St. Giles School
Communication Policy
Written by: Lindsay Hitchcock and Jo Borelli
Role: Communication Co-ordinator and S&L
Practitioner
Date: February 2014
Approved by Governing Body:
Committee: Curriculum
Date: June 2014
Policy review dates and changes
Review date By whom
Summary of Changes made
February 2014
Page 1 of 4
Date implemented
For review: June 2016
AIM
St Giles School’s communication policy’s ambition is to ensure that all children within school, as well
as those we support in the community, are able to fulfil their receptive and expressive potential. Staff
and supporters seek to achieve this by providing a communication friendly environment within school
that uses a total communication approach.
Introduction
St Giles School is the only special primary school in Derby. Our children’s needs include moderate
learning difficulties, severe learning difficulties, profound and multiple learning difficulties and
Autism. At St Giles we aim to create an inspiring, creative and caring environment.
Forms of ‘Augmentative and Alternative Communication’ (AAC) are used consistently within school
and are essential for some of our children with more complex communication difficulties who fall
into one of the following categories:
Expressive language group
Characterised by a large gap between the understanding of language and expression of spoken
language. Their alternative forms of communication may become the preferred means of
expression.
Supportive language group
The augmentative system is intended to function as a ‘scaffold’ to the development of a normal
mastery of speech, and to reduce the negative effects of language disorders.
Alternative language group
Characterised by both using and understanding little or no speech – these children will need to be
taught language through alternative means of communication and to be taught to use this means
of communication expressively.
The desire and motivation to communicate is actively encouraged by all staff whether it’s in the
classroom, outside environments such as our sensory garden or more communal areas such as
the dinner hall and library. Interaction between pupils and staff take varying forms and are used at
appropriate developmental levels, such as; eye-contact, gesture, vocalisations, signing, visual
support, singing and talking. Many of our children have complex profiles that can include a
significant sensory impairment; these difficulties also need to be taken into account when deciding
the appropriate communication strategies to be implemented.
Speaking and listening activities and tasks are planned into whole class sessions as well as
specific interventions that can be delivered in groups, small groups or 1:1 situations. St Giles has
a Communication Team made up of Teachers and TAs who are responsible for providing and
monitoring an effective communication provision for the children and support for their colleagues in
the classroom environment.
School Aims
As a school community we aim to:
 Encourage all communicative intent & responses through intensive interaction approaches.
 Use a multi-modal approach to promote all aspects of communication through the use of:
o Play
o Gesture
February 2014
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For review: June 2016
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Modelling
‘Objects of Reference’
Photographs
Symbol support (including PECs and communication books)
‘Makaton’ signing
Talking
Specific communication aids where required.
Intensive interaction.
Music therapy
Drama Therapy
Create opportunities using a range of experiences where children can enhance their social
communication skills with staff, their peers and others from outside of the school community.
Encourage the child to express their feelings, likes and dislikes in such a way that they can
engage.
Assess communication difficulties and link these appropriately to the child’s developmental
levels.
Work closely with Speech & Language Therapy services and when requested to share our
knowledge and good practise with other settings within the authority.
For all staff to actively encourage the transition of new communication skills into all aspects
of the child’s school day.
Promote a total communication approach into all aspects of the child’s school day.
Work closely alongside parents to help them support their child’s communication both at
home and in the wider community.
To offer safe and appropriate experiences where the children can explore the wider world
outside of school and to create opportunities where the child can use their communication
skills in new situations.
Staff Development
All staff are encouraged to continually strengthen their knowledge of all aspects of communication
and positive interactions and are therefore given opportunities to access a wide range of
communication related courses. Training courses are offered to staff regularly as well as staff
being able to request specific training in their area of responsibility.
Examples of training include:
Intensive Interaction (including at Coordinator level)
PECs workshops
‘Makaton’ workshops
Talking Partners
Whole school - Speech, Language and Communication Needs (SLCN)
Play for children with ASD
Play for children with BESD
Visual impairment training
Hearing impairment training
Interactive and multi-sensory storytelling
i pad in education
Sensory approach courses
Circle of friends for children with BESD
Social stories & ASD
Drama & special needs
February 2014
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For review: June 2016
Literacy and communication in the special school
Massage in schools
SLCN disorders in the classroom
ASD – Semantic & pragmatic disorders
How to support SLCN
BETT show (learning technology)
Drawing & talking therapy
Curriculum
Communication and language is at the heart of children’s learning. It is the foundations for all other
learning and is inter-related with all other aspects of the curriculum. The children of St Giles School
learn through a cross curricula, thematic approach and a wide range of speaking and listening
activities are planned for as part of a broad and balanced curriculum. Activities may include (but
are not limited to):
o Listening to and responding to sounds and stories
o Listening to and joining in with familiar songs and rhymes
o Listening to each other and adults
o Participating in conversations, discussions and group times
o Answering questions
o Recalling events
o Participating in role play and dramatic activities
o Visiting the library or book corner
o Visiting the local community
o Recognising and reading print in the environment
o Using and reading symbols
o Using and reading sign language
o Intensive Interaction
o Recognising own name
o Using the names of others to gain attention
Children have the opportunity to develop their language and Communication skills further through
their Child Initiated Leaning (ChIL) sessions as well as through their more formal and structured
lessons. Staff should be aware of the child’s previous learning and developmental level to ensure
activities are differentiated to an appropriate level and that they are relevant to that child’s
communication learning.
Assessment
St Giles School assess using B-squared connecting steps for all areas of learning. The speaking
and listening strand of connecting steps lends itself well to Language and Communication but
cannot be the only assessment method in place. Language and communication (unlike speaking
and listening) is not quantifiable as it can be, and often is, about the subtleties of communication
such as enjoying being with another person, understanding eye contacts and taking in turns in
sequences of behaviours. Observation is vital in assessing a child’s language and communication
level and when used alongside B-squared allows us to analyse a child’s progression more fully.
February 2014
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For review: June 2016