Understanding Spoken Language

Every lesson in your school is delivered through spoken language. If adult talk is long, fast and unsupported, a predictable group of children will lose access to the curriculum — and it will often be described as behaviour. Making communication a shared standard is one of the highest-leverage inclusion decisions a leadership team can take.

• A shared model for instructions: get attention, say less, show it, give thinking time, check understanding.
• Training for teaching assistants in processing time and checking, not just repeating.
• Explicit vocabulary teaching as a curriculum expectation in every subject.
• Coaching on teacher talk as a normal part of professional development.

• Identify and sequence tier-two and subject vocabulary across the curriculum.
• Acoustic and noise considerations in classrooms, halls and dining spaces.
• Consistent visual supports — timetables, now/next, keyword displays that are used, not decorative.
• Purposeful classroom talk built into planning, not left to chance.

• Include communication access in learning walks and lesson observation lenses.
• Review behaviour data for patterns that may reflect language access rather than conduct.
• Build the speech and language therapy relationship before you need it.
• Report on oral language as a school priority, with named leadership responsibility.

Across classrooms, staff consistently:

• Use clear language.
• Explain unfamiliar vocabulary.
• Provide appropriate processing time.
• Check understanding.
• Use visuals purposefully.
• Model language.
• Create opportunities for meaningful talk.
• Recognise that communication needs can affect behaviour and participation.

• Are instructions generally clear and manageable?
• Is vocabulary explicitly taught?
• Are staff aware of the difference between hearing and understanding?
• Are pupils given appropriate opportunities to rehearse language?
• Are visual supports used purposefully?
• Does staff training address communication and language?
• Are communication needs considered when reviewing behaviour or attendance concerns?

Teaching assistants support consistency by using the same language as the teacher, reinforcing rather than replacing teacher explanations, encouraging pupils to use visual supports, giving processing time, avoiding unnecessary repetition, and prompting pupils to explain or demonstrate their understanding.

Leaders can consider communication as part of teaching and learning, curriculum development, SEND provision, behaviour, attendance, staff development and inclusion.