Create a communication friendly environment
A communication friendly environment supports the development of language and communication skills (including social communication),
This includes:
- Language is used slowly and clearly, with simple vocabulary matched to the child’s level of understanding.
- Adults position themselves face-to-face and at the child’s level to support engagement and connection.
- Verbal responses are matched to the child’s level, using no more than one or two words more than the child’s utterance.
- Use more comments than questions. Language is used to comment on what the child is doing or experiencing, with a ratio of approximately four comments to one question. Questions are differentiated to suit individual children’s language development, with a focus on open-ended questions.
- Information is given in short, manageable phrases to support understanding and reduce cognitive load. Time is given for children to process and respond, based on their age and stage of development.
- Choices are offered using visual supports (for example, “milk or water?” with pictures or objects) to support decision-making and expressive language.
- Support non-verbal communication: gestures, facial expressions, and other non-verbal cues are valued and supported as part of communication development.
- Follow the child’s lead. Language is used to follow the child’s interests and choices in play and conversation, building meaningful interactions. Language is linked to what the child is doing or experiencing in the moment to make it relevant and engaging.
- Language is repeated and expanded to support vocabulary growth and sentence development. For example, child says “car”, adult says “fast car”. When a child mixes their speech sounds, practitioners model back the correction clearly, not telling the child they are wrong.
- Use language consistently across routines and play, and the environment is designed to invite conversation, storytelling, and exploration. Opportunities for talk are intentionally built into all areas of provision, both indoors and outdoors.
- Model social interaction such as turn-taking, sharing, and greetings through adult-child and peer interactions.
- Language around staying safe (for example “stop”, “hot”, “careful”) is used clearly and consistently.
- Use strategies such as timers, ‘First, Then’ boards, and visual prompts to help children manage transitions and unexpected changes. Simple sequences are used to support understanding of routines and expectations (for example, “First tidy up, then snack”), backed up with visual cues.
- Make connections between children’s experiences and the world around them (for example “You have an aeroplane on your t-shirt—look, there’s one in the sky!”).
Use visual supports and tools
Visual supports and tools enhance the early years learning environment and help young children understand routines, activities, and expectations. Support includes:
- Choosing visuals: Depending on a child’s age and stage of development, different types of visual supports can children to make choices and communicate preferences. This often follows a developmental progression:
- Object of reference – using a real object (for example holding up a cup to indicate drink time) is typically the first stage for children who are just beginning to understand symbolic communication.
- Photographs of objects – once children begin to associate images with real-world items, photos can be used (for example to offer choices, photo of milk vs. water).
- Symbolic or drawn representations – as children develop, more abstract visuals like symbols or drawings can be used (for example PECS cards, picture symbols, or simple illustrations).
- Defining areas and supporting routines. Use visuals to label drawers, shelves, and areas of provision (for example book corner, snack area) to help children understand where things belong and what happens in each space.
- Structuring the day. A simple visual timetable should be displayed at child height and referred to regularly to help children anticipate what’s coming next (for example carpet time, snack, outdoor play).
- Preparing for transitions and changes. Use visual cues or objects of reference to signal changes in routine (for example showing a coat for outdoor play, a plate for lunchtime).
Audit and adapt the learning environment
Audit and adapt the learning environment to support attention and listening. This includes:
- Background noise is minimised to help children focus and process language.
- Spaces are kept uncluttered and clearly defined, with calm, boundaries displays that avoid overstimulation.
- Continuous provision and seating are carefully considered to promote interaction, peer modelling, and adult-child communication. Learning environments are arranged to ensure easy concentration and little distraction. For example, protected learning zones where the children are not easily distracted.
- All seven senses are considered: visual (sight), auditory (sound), tactile (touch), gustatory (taste), olfactory (smell), vestibular (balance), and proprioception (body awareness).
- Resources are positioned at child height and organised to encourage independence and purposeful talk.
- Use each child’s name to gain attention and support engagement.
- Use simple visual prompts to gain whole-group attention (for example, a stop sign or hand signal) and ensure consistency across the setting.
- Give information in small chunks. Use clear, simple language and visual cues to support understanding. For example, show a cup when offering drink choices, or use handwashing photos to guide the sequence.
SEND Code of Practice
The SEND Code of Practice states that where a child does not make sufficient progress through the usual approaches to teaching and learning, practitioners should decide on ‘additional to’ or ‘different from’ interventions.
If pupils are still attaining at a level significantly below typical developmental levels and there is evidence of an increasing gap between them and their peers, despite differentiated provision being appropriate to their needs then please refer to the Targeted Support Framework.