The Communication and Interaction (C and I) Team consists of highly qualified and experienced advisory teachers, a speech and language therapist, a pre-5 autism specialist and specialist support assistants.
We offer support, advice and guidance for children and young people where autism and speech, language and communication needs (SLCN) is the primary need.
Who we work with
We work in partnership with educational settings from 0-25, as well as individual children and their families. Where possible this is in partnership with other agencies in education, health and social care.
What we do
We enable settings to provide best practice in educational provision for pupils with autism and SLCN, including:
- high-quality teaching
- targeted group interventions
- individualised learning
We enable staff to meet the needs of pupils through whole-school development, consultancy and training. In collaboration with schools and other professionals, we support parents and carers through parent programmes for both autism and SLCN.
Direct engagement with parents and carers is always facilitated in partnership with school staff.
How to access the service
Early years settings
For Communication and Interaction Team support in an early years setting, please use our new form:
and then:
This will continue whilst we review early years service models in partnership with early years consultants, Nursery Plus and the Early Years Complex Needs Team.
Primary and secondary settings
We apologise to report that we are ceasing the submission of ‘Requests for Access (RfA) for guidance and advice to primary settings and planning meetings for our secondary settings from the Communication & Interaction Team (C&I). We are now unable to respond this term as all our available C&I consultation sessions, measured against the capacity we hold. Additionally, we will be moving to new locality and service delivery models into the new academic year.
We would ask you initially to refer to Devon’s Ordinarily Available Targeted Support Framework as your first port of call to support your graduated approach:
Devon’s Ordinarily Available Targeted Support Framework – Support for schools and settings
This framework holds a lot of advice/recommendations that you will find beneficial.
If the needs you have identified for CYP/cohorts etc still require guidance/advice you are welcome to book into a SEND Support consultation, and specific for the North Devon locality – North Devon SEND and Inclusion Drop in’s.
These are easy to book and don’t require a referral form (SEND support consultations for schools – Support for schools and settings) for South, West, Central and East localities. These are now full for this summer term, but available into the Autumn term.
For the North Devon locality – North Devon SEND and Inclusion Drop-ins. North Devon SEND and Inclusion Drop-ins FAQ’s. There remains good availability this summer term for your access to guidance/advice.
Currently teams and staff within the DCC Learning and Inclusion department are in formal consultation as part of a re-design process. We are moving to a locality based model from Sept. The aim of this is to bring about more specific and bespoke support according to the needs of the communities in each locality. Schools will experience some different ways of working, and as a leadership team we are confident that there will be a positive impact on our children and families. Please be reassured that you will have key members of DCC staff working alongside them to support inclusion, including SEND. Further details and communications will be made by DCC as we all move through this period of redesign together this term.
A Graduated Approach
The graduated approach involves a four step cycle of asses, plan, do, review. This process starts at the whole school level. Teachers are continually assessing, planning, implementing and reviewing their approach to teaching all children, making adaptations where needed. These small changes and adaptations should be informed by the schools’ ordinarily available inclusive provision offer.
The Targeted Support Framework (TSF) is designed to support schools and settings to implement a robust graduated approach for children and young people who need support that is ‘different from or additional to’ ordinarily available inclusive education. It is intended to support all staff, including class teachers, to consider the needs and barriers to learning a child and young person may be experiencing and plan and deliver effective support to meet these needs.
Requesting access to SEND support
Schools and settings wishing to access SEND support should read the guidance and submit a request for access to SEND support form.
Update – June 2025
Requests for Access to both the Communication & Interaction Team and Social, Emotional and Mental Health Team have currently ceased due to volume and capacity held as we navigate the Inclusion & Learning redesign within the local authority.
As we have been unable to offer you a C&I or SEMH consultation due to volume and capacity, we would ask you to refer to Devon’s Ordinarily Available Targeted Support Framework as your first port of call to support your graduated approach: Devon’s Ordinarily Available Targeted Support Framework – Support for schools and settings
This framework holds a lot of advice/recommendations that you will find beneficial.
Once you have then implemented strategies, and reviewed your graduated approach and still require further support, please consider access into a Send Support Consultation (SSC) or a North Devon SEND & Inclusion drop in.
These are easy to book and don’t require a referral form:
(SEND support consultations for schools – Support for schools and settings)
North Devon SEND and Inclusion Drop-ins FAQ’s.
These sessions support where the needs you have identified for CYP/cohorts etc may benefit from guidance/advice from a wider holistic lens of DCC supporting staff.
Currently teams and staff within the DCC Learning and Inclusion department are in formal consultation as part of a re-design process. We are moving to a locality based model from Sept. The aim of this is to bring about more specific and bespoke support according to the needs of the communities in each locality. Schools will experience some different ways of working, and as a leadership team we are confident that there will be a positive impact on our children and families. Please be reassured that you will have key members of DCC staff working alongside them to support inclusion, including SEND. Further details and communications will be made by DCC as we all move through this period of redesign together this term.
Resources
- SLCN training programmes: A suite of modules available face-to-face or virtual training programmes and practical resources for practitioners and those working in mainstream and specialist schools.
- The Communication Trust and consortium resources to support everyone who works with children and young people in England to support their speech, language and communication.
Training
AET professional development programmes. The AET is a partnership of a wide range of individuals and organisations focused on improving the education of children and young people with autism from the voluntary, public and private sectors.
It also actively engages with young people, parents, carers and practitioners to inform its work.