Speech, language and communication needs

0-5

The child shows mild difficulty with understanding language and communicating verbally and mild speech sound difficulties. They respond to simple instructions in context and uses simple language to express needs. They can sustain listening concentration for short periods. The child’s needs are met through high quality teaching.

Understanding of language

• have mild difficulty understanding instructions and everyday language and take much longer to follow instruction at sentence level. They may struggle to follow and learn daily routine

Expressive (spoken) language

• the child may have very few words at 15 months old. Their ability to join in activities, tell people things, ask questions, relate stories, and form friendships may be inhibited.  There may be a discrepancy between the child’s expressive language and verbal comprehension skills and they will need support to expressing themselves – this may be with fluency of speech in forming sounds and words or in expressing their thoughts and ideas clearly

Speech sounds

• the child may have immature speech sounds and adults may have difficulty understanding their speech without it being in context. The child may have poor oral muscle control

5-16

The pupil shows low level frequency speech, language and communication difficulties which interrupts learning in some situations. The pupil’s needs are met within their mainstream class through high quality teaching

• there is immature understanding of verbal language, with limited vocabulary beyond the everyday context.
• occasional difficulty in understanding instructions
• occasionally there are some difficulties with listening and attention 
• there is immature use of verbal language, with limited vocabulary beyond the everyday context
• some subject specific vocabulary takes longer to acquire than for peers 
• the pupil will take longer than peers to find the word they wish to use
• there are concerns about immature speech sound development
• there is inconsistent and slow progress in phonic development