion “I usually prefer lessons where they [my teachers] explain everything and we take notes. But in science, we’ve started discussing what we’ve learned with a partner, and it actually helps… My teacher gives us sentence starters, so it’s easier [to know what to say]. The discussions are short, she chooses the pairs and everyone has to join in, so there’s less time to feel awkward or nervous… Overall, now I feel

more confident [speaking in class].” Year 9 pupil Speaker notes: Option 3: Pupil voice example - secondary Time: 1 minute [1] Purpose: To situate the learning in the session in pupil experience. Guidance: Give staff time to read the slide. Then explain that… This sort of pupil experience, especially for those with additional needs, underpins what we mean by inclusion. Here the pupil talks about some of the things they found challenging and the ways in which they feel supported by teachers and teaching assistants. It’s clear that they feel better able to succeed in school as a result.

Lead in: Let’s get straight on with defining this area of development.

Slide 9 Areas of development Note: The categories are subject to change following the SEND Reform consultation Speaker notes: Hidden slide – optional Time: Na Purpose: To position this session within the context of the five areas of development. Guidance: Give staff time to read the slide. Then explain that… [If you intend to share the full suite of materials] We are devoting time to each of the areas for development outlined in this diagram. Please note, the final Areas of Development are subject to change - DfE is considering feedback from SEND reform consultation and recommendations from the Expert Panel. [if you do not intend to use the full suite of materials] This diagram shows the different areas of

development. These five areas are: Executive function, sensory, motor and physical, social and emotional, speech, language and communication. You can see the focus of today’s session, speech, language and communication, sits alongside other areas that focus on need in relation to executive function, motor and physical, sensory and social and emotional. Lead in: Let’s zoom in on the focus for today’s session.

Graphics code: AOD-MainGraphic.png Source: Department for Education. (2026, April). SEND reform: putting children and young people first.

Slide 10 Area of development Speech, language and communication (Slc) speech: generating sound language: the development of understanding and using words and sentences communication: using speech, language, gesture, signs and symbols to interact with others and participate socially Note: The categories are subject to change following the SEND Reform consultation Speaker notes: Time: 1 minute [2] Purpose: To understand what we mean when we refer to this area of development Guidance: Give staff time to read the slide. Then explain that… This session focuses on speech, language and communication, one of the five areas of development. As part of this session, we’ll consider why this matters, how challenges with speech, language and communication might manifest themselves and what we might do to help pupils overcome these barriers.

Lead in: Let’s look at the aims of the session.

Graphics code: AOD-MainGraphic.png Source: Department for Education. (2026, April). SEND reform: putting children and young people first.

Slide 11 Aims of the session to define speech, language and communication to explain the role that it plays in learning to explain how challenges might play out, both in general and in the classroom Speaker notes: Time: 1 minute [3] Purpose: To understand what this session will entail.

Guidance: Give staff time to read the slide. Then explain that… We will begin by getting clear on some definitions. We will then look at Slc through the lens of pupil learning, in terms of how pupils can develop their Slc, challenges they might experience and how teachers and teaching assistants can support them through high-quality teaching and specific adjustments.

Lead in: Let’s get straight on with defining this area of development.

Slide 12 What do we mean by speech, language and communication (Slc)? What do we mean by speech, language and communication (Slc)? What role does Slc play in learning? What challenges might Slc present in the classroom?

Slide 13 Speech, language and communication in everyday life The way we speak and interact with others has a

profound impact on our everyday lives. Our capacity to communicate can shape how we form and build relationships. The way we express our thoughts and feelings is central to our emotional wellbeing. Our mental health can be deeply affected when we struggle to communicate. Learning, achievement and employability are all closely linked with language and communication skills. Speaker notes: Time: 1 minute [4] Purpose: To think about the role of speech, language and communication in everyday life. Guidance: give staff time to read the slide. Suggested scripting: Every single day of our lives is made up of moments where we communicate. This might look like having a conversation, shaking someone’s hand or waiting for our turn to pay for something in a shop. Every day, we use, interpret and interact with language in so many ways. It can be easy to forget how central communication is to everything we do.

Lead in: Let’s start by zooming in and considering why speech, language and communication matter so much.

Reference: Antalek, C., Dixon, F., Taha, J., & Esposito, R. (2025). Identifying and supporting children and young people with speech, language and communication needs: A rapid evidence review (Research report RR1550). University College London. Department for Education. https://www.gov.uk/ government/publications

Slide 14 Why speech, language and communication matter (outcomes focus) Why speech, language and communication matter

Children who struggle with language at age five are six times less likely to reach the expected standard in English at age eleven and eleven times less likely to reach the expected standard in maths at age eleven (Speech and Language UK, 2023, p.3). In schools, the most common type of need among pupils with SEN support is speech, language and communication needs. The primary need identified for one in four pupils is speech, language and communication needs (25.7%). (DfE, 2026a). Only 63% of those who did not achieve a grade 4 or above in English and maths GCSEs at age 16 were in sustained employment, an apprenticeship, or education at age 19, compared with 85% of those who achieved both qualifications (DfE, 2026b). Speaker notes: Time: 2 minutes [6] Purpose: To understand the impact of language development. Guidance: this slide is animated so that each statement can be revealed alongside the explanation below. Suggested scripting: The importance of the development of speech, language and communication begins in the early years but has a lifelong impact. [Click] Statement 1 - Children who have poor language skills aged five face significant barriers. Nearly a quarter of these children do not reach the expected standard in English by the end of primary school. In contrast, this figure is only 4% for children with good language skills when aged five. These effects can still be seen when pupils enter secondary school. Children who struggle with language aged five are disproportionately affected by being unable to achieve the expected standard in English and maths. The fact that the effect is more significant for maths than English shows that language development is a crucial foundation for all types of learning. [Click] Statement 2 - Research consistently shows

that young people who do not achieve at least a grade 4 in maths and English are less likely to find work and more likely to experience long-term disadvantage.

Lead in: Slc needs also have a potential impact beyond educational outcomes.

References: 1.Speech and Language UK. (2023). Listening to unheard children: A shocking rise in speech and language challenges, p.3.

Department for Education. (2026, 30 June). Special

educational needs in England. https://explore- education-statistics.service.gov.uk/find-statistics/ special-educational-needs-in-england/2025-26#section- primary-type-of-need

Department for Education. (2026b, 06 August).

16-18 study leavers national level destinations' from '16-18 destination measures’. https://explore- education-statistics.service.gov.uk/data-tables/ permalink/8fd05062-0406-4c20-72dd-08def14588fa

Slide 15 Why speech, language and communication matter (Semh focus) Why speech, language and communication matter Speech and Language UK’s recent research (2025) found that: 45% of young people referred to mental health services experience language challenges over half (56%) of children and young people with speech and language challenges experience difficulties making and maintaining friendships more than a third (35%) of young people have experienced bullying or exclusion there is potential for positive impact on pupils’ Slc Speaker notes: Time: 1 minute [7] Purpose: To understand the impact of language development.

Guidance: this slide is animated so that each statement can be revealed alongside the explanation below. Suggested scripting: [Click] Statement 3 - Slc also has a significant impact beyond school, college and employment. [Click] Statement 4 - These statements make for sobering reading, but there is so much that we can do to help pupils with Slc needs to develop their language and communication. Teachers and teaching assistants can make adjustments in their own practice that are beneficial for the language development and comprehension of all pupils but can be especially impactful for pupils who have Slc difficulties as either a primary or secondary need. We’ll look at some of these later in today’s session.

The next slide is hidden and optional. It can be used to support teachers to make a link here to how inclusive teaching can enable all learners to achieve and thrive. Staff who have already seen the SEND Reforms slide deck will already be familiar with this.

Lead in: Let’s begin to drill down into what we mean when we talk about speech, language and communication.

References:

Speech and Language UK. (2025). https://

speechandlanguage.org.uk/about-us/news-and-blogs/ shocking-double-disadvantage-two-million-uk-children- with-speech-and-language-challenges-face-mental- health-crisis/

Slide 16 Facilitation guidance – hidden slide The following slide is a hidden slide. You may choose to unhide and deliver this slide if you feel that

your staff would benefit from it. The intention of the slide is to make the link between positive impact on pupils and key messages regarding inclusive teaching.

Slide 17 Inclusion Speaker notes: Optional slide (hidden) Purpose: To make the link between positive impact on pupils and key messages regarding inclusive teaching.

Guidance: This thought activity was introduced in Intro session 1: Supporting Every Child to Achieve and Thrive and is one way to try to break down what we mean by Achieve and Thrive. Suggested scripting: The aims of our work in inclusion are that every child can achieve and thrive. When we break that aim down into the kinds of experiences and developmental outcomes we want for every pupil, we might end up with three broad areas along these lines: Educational outcomes: we want all pupils to make the best progress possible across subjects. Across the system, strong progress has been made in embedding into schools the best evidence on how to support pupils to learn and make progress academically, drawing on insights from cognitive science. In terms of system level progress, perhaps a little less attention has been given to the next two areas over the last few years. Personal development : we want all pupils to develop their sense of self – their identity, their self- esteem and understanding of how to support and motivate themselves. This relates to the final broad area. Wellbeing and belonging: we want pupils to feel that they are a valuable member of their community. We want them to have a voice, to be able to make judgements and to play an active role in social groups. We want pupils to have a sense of belonging

in their communities. There is a lot of good work taking place across the sector to support personal development and belonging, but these areas haven’t been addressed so systematically for teachers as academic outcomes. The reality of course, is that pupils’ experiences have an impact across all of these areas and positive experiences in one area are likely to impact the others. If we want pupils to achieve and thrive, we need to consider how we support development across the three areas during pupils’ school experiences.

Lead in: Let’s begin to drill down into what we mean when we talk about speech, language and communication.

Slide 18 What is speech, language and communication? Speech, Language and Communication (Slc) is an umbrella term for an area of development. It encompasses a broad range of needs that can affect a pupil’s ability to communicate effectively. We’ll look at each area in turn. Speaker notes: Time: 1 minute [8] Purpose: To understand what we mean when we refer to this area for development. Guidance: Give staff time to read the slide. Explain that: All learners need to develop their speech, language and communication throughout their education and beyond. This is because the required complexity of language and concepts at each stage of education will usually become increasingly demanding. Pupils with Slc needs may face challenges in one or multiple areas of Slc at different stages of their lives. This group of needs is the most common primary need identified in pupils receiving special educational needs and disability (SEND) support.

Lead in: We’ll look at part of this umbrella term in more detail, beginning with speech.

Reference: Department for Education. (2026). Special educational needs in England: 2025-26. Explore education statistics. https://explore-education- statistics.service.gov.uk/find-statistics/special- educational-needs-in-england/2025-26

Slide 19 Speech What is speech, language and communication? Speech refers to our ability to make verbal sounds and words. Speech difficulties or speech sound disorders refer to problems with perception, production, or representation of speech or difficulty with voice quality (Daniel & McLeod, 2017). Speaker notes: Time: 1 minute [9] Purpose: To understand what we mean when we refer to ‘speech’ needs. Guidance: Give staff time to read the slide. Click to reveal each bullet point separately and allow time for each to be read separately. Explain that… You might notice that a pupil has difficulties with their speech because of the way they articulate words, speak fluently or use the expected range of vocal pitch for their age group. Speech sound disorder is relatively common in children aged 3 to 5 but may resolve by age 6 especially with intervention (Baker & McLeod, 2011). Some pupils might stammer or stutter when they speak aloud or speak with a level of volume that can make communication challenging. Speech difficulties can be linked to both motor skills and processing skills. Some pupils may find it hard to coordinate the physical movements needed for speech, while others may find it hard to plan, organise or process the sounds in words.

Lead in: Let’s look at language next.

References: Antalek, C., Dixon, F., Taha, J., & Esposito, R. (2025). Identifying and supporting children and young people with speech, language and communication needs: A rapid evidence review (Research report RR1550). University College London. Department for Education. https://www.gov.uk/ government/publications Baker, E., & McLeod, S. (2011). Evidence-based practice for children with speech sound disorders: Part 1 Narrative review. Language, Speech, and Hearing Services in Schools, 42(2), 102–139

Slide 20 Language What is speech, language and communication? Language in this instance refers to verbal and non- verbal means of communication. Verbal language is spoken language. Non-verbal language refers to facial expressions, gestures and body language. How pupils process and make meaning from language is known as receptive language. How pupils communicate their ideas with others is known as expressive language. Both receptive language and expressive language are key to understanding how pupils process language. Speaker notes: Time: 2 minutes [11] Purpose: To understand what we mean when we refer to ‘language’ needs. Guidance: Give staff time to read the slide. Click to reveal each bullet point separately and allow time for each to be read separately. Explain that… How children process and make meaning from language is known as receptive language. Receptive language difficulties involve challenges in understanding spoken language.

How children communicate their ideas with others is known as expressive language. Expressive language difficulties affect a pupil's ability to communicate effectively. Mixed receptive-expressive language difficulties include both understanding and using language. Expressive and receptive language capabilities differ across children, and the capabilities between either one can differ within the same child. Language difficulties can also intersect with other needs, and they may be the primary or secondary need associated with other special educational needs and disabilities. A language disorder refers to any condition in which language difficulties have a significant impact on everyday life.

Lead in: Finally, let’s consider communication.

Slide 21 Communication What is speech, language and communication? Communication refers to the social use of language. Communication and social interaction difficulties relate to challenges with the social use of language, such as using and interpreting language appropriately in conversations. Speaker notes: Time: 2 minutes [13] Purpose: To understand what we mean when we refer to ‘communication’ needs. Guidance: Give staff time to read the slide. Click to reveal each bullet point separately and allow time for each to be read separately.

Explain that… Communication and social interaction difficulties may involve struggling to understand word meanings and the use of language in context (known as semantic- pragmatic difficulties). Autistic children and young people may communicate in ways that are different from their non-autistic peers. For example, they might interpret facial expressions or other non-verbal cues differently, or approach the conventions of turn-taking in conversation in their own way. These differences can sometimes lead to misunderstandings, especially if others are not familiar with their communication style. It is important to note that not all learners with Asd will have an Slc need. Speech, language and communication needs can also be associated with broader conditions such as Down syndrome, cerebral palsy, Adhd, and other specific learning difficulties like dyslexia where language is impacted (Dockrell et al., 2017; Lindsay & Dockrell, 2012; Lindsay et al., 2007; St Clair et al., 2011). Remember that when we use the term Slc needs, this is an umbrella term which encompasses a broad range of challenges that can affect a pupil’s ability to communicate effectively. Knowing a pupil’s specific needs and the challenges that these may present is crucial in giving them the support that will enable them to thrive.

Lead in: Let’s think about the starting point for speech, language and communication in a pupil’s educational journey.

Slide 22 The starting point Communication and language underpin all other areas

of learning This is because children typically

learn and share what they know through oral communication and language before they can read and write. Communication and language are also vital for social and emotional development. They enable children to build relationships with their peers and the adults around them, to talk about what matters to them and to express their needs. Department for Education (2023) Communication and language are key in other areas of development, for example: Social and emotional development Speaker notes: Time: 2 minutes [15] Purpose: To explain why speech, language and communication is a vital starting point in education. Guidance: Give staff time to read the quote on the screen. Explain that: To really understand why Slc is so important, we have to go right back to the starting point in every child’s education. Communication and language are the foundation for all other areas of learning in the Early Years, underpinning learning, social interaction, and emotional well-being. This is because these skills help children build relationships, express their needs, and talk about what matters to them. Children usually express their knowledge and understanding verbally before they are able to read and write, so spoken language is vital in evaluating children’s learning. Early language development also supports later literacy as well as personal, social and emotional development. Children need to use language to express their feelings, resolve conflicts and build friendships,

which supports their emotional wellbeing and positive relationships. Children from socially disadvantaged backgrounds and those with special educational needs and disabilities (SEND) are disproportionately more likely to require extra support with spoken language development when they enter school (Breadmore et al., 2019; Dockrell et al., 2014; Eef, 2018). It is important not to make assumptions based on this fact; formative assessment and observation should be used to identify pupils’ needs and respond to these accordingly.

Lead in: Let’s move on to think about Slc and its role in learning.

Department for Education (2023). Best start in life: Part 2 – The 3 prime areas of learning.

Slide 23 The role of Slc in learning Speech, language, and communication are all foundational to learning and development. These skills act as a gateway to pupils’ wider development, particularly in relation to literacy and access to curriculum content. Speaker notes: Time: 1 minute [16] Purpose: To ask staff to begin to situate speech, language and communication needs within their own practice. Guidance: Give staff time to read the slide. Explain that: Speech, language and communication underpin whether pupils are able to understand what is being communicated to them and then respond in turn. It can be easy to take for granted that pupils will comprehend what they are being told to do, how to follow a process or develop understanding of a model or explanation. Teachers and teaching assistants (TAs) often make adjustments to the language they use and the way they

communicate to accommodate pupils and check they understand what is being said and what is expected of them. There are evidence-informed ways that we can seek to communicate intentionally, making it easier for pupils to grasp what is being said and what this means for them. We will come on to look at these later in the session. Lead in: Let’s think about why this area of development continues to matter as pupils get older.

Slide 24 The enduring impact of Slc There are too many people who lack the skills they need to thrive in work. 8.5 million adults have low proficiency in English, maths or both, 7.3 million lack the essential digital skills required for the workplace, and those without a level 2 qualification are far more likely to be out of work. Department for Education (2025) Speaker notes: Time: 2 minutes [18] Purpose: To explain why speech, language and communication can have a long-term effect on further education and employment. Guidance: Give staff time to read the quote on the screen. Explain that: Research shows that children with unresolved speech, language and communication needs are at higher risk of leaving school with fewer qualifications, which can limit their choices later in life (Snowling et al., 2001). The impact can be lifelong, affecting not only employment but also health and quality of life. Adults with ongoing speech, language and communication difficulties are more likely to experience anxiety, low self-esteem and depression (Law et al., 2009). People with speech, language and communication

difficulties may face barriers when looking for work. Many jobs require clear communication, both in interviews and in daily tasks. The Organisation for Economic Co-operation and Development (OECD, 2016) found that adults in England with low basic skills (including literacy and numeracy) are more likely to be unemployed, earn less, and experience poorer health outcomes. The good news is that there are a number of evidence- informed ways to support pupils with Slc needs, and this support can lead to disproportionate gains for pupils, both in terms of their ability to access the curriculum, and more broadly in their social and emotional development.

Lead in: Let’s take a moment to pause and reflect.

Sources: Department for Education. (2025). Post-16 and further education white paper. https://www.gov.uk/government/ publications/post-16-and-further-education-white- paper Nfer (2024) Survey of Adult Skills 2023 (Piaac): National report for England. https://www.nfer.ac.uk/ publications/survey-of-adult-skills-2023-piaac- national-report-for-england/ Law, J., Rush, R., Schoon, I., & Parsons, S. (2009). Modelling developmental language difficulties from school entry into adulthood: Literacy, mental health, and employment outcomes. Journal of Speech, Language, and Hearing Research, 52(6), 1401–1416. Snowling, M. J., Adams, J. W., Bishop, D. V. M., & Stothard, S. E. (2001). Educational attainments of school leavers with a preschool history of speech- language impairments. International Journal of Language & Communication Disorders, 36(2), 173–183.

Slide 25 Reflection on implications for learners

Let’s take a moment here to pause and reflect on what you've heard. Think about a pupil (or group of pupils) you teach for whom this information about Slc resonates. Reflection Speaker notes: Time: 2 minutes [20] Purpose: To give staff a brief pause point before we start the next section. Guidance: Give staff a quick two minutes to reflect or discuss with a partner. Try to be strict about time here, as there are further discussion opportunities in the next section.

Lead in: For now, let’s move on and consider the role of Slc in your own classroom practice.

Slide 26 What role does Slc play in learning? What do we mean by speech, language and communication (Slc)? What role does Slc play in learning? What challenges might Slc present in the classroom?

Slide 27 Discussion on how high-quality teaching supports learners with Slc needs Discussion How does high-quality teaching already support pupils with Slc in your setting? What adjustments to teaching practice have positively impacted on pupils with Slc needs in your setting? What has been less effective? Take a minute individually to think about these questions. Discuss in pairs. Swap speaker after three minutes. Speaker notes: Time: 7 minutes [27] Purpose: To give staff an opportunity to think about

a time when their teaching decisions or adjustments to practice may have helped a pupil with Slc needs. Guidance: You may wish to remind staff that some approaches to high-quality teaching that can support Slc needs might be: explicit instruction that pre-teaches new vocabulary and breaks down explanations; scaffolding to support verbal and written responses; purposeful development of oracy skills and modelling of reading strategies. Give one minute for individual thinking and/or notes.

Allow six minutes for discussion. You may find it helpful to signal when three minutes is up so that both speakers get to share ideas.

Lead in: Keep what you have just discussed in mind as we move on.

Slide 28 Receptive language When pupils understand the language used in lessons, they are better able to: follow explanations respond to questions participate in routines make sense of new concepts Speaker notes: Time: 2 minutes [29] Purpose: To understand the role that receptive language plays in learning. Guidance: Give staff time to read the slide. Explain that: The first step in supporting Slc development can be noticing when pupils experience issues with receptive language. Teachers and teaching assistants (TAs) might initially notice that pupils with Slc needs need more time to process language in the classroom. Some pupils may also need language to be simplified. Many pupils benefit from language that is consistent

and predictable, especially when it is used for routines and expectations. They may find it easier to understand spoken instructions when they can focus solely on listening. If visual supports are used, these should complement and reinforce the spoken information rather than compete with it. We will look at visual cues later. Pauses, repetition, pace and change of register can also be helpful in helping pupils understand what they are being told. Explanations and reiteration are approaches that support receptive language. These are embedded in inclusive and high-quality teaching approaches. Using familiar vocabulary can help pupils understand explanations. New concepts are easier to learn when they build on prior knowledge, and pre-teaching key vocabulary can support understanding. However, language should not be simplified so much that it reduces access to the full meaning or complexity of the concept.

Lead in: Let’s look at an example where a teacher overcomes the tension between accessible language and pupils making sense of new concepts.

References: Education Endowment Foundation (2021). “Oral Language Interventions.” Teaching and Learning Toolkit. Available at: https:// educationendowmentfoundation.org.uk/education- evidence/teaching-learning-toolkit/oral-language- interventions Education Endowment Foundation (2019). “Improving Literacy in Secondary Schools.” Eef Secondary Literacy Guidance Emmer, E. T., & Evertson, C. M. (2012). Classroom management for elementary teachers. Sweller, J. (2010). Cognitive load theory: Recent theoretical advances. Rosenshine, B. (2012). Principles of instruction:

Research-based strategies that all teachers should know.

Slide 29 Facilitation guidance: receptive language example options The following slides are hidden so that you can choose which example to use. Remember to unhide the slide you choose before you start facilitating the session. The examples show the successful balance of the tension between a teacher using accessible language and pupils making sense of new concepts (which may inevitably expose them to new or unfamiliar words). The examples are: EYFS - minibeasts topic Primary – KS2 science Secondary – KS3 mathematics Secondary - KS4 physical education Fe – A level chemistry The final exemplification slide also has guidance for writing your own example. Speaker notes: Hidden slide – guidance

Slide 30 Early Years example Context: EYFS Topic: Minibeasts During an outdoor learning session, the children discover a snail in the garden. Mr Brown gathers the children together and encourages them to look closely, beginning by using familiar language. Mr Brown then builds on the children’s responses by introducing new language. "You're right. The snail is moving slowly. It uses a strong, stretchy part underneath called a muscular foot to help it move. The long parts on its head are called tentacles. The snail uses its tentacles to help it explore the world around it." He points to each part as he speaks, reinforcing the new vocabulary. Back in the classroom, the children use playdough to

make snail models. As they work, Mr Brown asks various questions to encourage the new vocabulary taught. The TA also supports pupils to use the language in another play context. Children are encouraged to use the new words during play, but everyday language is also accepted and gently extended. When a child says, "The snail's eyes are out," Mr Brown replies: "Yes, those are its tentacles. They help the snail explore and sense what's around it." Speaker notes: Option 1 – EYFS example Time: 1 minute [30] Purpose: To exemplify how use of language in different phases can enable or inhibit pupil learning. Guidance: Give staff time to read the slide. Explain that: This example shows a teacher and TA resolving the tension between using accessible language and pupils making sense of new concepts. This is an example of how high-quality teaching can support all pupils’ Slc development. You may wish to use the following scripting to illustrate how the teacher uses clear, accessible language while introducing the scientific vocabulary: Mr Brown begins by using familiar language such as 'Look what we've found! It's a snail'. He then asks what the children can see. They respond with 'It's got a shell. It's moving really slowly. It's got funny squiggly eyes.' When the children are using playdough to build their model snails, Mr Brown asks questions such as 'Where are the tentacles going to go? What helps the snail move?’

Lead in: Let’s also consider pupils using language themselves.

Slide 31 Primary example (receptive language)

Primary example Context: KS2 Science Topic: Evaporation and Condensation Ms. Jones is introducing the water cycle. Before the lesson, she has identified three key words that pupils will need to understand: evaporation, condensation, and water vapour. During the starter activity, she displays picture cards alongside each word and briefly explains them using familiar language. Pupils discuss the words with a partner and relate them to experiences such as seeing steam from a kettle or water droplets forming on a cold window. When teaching the main concept, Ms. Jones deliberately uses clear, accessible language while introducing the scientific vocabulary. Throughout the lesson, the new vocabulary remains visible on a word wall with simple definitions, images, and symbols. Pupils repeatedly use the terms in paired discussion, sentence stems ("Evaporation

happens when "), and a sequencing activity matching

pictures to vocabulary. By the end of the lesson, pupils confidently explain the water cycle using both everyday language and the new scientific terms. Speaker notes: Option 2 – Primary example Time: 1 minute [30] Purpose: To exemplify how use of language in different phases can enable or inhibit pupil learning. Guidance: Give staff time to read the slide. Explain that: This example shows a teacher resolving the tension between using accessible language and pupils making sense of new concepts. This is an example of how high-quality teaching can support all pupils’ Slc development. You may wish to use the following scripting to illustrate how the teacher uses clear, accessible language while introducing the scientific vocabulary: "When the sun warms a puddle, the water doesn't disappear—it changes into an invisible gas called

water vapour. We call this process evaporation. Think about when you've seen a wet playground become dry after a sunny day. The water has changed state and gone into the air.“ As pupils respond, some say, "The puddle dries up." Rather than replacing their everyday language, Ms. Jones builds on it:" Yes, you're right—it looks like it dries up. In science, we describe that process as evaporation. Let's say that word together.“ Later, she introduces condensation by holding up a cold drinks bottle covered in droplets. "Remember how water vapour is in the air? When it touches something cold, it cools down and turns back into tiny drops of liquid water. That's called condensation.“

Lead in: Let’s also consider pupils using language themselves.

Slide 32 KS3 secondary example (receptive language) Secondary example Context: KS3 mathematics Topic: Factorisation A maths teacher wants pupils to understand factorisation. The teacher explains, “Factorisation means splitting a number or expression into parts that multiply together.” She introduces the term ‘factorisation’ and related vocabulary such as factor, expression, and prime number, using simple language and visual aids. She models factorising a simple expression, narrating each step and using the new vocabulary. Pupils practise factorising expressions, with the teacher providing sentence starters and prompts: “Factorisation means…”, “The factors are…”. Throughout, the teacher and TA check understanding and encourage pupils to use the new terms, while supporting them with accessible explanations and references to prior learning. Speaker notes: Option 3 – Secondary example maths Time: 1 minute [30]

Lead in: Let’s also consider pupils using language themselves.

Slide 33 KS4 secondary example (receptive language) Secondary example Context: KS4 Pe Topic: Aerobic and anaerobic exercise A Pe teacher wants pupils to understand the terms aerobic and anaerobic exercise. The teacher situates the new terms on top of the previous lesson content on exercise intensity. She introduces the term aerobic and writes the etymology on the board: Aero – Air / oxygen and bic – Bio / life. Aerobic – life with oxygen. She explains this term further and references the type of exercise (low / moderate) that would enable our body to produce energy with oxygen. The teacher cites concrete exercise examples, building on previous learning. The teacher uses the same approach to introduce anaerobic, drawing pupils’ attention to the prefix “an” and the impact this has on the meaning of the word. Throughout, the teacher checks understanding and encourages pupils to use the new terms, while supporting them with accessible explanations and references to prior learning. Speaker notes: Option 4 – Secondary example Pe Time: 1 minute [30]

Purpose: To exemplify how use of language in different phases can enable or inhibit pupil learning. Guidance: Give staff time to read the slide. Explain that: This example shows a teacher resolving the tension between using accessible language and pupils making sense of new concepts. This is an example of how high-quality teaching can support all pupils’ Slc development. You may wish to use the following scripting to illustrate how the teacher uses clear, accessible language while introducing the scientific vocabulary: ‘Last lesson, we talked about different levels of exercise intensity: low, moderate and vigorous. Today, we’re going to learn two new words that help us understand how our bodies make energy when we exercise at these different intensities. Our first new word is “aerobic”. Let’s look at what this word means. I’ll write it on the board and break it down for you: “Aero” means air or oxygen, and “bic” comes from bio, which means life. So, aerobic means “life with oxygen”.’ Aerobic exercise is when our bodies use oxygen to produce energy. This usually happens when we’re doing low or moderate intensity activities, like jogging, swimming or cycling at a steady pace. Because we’re not working too hard, our bodies can keep up with the demand for oxygen.’ So, if you remember from last lesson, walking briskly or playing a gentle game of football are examples of aerobic exercise. Your breathing might get faster, but you can still talk while you exercise. Our next word is “anaerobic”. Notice the prefix “an-” at the start. In science, “an-” means “without”. So, anaerobic means “life without oxygen”. Anaerobic exercise is when our bodies need energy very quickly, and there isn’t enough time to use oxygen. This happens during short bursts of high-intensity activity, like sprinting or jumping. Your muscles

have to work hard, and you can’t keep going for long.

Can anyone give me an example of an aerobic exercise? What about an anaerobic exercise? How do you know which is which?’

Lead in: Let’s also consider pupils using language themselves.

Slide 34 Further education example (receptive language) Context: A Level Chemistry Topic: Enantiomers Ms Rahman is teaching her learners the characteristics of enantiomers (each of a pair of molecules that are mirror images of each other). She first recaps prior knowledge, and once she is confident this has been activated, she introduces learners to enantiomers by showing them two real examples that learners can relate to: the chemical responsible for the smell of oranges and the version of the same molecule responsible for the smell of lemons. She then explains why the molecules are different. In her explanation, Ms Rahman plans to use the word non- superimposable. She is aware that her learners will first need to understand what this word means, so they can fully understand the properties of enantiomers. Ms Rahman shares further examples to illustrate this, in order of increasing complexity. She starts with physical objects that learners can visualise, before moving on to visual representations of molecules. She also shares two non-examples. For each example, she uses questions to check understanding of key vocabulary. Further education example Speaker notes: Option 5 – Further Education example A-Level Chemistry Time: 1 minute [30] Purpose: To exemplify how use of language in

different phases can enable or inhibit pupil learning. Guidance: Give staff time to read the slide. Explain that: This example shows a teacher resolving the tension between using accessible language and pupils making sense of new concepts. This is an example of how high-quality teaching can support all pupils’ Slc development. You may wish to use the following scripting to illustrate how the teacher uses clear, accessible language while introducing the scientific vocabulary: Ms Rahman shares further examples to illustrate what non-superimposable means. She starts with objects that learners can visualise, for example, hands and feet (mirror images that do not perfectly overlap with each other if they were in the same place). She then builds on this by showing physical models of chemical molecules. Pupils work in pairs to use mirrors to observe reflections of the molecules and discuss which are enantiomers. Ms Rahman circulates and listens attentively to the discussions, checking that the word 'non-superimposable' is being used correctly. For the next set of examples, Ms Rahman shares 2D molecules, drawn on paper, intentionally increasing the complexity so she can test her learners' depth of understanding of key terms. Lastly, she shares two non-examples and asks her pupils to think about why they are non-examples. She then selects a range of learners for their views, offering them prompts if needed by reminding them of key words and previous examples.

Lead in: Let’s also consider pupils using language themselves.

Slide 35 Blank example slide (receptive language) Context:

Example should show a classroom scenario which exemplifies the successful balance of the tension between a teacher using accessible language and pupils making sense of new concepts. Points to include: explicit introduction of new vocabulary (highlighted in bold) the teacher not introducing too many new terms at once possible explanation of the etymology of a new term Blank example slide Speaker notes: Option 6 - Your own example Time: 1 minute [30] Purpose: To exemplify how use of language in different phases can enable or inhibit pupil learning. Guidance: Give staff time to read the slide. Explain that: This is an example of how high-quality teaching can support all pupils’ Slc development.

Lead in: Let’s also consider pupils using language themselves.

Slide 36 Facilitator guidance: receptive language discussion options The following slide is a hidden slide with a discussion task focussing on Receptive Language. Depending on the needs of your staff, you may choose to do this discussion task or you may opt for the discussion task on Expressive Language which is towards the end of this section of the session. Time has been allocated for one discussion task. Please choose which slide to use in your session. Remember to unhide the slide you choose before you begin delivering the session. You may wish to do both discussion tasks if you have a longer session with staff. Speaker notes: Hidden slide – guidance

Slide 37 Discussion on receptive language Discussion Focus: receptive language We need to introduce pupils to a lot of new concepts and vocabulary, but we also need to ensure this language is accessible.What are the tensions between these two goals - when do they sometimes conflict with each other? Take a minute individually to think about this. Discuss in pairs. Swap speaker after two minutes. Speaker notes: Option 1 – Discussion on receptive language Time: 5 minutes [time not stated in total until end of section] Purpose: To give staff an opportunity to think about their own teaching through the lens of expressive and receptive language. Guidance: Choose either this discussion task or the next one. Give one minute for individual thinking and/or notes. Remind staff that here the focus should be on how they have tried to use language that is accessible, and yet also supports pupils to learn the desired complexity of new content. Suggest that staff begin by considering high-quality, universal teaching approaches and then considering adaptive approaches that are more specific. Allow four minutes for discussion. You may find it helpful to signal when two minutes is up so that both speakers get to share ideas. If any pairs are struggling, ask them to think about the example given and unpick the key ideas of what the teacher in the example did.

Lead in: Let’s move on to think about the challenges that Slc can present in the classroom.

Slide 38 Expressive language When pupils can express themselves, they are better able to: build on their understanding rehearse ideas ask for help demonstrate what they know Speaker notes: Time: 2 minutes [32] Purpose: To understand the role that expressive language plays in learning. Guidance: Allow time to read the slide. Suggested scripting: In classrooms, expressive language helps teachers and teaching assistants understand what pupils have understood, express their ideas and articulate their needs. Through planned high-quality talk activities, teachers in all phases of education can help support the development of pupils’ expressive language. Opportunities to listen, speak, discuss, explain, question, and use new vocabulary can influence the speed and depth of pupils’ language development. This might mean structuring pair talk to enable all pupils to take part, encouraging pupils to build questions that help them interrogate new learning or using scaffolded sentences to encourage rehearsal of new words and sustained vocabulary development.

Lead in: Let’s look at an example of how pupils’ language can be developed through repeated, purposeful practice.

References: Education Endowment Foundation (2019). “Improving Literacy in Secondary Schools.” Eef Secondary Literacy Guidance

Slide 39 Facilitation guidance: expressive language example

options The following slides are hidden so that you can choose which examples to use. Remember to unhide the slide you choose before you start facilitating the session. The example shows a classroom situation where language develops through repeated, purposeful practice. The examples are: Primary – KS2 small intervention group Secondary – KS3 design and technology Fe – A level chemistry The final exemplification slide also has guidance for writing your own example. Speaker notes: Hidden slide – guidance

Slide 40 Primary example (expressive language) Primary example Context: a TA delivering an intervention to a small group of Year 2 pupils Topic: Focus on describing characters A teaching assistant is working with a group of four pupils who need additional support with spoken language and vocabulary. The class have been learning about describing characters in stories, with a focus on the words kind, brave, and curious. The teaching assistant begins by showing picture cards of familiar story characters and asks what the pupils know about Little Red Riding Hood. The teaching assistant acknowledges the answer and extends it by using the key word. She then asks pupils to repeat the sentence. Next, the group looks at pictures of different characters. Each child takes turns choosing a picture and explaining their thinking using a sentence stem. As the discussion continues, the teaching assistant models the vocabulary again when needed, gently correcting and extending responses as the pupils play a matching game.

Speaker notes: Example option 1 – Primary example Time: 1 minute [33] Purpose: To exemplify how language develops through repeated, purposeful practice. Guidance: Give staff time to read the slide. Explain that: This example shows a teaching assistant developing pupil language through repeated, purposeful practice.

This is an example of how high-quality teaching can support all pupils’ Slc development.

You may wish to use the following scripting to illustrate how the teacher develops pupil language through repeated and purposeful practice: The teaching assistant shows picture cards of characters from Little Red Riding Hood "Let's think about Little Red Riding Hood. What is she like?" One pupil replies, "She's nice.“ The teaching assistant acknowledges the answer and extends it: "Yes, she's nice. Another word we can use is kind. Can everyone say, 'Little Red Riding Hood is kind'?" The pupils repeat the sentence together. The TA responds to a child by saying, “he's not scared." By saying "Yes, he's not scared. We can say he is brave because he is willing to face something difficult." Here is a sentence stem I would like you to use "I think the character is brave

because " The teaching assistant encourages the

other pupils to listen carefully and ask questions using the new vocabulary if they can. Lead in: Let’s discuss how these examples might relate to our own teaching practice.

Slide 41 Secondary example (expressive language) Secondary example Context: KS3 Design and Technology In a Year 9 design and technology lesson, pupils are working on a project to design and make a simple

wooden box. The teacher introduces new vocabulary such as dovetail joint, mitre, template, and finish. Each term is modelled using materials or practical demonstrations where possible. The lesson is structured to provide repeated opportunities for pupils to listen, speak, discuss, explain, question, and use these terms. Speaker notes: Example option 2 – Secondary example Time: 1 minute [33] Purpose: To exemplify how language develops through repeated, purposeful practice. Guidance: Give staff time to read the slide. Explain that: This example shows a teacher developing pupil language through repeated, purposeful practice. This is an example of how high-quality teaching can support all pupils’ Slc development. You may wish to use the following scripting to illustrate how the teacher develops pupil language through repeated and purposeful practice: The teacher demonstrates how to create a dovetail joint, narrating each step and emphasising the new vocabulary. Pupils watch and listen carefully, noting the terms used. Pupils work in small groups to discuss the demonstration. They are encouraged to use the new vocabulary in their conversation (“What’s the difference between a dovetail and a mitre joint?”) through prompt cards. The teacher asks pupils to consider: “Why might you choose a dovetail joint over a mitre joint for this box?” Pupils respond, using the vocabulary and reasoning through their answers. Each pupil explains to their group how they plan to use a template to mark out their joints, using the vocabulary introduced. The teacher listens and provides feedback, encouraging precise language. As pupils begin their practical work, they narrate their process to a partner, using the new vocabulary

(“I’m marking out the template before cutting the dovetail joint”). Later, they write a brief evaluation of their finished box, describing the techniques and vocabulary used.

Lead in: Let’s discuss how these examples might relate to our own teaching practice.

Slide 42 Further education example (expressive language) Further education example Context: A Level Chemistry Topic: Chemical equilibrium Mr Jones wants his learners to explain the effect of changing concentration on the position of the equilibrium for a reversible reaction. He knows from previous teaching that learners struggle to express and link the key chemical knowledge correctly. He writes out a model explanation under a visualiser, narrating his thinking and underlining key vocabulary, such as equilibrium and reversible. He then writes another explanation for a different reaction and stops halfway, asking learners to finish the explanation. He reads a sample of their writing and provides feedback. He then writes out the full explanation and learners compare their responses. Mr Jones then leads the class through three more examples. This time, learners verbally share their explanations with a partner and Mr Jones listens in. When an answer lacks depth, he asks learners to say it again, using specific vocabulary or linking phrases. Learners then practise writing more explanations, which increase in complexity and demand. Speaker notes: Example option 3 – Further Education example Time: 1 minute [33] Purpose: To exemplify how language develops through repeated, purposeful practice. Guidance: Give staff time to read the slide.

Explain that: This example shows a teacher developing pupil language through repeated, purposeful practice. This is an example of how high-quality teaching can support all pupils’ Slc development. You may wish to use the following scripting to illustrate how the teacher develops pupil language through repeated and purposeful practice: Mr Jones writes a model explanation, narrating his thinking. Before he starts writing, he notes down the key vocabulary and knowledge that will go into his model. He then constructs the model, sentence by sentence. He uses different tones of voice to emphasise the key vocabulary and the key linking statements and underlines these in different colours.

He then provides a partial example. Learners draft an ending on mini whiteboards, which makes it easier for Mr Jones to quickly scan learners' writing, as he circulates the room. This allows him to give some quick feedback. As learners complete a set of independent practice, Mr Jones continues to circulate the room to scan the depth and range of responses. He gives selected learners some individual support, referring to the two model examples. The practice is designed to increase in difficulty, with learners having to make more synoptic links as they progress through the set of questions.

Lead in: Let’s discuss how these examples might relate to our own teaching practice.

Slide 43 Blank Example Slide (expressive language) Context: Example should show where an opportunity to listen, speak, discuss, explain, question, and use new vocabulary can influence the speed and depth of pupils’ language development.

Points to include: Teacher or TA Using scaffolding to support expression of ideas. Modelling their ‘thinking out loud’. Modelling the use of new vocabulary. Asking pupils to think of questions that help deepen their flexible use of new vocabulary. Blank Example Slide Speaker notes: Example option 4 – Your own example Time: 1 minute [33] Purpose: To exemplify how language develops through repeated, purposeful practice. Guidance: Give staff time to read the slide. Explain that: This is an example of how high-quality teaching can support all pupils’ Slc development.

Lead in: Let’s discuss how these examples might relate to our own teaching practice.

Slide 44 Facilitator guidance: expressive language discussion options The following slide is a hidden slide with a discussion task focussing on Expressive Language. Depending on the needs of your staff, you may choose to do this discussion task or you may opt for the discussion task on Receptive Language which is included earlier on in this section of the session. Time has been allocated for one discussion task. Please choose which slide to use in your session. Remember to unhide the slide you choose before you begin delivering the session. You may wish to do both discussion tasks if you have a longer session with staff. Speaker notes: Hidden slide – guidance

Slide 45 Discussion on expressive language Discussion

Focus: expressive language How do we already use repeated, purposeful practice to support development of pupils’ language? Take a minute individually to think about how you intentionally developed pupils’ language. Discuss in pairs. Swap speaker after two minutes. Speaker notes: Option 2 – Discussion on expressive language Time: 5 minutes [38] Purpose: To give staff an opportunity to think about their own teaching through the lens of expressive and receptive language. Guidance: Choose either this discussion task or the previous one. Give one minute for individual thinking and/or notes. Remind staff that here the focus should be on how they have thought about the language needs of their pupils and planned opportunities for purposeful practice to develop this. Suggest that staff begin by considering high-quality, universal teaching approaches and then considering adaptations for some pupils. Allow four minutes for discussion. You may find it helpful to signal when two minutes is up so that both speakers get to share ideas. If any pairs are struggling, ask them to think about the example given and unpick the key ideas of what the teacher in the example did and why it might have been successful.

Lead in: Let’s move on to think about the challenges that Slc can present in the classroom.

Slide 46 What challenges might Slc present in the classroom? What do we mean by speech, language and communication (Slc)? What role does Slc play in learning?

What challenges might Slc present in the classroom?

Slide 47 Challenges with Slc needs in the classroom active listening in oracy activities understanding sequencing in a process or explanation Speaker notes: Time: 2 minutes [40] Purpose: To exemplify how Slc needs might manifest themselves in the classroom. Guidance: this slide is animated so that each statement can be revealed alongside the explanation below. Suggested scripting: Now that we have explored the definition of Slc needs and looked at how these might impact pupils’ learning, we’ll move on to think specifically about some challenges that come from Slc needs and how we might help pupils overcome them. Let’s explore two examples. [Click] Pupils with Slc needs might find the listening element of oracy activities difficult. This could be because their communication needs make following and turn-taking in a conversation challenging, or because they are unfamiliar with the cues that help demonstrate active listening. Listening is a skill that can be taught, although some pupils with social communication difficulties will find a task like this more accessible with a pre-determined structure or scaffolding. [Click] Pupils with Slc needs may need more overt language and visual cues to follow sequential steps in a process or explanation, for example, when being shown how to answer a question with a written prompt. Without these, some pupils might struggle to identify that these are steps that should be taken in a given order. All pupils can benefit from explicit instruction and modelling of listening skills, and the intentional sequencing of language in a process or explanation. These can be especially beneficial, or even

fundamental, to pupils with Slc needs.

Lead in: Let’s look at a further example which is specific to our context. References: Education Endowment Foundation (2021). “Oral Language Interventions.” Teaching and Learning Toolkit. Available at: https:// educationendowmentfoundation.org.uk/education- evidence/teaching-learning-toolkit/oral-language- interventions Education Endowment Foundation (2019). “Improving Literacy in Secondary Schools.” Eef Secondary Literacy Guidance Sweller, J. (2010). Cognitive load theory: Recent theoretical advances. Rosenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers should know.

Slide 48 Exemplification slides The following slides are hidden so that you can choose which examples to use. Remember to unhide the slide you choose before you start facilitating the session. The example shows a classroom situation where an Slc need presents a challenge. The examples are: EYFS – story time Primary – Year 5 English Secondary – KS3 English Fe – A level chemistry The final exemplification slide also has guidance for writing your own example. Speaker notes: Hidden slide – guidance

Slide 49 Early Years primary example (Slc need presenting a challenge)

Primary example Context: EYFS Story Time The teacher gathers the children on the carpet and reads a picture book about animals. After the story, the teacher asks, “Who can tell me which animal had spots?” Most children put their hands up and call out their answers. Leo, a four-year-old with Slc needs, sits quietly at the edge of the group. He knows the answer but struggles to say the word “leopard”. When the teacher encourages him to have a go, Leo whispers a sound that is hard to understand. The other children quickly move on, and Leo looks down at the floor. He does not join in when the teacher asks the next question. Later, during free play, two children invite Leo to play in the role-play area. He wants to join in but finds it difficult to explain his ideas or ask for the toys he wants. When he tries, the other children do not understand him. They lose interest and move away, leaving Leo to play alone. Speaker notes: Example option 1 – Early Years example Time: 1 minute [41] Purpose: To exemplify how Slc needs can present phase-specific challenges in the classroom. Guidance: Give staff time to read the slide. Use the notes below to unpack the example. Why this is a challenge Leo’s Slc needs make it hard for him to take part in whole-class discussions and social play. He misses opportunities to practise speaking and listening, which are key areas of early development. The other children do not always know how to include him, so he risks becoming isolated. Without support, Leo may lose confidence and become reluctant to try speaking. What this means for practitioners: Early years practitioners and TAs can make a difference by: Allowing more time for Leo to respond and praising

his efforts. Using visual cues, gestures and objects to support understanding. Modelling simple sentences and repeating what Leo says clearly. Encouraging other children to listen and include everyone in their play. This helps all children feel valued and able to take part, whatever their starting point with speech, language and communication.

Lead in: Let’s introduce and discuss some principles that can make a difference to pupils with Slc needs.

Slide 50 KS2 primary example (Slc need presenting a challenge) Primary example Context: KS2 English In year 5, the class are working in groups to plan a short persuasive speech about reducing plastic waste in school. Most pupils are discussing ideas, taking turns and making notes. Amira, a pupil with identified Slc needs, sits quietly in her group. When her peers ask for her opinion, she finds it hard to put her thoughts into words. She struggles to find the right vocabulary and her sentences are often incomplete. As the group’s discussion moves quickly, Amira becomes increasingly withdrawn. She rarely contributes and her group, keen to finish the task, move on without her input. Later, when the teacher asks for each group to share their ideas, Amira’s group nominate her to speak. She hesitates, then gives a brief and unclear response. Some classmates look confused, and one pupil interrupts to ‘help’ by finishing her sentences. Amira looks embarrassed and does not want to try again. Speaker notes: Example option 2 – Primary example Time: 1 minute [41] Purpose: To exemplify how Slc needs can present

phase-specific challenges in the classroom. Guidance: Give staff time to read the slide. Use the notes below to unpack the example. Why this is a challenge: Amira’s Slc needs make it difficult for her to express her ideas and keep up with fast-paced group work. She misses out on contributing fully, which affects her confidence and her learning. The group task relies on verbal communication, so Amira’s challenge impacts both her and her peers’ experience. Without support, Amira may become disengaged and her peers may not understand how to include her effectively. What this means for teachers and TAs: Teachers and TAs need to notice when pupils like Amira are struggling to participate. They can plan support, such as: Giving extra time for thinking and responding. Using visual prompts or sentence starters. Setting clear roles in group work so all pupils can contribute in ways that suit them. Checks for understanding of the learning that rule out this being a barrier to contributing. Modelling respectful listening and turn-taking. This approach helps every pupil take part and learn, including those with Slc needs.

Lead in: Let’s introduce and discuss some principles that can make a difference to pupils with Slc needs.

Slide 51 KS3 secondary example (Slc need presenting a challenge) Secondary example Context: KS3 English Topic: Analysing poetry Sam has an Slc need. He struggles to process abstract language and finds it difficult to express ideas

around this using subject-specific vocabulary. In KS3, lessons increasingly require pupils to interpret figurative language, explain their thinking, and participate in extended discussions. The lesson objective is ‘to analyse a poem and discuss the poet’s use of imagery and metaphor’. The teacher reads the poem aloud and asks the pupils to discuss in pairs what images stand out and what they might mean. Sam understands that the poem is about the sky and he can pick out words that fit into the categories of ‘verb’ and ‘adjective’ but he is unable to identify what the teacher means by imagery or metaphor. Speaker notes: Example option 3 –Secondary example Time: 1 minute [41] Purpose: To exemplify how Slc needs can present challenges in the classroom. Guidance: Give staff time to read the slide. Use the notes below to unpack the example. Why this is a challenge: Sam’s Slc needs mean that whilst he can identify concrete types of language in a poem, he struggles with figurative language. Sam’s understanding of some types of concrete language (verbs, adjectives) might mask the challenges he has when things become more abstract (e.g. imagery, metaphor). The group task relies on verbal communication, so Sam’s needs might impact both his and his peers’ experience. Without support, Sam may become disengaged and his peers may not understand how to include him effectively.

What this means for teachers and TAs: Teachers and TAs need to notice when pupils like Sam are struggling to participate. They can plan inclusive approaches that help all learners, such as: Giving adequate time for thinking and responding, and more time for pupils who may need it.

Using examples and non-examples of abstract concepts.

Using visual prompts or sentence starters. Setting clear roles in group work so all pupils can contribute in ways that suit them.

You may wish to use/share the following scripting to provide further insight: Sam (quietly to his partner):�“I don’t get what ‘the shadow of the moon’ means. Is it just night?” Partner:�“I think it’s more about feeling sad or alone. What do you think?” Sam (hesitant):�“I… I don’t know.” Teacher (circulating):�“Sam, can you tell me what you think the poet means by ‘the shadow of the moon’?” Sam (struggling):�“It’s… dark. Maybe… um… night time?” Teacher (supportive):�“That’s a good start, Sam. When we think about imagery, we’re looking for ideas about feelings or moods, not just what we see. Can you try to explain how the poet might be feeling?” Sam (after a pause):�“Sad… maybe. But I don’t know how to say it.” Ms Patel:�“Thank you for sharing. It’s tricky, isn’t it? Let’s write down some words together that describe feelings. You can use these to help explain your ideas.”

Lead in: Let’s introduce and discuss some principles that can make a difference to pupils with Slc needs.

Slide 52 KS4 secondary example (Slc need presenting a challenge) Secondary example Context: KS4 Pe Topic: Analysis of performance Nishma is a very competent netball player, who competes for her school and club regularly. When performing as a Goal Attack (Ga) for her team, she

demonstrates a range of attacking strategies to beat her opponent and performs at a consistently high level. However, during practice and team talks, Nishma is very quiet and often struggles to articulate her opinion of the performance when prompted. This is impacting her ability to complete the analysis of performance component of her KS4 Pe. Speaker notes: Example option 4 – Secondary example Time: 1 minute [41] Purpose: To exemplify how Slc needs can present phase-specific challenges in the classroom. Guidance: Give staff time to read the slide. Use the notes below to unpack the example. Why this is a challenge: Whilst Nishma has the knowledge and understanding to perform during the practice and game play, she struggles to listen and respond to team discussion, where the format is fluid and unstructured. Similarly, whilst Nishma understands how to adapt her performance to outwit her opponents, she finds it hard to articulate the decisions she makes on the court with others. This is particularly difficult for Nishma when engaging with the analysis of performance component of the KS4 GCSE Pe curriculum.

What this means for teachers and TAs: Teachers and TAs need to notice when pupils like Nishma are struggling to participate. They can plan support, such as: Structuring group discussion with clear roles, even in informal settings (e.g. during team talks - allowing all players to speak but in a routine and specific order). Using modelling or ‘think aloud’ with pupils to help them identify the key aspects of their performance and why it works. Giving extra time for thinking and responding. Providing prompts or sentence starters to support

contribution to discussion.

This example demonstrates how Slc challenges can also impact pupil experience outside of the formal classroom setting – in extra-curricular clubs, break times etc.

Lead in: Let’s introduce and discuss some principles that can make a difference to pupils with Slc needs.

Slide 53 Further education example (Slc need presenting a challenge) Further education example Context: A level Chemistry Topic: Energy changes in solution Anisha’s teacher is explaining how energy changes when a substance dissolves. This is a long explanation with lots of abstract ideas, unfamiliar words and links back to lots of prior knowledge. Anisha struggles to follow the explanation and understand the key points. To keep up, she tries following the explanation in the textbook, but this makes it harder for her to concentrate on her teacher’s words. Anisha does not want to show she is struggling, especially in front of her classmates, so she does not ask her teacher to either clarify or re-explain. She decides that instead she’ll ask her friends to explain it to her in the next group work activity. All this affects her sense of competence and enjoyment of the subject. She appears low and demotivated when her teacher asks how she is getting on in the subject. Speaker notes: Example option 5 – A level example Time: 1 minute [41] Purpose: To exemplify how Slc needs can present challenges in the classroom. Guidance: Give staff time to read the slide. Use the notes below to unpack the example.

Why this is a challenge Anisha’s Slc needs make it difficult for her to understand teacher explanations. She loses track quickly when listening to complex and long explanations, especially when words are unfamiliar. She can’t remember details of previously taught concepts and is unsure how they link to the new topic. She has to be brave to engage the support of her classmates, and risks falling further behind with the next task. She feels she is not good at the subject, no matter how hard she tries. This affects her wellbeing and she slowly withdraws effort into her learning.

What this means for teachers and TAs: Teachers and TAs can make a difference by: Reactivating relevant prior knowledge before starting work on new ideas Chunking explanations into smaller parts Combining verbal explanations with visuals to provide anchors and reference points, to make the explanation easier to follow and understand Explicitly teaching new vocabulary with examples and non-examples Providing a summary of the key points and checking Anisha understands these Encouraging Anisha and praising the extra effort she is making outside of lessons to consolidate learning Setting Anisha specific practice to help her balance her time, with models and examples as supporting reference points

Lead in: Let’s introduce and discuss some principles that can make a difference to pupils with Slc needs.

Slide 54 Blank Example Slide (Slc need presenting a challenge)

Blank Example Slide Context: The added example should show a classroom situation where an Slc need presents a challenge. The example should then be discussed in terms of why this is a challenge and what this means for teachers and support staff. Speaker notes: Example option 6 – Your own example Time: 1 minute [41] Purpose: To exemplify how Slc needs can present specific challenges in the classroom. Guidance: Give staff time to read the slide. Use the notes below to unpack the example. Why this is a challenge:

What this means for teachers and TAs: Teachers and support staff need to notice when pupils are struggling to… They can plan support, such as:

Lead in: Let’s introduce and discuss some principles that can make a difference to pupils with Slc needs.

Slide 55 Inclusive teaching practices Use visual cues Model and scaffold high-quality conversations: feedback, explanations and questioning Create opportunities for oracy development Develop speech and language across the curriculum Speaker notes: Time: 4 minutes [45] Purpose: To explore some inclusive teaching practices that can support pupils to access classroom communication. Guidance: this slide is animated so that each practice can be revealed alongside the explanation below. Suggested scripting: These practices are approaches that can help support

speech, language and communication. Some are universal approaches to developing Slc, in other words they are good practice for us to be doing for all pupils (e.g. modelling, feedback, clear explanations), and some of which are things that we can do to respond to the needs of some pupils who we know have Slc needs (e.g. visual cues, thinking about how we are targeting our questions). [Click] Visual cues – Pictures, symbols, gestures and objects support learners with receptive language by making spoken information more explicit and easier to process. [Click] Model and scaffold high-quality conversations - Careful phrasing of questions and explanations can reduce language load. The use of clear and unambiguous language during explanations can help all learners (Eef, 2026). Avoiding unfamiliar words, complex sentence structures and idioms can help learners process information where these may block understanding. Pre-teach new vocabulary to prevent unfamiliar terms from inhibiting meaning. [Click] Opportunities for oracy development - Structured talk can help learners practise listening, clarify meaning, track conversations and express ideas. Linking talk to curriculum content with a clearly defined purpose supports both language and learning. Regular low-stakes conversations and informal feedback helps learners to hear, practise and develop language, while valuing their existing ways of talking. Modelling can also help pupils develop their responses over time. [Click] Develop speech and language across the curriculum - Subject content naturally builds vocabulary, sentence patterns and forms of communication such as explanation, argument and narrative. Using specific language within different subjects can help pupils build expressive and receptive language skills when literacy needs in relation to this are supported. For example, subject- specific words in maths and science, and stories or

arguments in history and literature encourage them to use complex language with a wide variety of sounds and meanings that can support broader speech development.

Source: Ambition Institute. (2026). Inclusive Teaching Framework.

Slide 56 Discussion on inclusive teaching practices Discussion In pairs, choose one or two of the practices from the menu below to discuss: use visual cues model and scaffold high-quality conversations: feedback, explanations and questioning create opportunities for oracy development develop speech and language across the curriculum How might this practice be used to help all pupils in your class(es)? How might this practice be used as an adaptation for pupils with additional Slc needs? How might the practice be used most effectively? What might make the practice ineffective? Speaker notes: Time: 10 minutes [55] Purpose: To give staff an opportunity to think about their own teaching through the lens of inclusive teaching practices. Guidance: You may wish to use the following example: Visual cues can help pupils by giving them a record of what is being said and complementing explanations or instructions with another form of communication. The cues could be on the board for the whole class, or on an individual desk for some students. Visual cues might be more likely to be effective where they are used consistently and supported by verbal communication from the teacher Visual cues might be ineffective where they are cluttered / visually overwhelming and replace verbal

communication entirely. Allow six minutes for paired discussion, then four minutes to take some ideas from the whole group. You may find it helpful to signal when three minutes is up, so that both speakers get to share ideas. If you don’t want to take whole-group contributions, allow more time for paired discussion.

Lead in: Let’s end today’s session with some reflection.

Slide 57 The following slides are hidden so that you can choose which activity to use. Remember to unhide the slide you choose before you start facilitating the session. There are two options for different reflection activities provided below – you could use one of these or edit or replace the questions to reflect the priorities, strengths and challenges in your own context. The options suggested are: Pupil-focussed reflection Lesson-focussed reflection 5 minutes has been allocated for this activity but the second one could form a longer discussion. Facilitation guidance: reflection options Speaker notes: Hidden slide: Facilitation suggestions: Optional slides in this section

Slide 58 Pupil-focused reflection Think about a pupil or group of pupils that you teach: One thing that chimes with my experience of this pupil or group of pupils is… One thing I already do that supports their Slc

development is

One thing I will try as a result of today is…

Reflection Speaker notes: Option 1 – Pupil focussed reflection Time: 5 minutes [60] Purpose: To give staff an opportunity to reflect at the end of the session. Choose either this slide or the next. Guidance: Allow time for staff to reflect on the prompt alone. Take a sample of responses from the whole group to close today’s session. Thank the staff for their participation and engagement.

Slide 59 Lesson-focused reflection Reflect on a lesson you taught recently. What instructions, complex language or new vocabulary did pupils need to understand? How did you scaffold this? How do you know the scaffolding was effective? If you taught the lesson again, what would you change to make the language more accessible without reducing the challenge of the content? Reflection Speaker notes: Option 2 – lesson focussed reflection Time: 5 minutes [60] Purpose: To give staff an opportunity to reflect at the end of the session. Choose either this slide or the previous one. Guidance: Allow time for staff to reflect on the prompt alone. Take a sample of responses from the whole group to close today’s session. Thank the staff for their participation and engagement.

Slide 60 References (1/4) Ambition Institute. (2026). Inclusive Teaching Framework.

Antalek, C., Dixon, F., Taha, J., & Esposito, R. (2025). Identifying and supporting children and young people with speech, language and communication needs: A rapid evidence review. Department for Education. Baker, E., & McLeod, S. (2011). Evidence-based practice for children with speech sound disorders: Part 1 narrative review. Language, Speech, and Hearing Services in Schools, 42(2), 102–139. Breadmore, H. L., Vardy, E. J., Cunningham, A. J., Kwok, R. K. W., & Carroll, J. M. (2019). Literacy development: Evidence review. Education Endowment Foundation. Daniel, G. R., & McLeod, S. (2017). Children with speech sound disorders at school: Challenges for children, parents and teachers. Australian Journal of Teacher Education, 42(2), 81–101.

Slide 61 References (2/4) Department for Education. (2023). Best start in life: Part 2—The 3 prime areas of learning. Gov.UK. Department for Education. (2023). Special educational needs in England: January 2023. https://explore- education-statistics.service.gov.uk/find-statistics/ special-educational-needs-in-england Department for Education, Department for Work and Pensions, & Department for Science, Innovation and Technology. (2025). Post-16 education and skills white paper. Gov.UK. Department for Education. (2026, April). SEND reform: putting children and young people first. Department for Education. (2026a, 30 June). Special educational needs in England. https://explore- education-statistics.service.gov.uk/find-statistics/ special-educational-needs-in-england/2025-26#section- primary-type-of-need Department for Education. (2026b, 06 August). 16-18 study leavers national level destinations' from '16-18 destination measures’. https://explore- education-statistics.service.gov.uk/data-tables/

permalink/8fd05062-0406-4c20-72dd-08def14588fa Slide 62 References (3/4) Dockrell, J. E., Lindsay, G., Roulstone, S., & Law, J. (2014). Supporting children with speech, language and communication needs: An overview of the Better Communication Research Programme. International Journal of Language & Communication Disorders, 49(5), 543–557. Dockrell, J. E., Howell, P., Leung, D., & Fugard, A. J. B. (2017). Children with speech language and communication needs in England: Challenges for practice. Frontiers in Education, 2, Article 35. Education Endowment Foundation. (2018). Preparing for literacy: Improving communication, language and literacy in the early years. Education Endowment Foundation. (2026). The Eef guide to inclusive teaching: Universal approaches. Law, J., Rush, R., Schoon, I., & Parsons, S. (2009). Modeling developmental language difficulties from school entry into adulthood: Literacy, mental health, and employment outcomes. Journal of Speech, Language, and Hearing Research, 52(6), 1401–1416. Lindsay, G., & Dockrell, J. E. (2012). The relationship between speech, language and communication needs (Slcn) and behavioural, emotional and social difficulties (Besd). Department for Education.

Slide 63 References (4/4) Lindsay, G., Dockrell, J. E., & Strand, S. (2007). Longitudinal patterns of behaviour problems in children with specific speech and language difficulties. British Journal of Educational Psychology, 77(4), 811–828. Organisation for Economic Co-operation and Development. (2016). Building skills for all: A review of England. OECD Skills Studies.

Snowling, M. J., Adams, J. W., Bishop, D. V. M., & Stothard, S. E. (2001). Educational attainments of school leavers with a preschool history of speech- language impairments. International Journal of Language & Communication Disorders, 36(2), 173–183. St Clair, M. C., Pickles, A., Durkin, K., & Conti- Ramsden, G. (2011). A longitudinal study of behavioral, emotional and social difficulties in individuals with a history of specific language impairment (Sli). Journal of Communication Disorders, 44(2), 186–199. Wheater, R., Kuhn, L., Classick, R., del Pozo Segura, J. M., Guevara, M. J., Harland, J., Liht, J., & Henndel Lopes, G. (2024). Survey of adult skills 2023 (Piaac): National report for England. Department for Education.

Slide 64 Closing slide