Understanding Spoken Language

• Compare performance with and without visual support, and with short versus long instructions — the difference is the useful information.
• Observe across contexts: whole class, small group, one-to-one, noisy and quiet, familiar and unfamiliar adult.
• Check hearing has been screened, and consider EAL, attendance and prior language experience as part of the picture.
• Gather pupil voice and family observations alongside classroom data.
• Note strengths as carefully as barriers.

Assess, plan, do, review — but begin by reviewing adult language, not the child. If teacher talk is long, fast and unsupported, tighten that first and record the impact. Many concerns soften once universal practice is secure, which also makes any remaining difficulty far more meaningful.

• Vocabulary pre-teaching linked to the coming week's curriculum, not generic word lists.
• Structured oral language and narrative programmes delivered with fidelity.
• Instruction-following practice embedded in real classroom routines.
• Adult coaching: a short observation of teacher talk with feedback on length, pace and checking.

• Track independence at the start of tasks — how often the child needs the instruction repeated.
• Compare supported and unsupported task completion over a half term.
• Pupil voice: which parts of the lesson are hardest to follow?
• Sample teacher talk periodically to check universal practice has held.

Strengths might include:

• Understands familiar language well.
• Strong visual learning.
• Good knowledge of specific subjects.
• Communicates effectively with familiar adults.
• Responds well to practical demonstrations.

Barriers might include:

• Lengthy instructions.
• Unfamiliar vocabulary.
• Rapid questioning.
• Noisy environments.
• Abstract language.

Where communication is creating a barrier to participation, check whether classroom provision already includes clear and concise instructions, visual support, vocabulary teaching, processing time, modelling, opportunities for structured talk and appropriate checking of understanding. Targeted support should be considered carefully and should have a clear purpose.

Persistent or significant difficulties may warrant discussion with relevant professionals. Weigh:

• Severity.
• Persistence.
• Impact on learning.
• Impact across contexts.
• Response to appropriate classroom adaptations.
• Pupil and family views.

After any adaptation, review: did understanding improve? Did independence improve? Was less repetition required? Did the pupil demonstrate more of what they know? Did the strategy hold across different contexts?

Improvement might look like: following instructions more independently; needing less repetition; understanding new vocabulary; responding more successfully to questions; participating more confidently in discussion; demonstrating knowledge more effectively; relying less on adult prompting; coping better with language-heavy activities.

• Identify common communication barriers across classes.
• Share effective classroom strategies.
• Support staff reflection.
• Coordinate pupil and family information.
• Review targeted provision.
• Work with relevant professionals.
• Ensure communication needs are considered alongside other areas of need.