Provision Mapping – Auditing/Self Evaluation Tool
Communication & Interaction:
What do we provide to support
communication and interaction
development for all children?
Wave 1/Universal
(wave 1/universal provision)
How do we identify children who
are experiencing some delay (catch up)
or more significant delay or
difficulty (SEN) in this area?
Current Provision
Environment & Resources
Current Practice
Practitioners
The nursery environment is rich in
print and practitioners support a
rich language environment. The
Aylesbury Room offers a quiet
environment for children who
require a quiet area to think. We
have two bi-lingual children and
practitioners ensure words are
displayed within the environment
from their first language.
Communication friendly spaces are
encouraged throughout the
environment creating
opportunities for communication.
The SENCo has been on a number
of speech and language training
courses and has cascaded the
information gained to all
practitioners through a staff
meeting detailing how to support
all children with their
communication. The practitioners
use open ended questions and take
part in sustained shared thinking to
encourage conversation.
Practitioners model language and
re-cast children’s speech to extend
the language used and/or to model
correct speech pronunciation.
Practitioners carry out regular
observations on their key children
to identify any language delay.
Good knowledge of child
development makes this possible.
The EYFS and ICAN Project are both
used as a baseline for assessment.
Areas to Develop
What do we provide for children
who need some support to ‘catch
up’ in relation to their
communication and/or interaction
development?
Wave 3/SEN
Wave 2/Catch up
(wave 2/catch up provision)
What do we provide to support
children with more significant delay
or difficulty in relation to their
communication and/or interaction
development – what is 'additional to
or different from' that already
provided universally or in 'catch up'
provision?
(wave 3/SEN provision
Choice boards/books are offered in
the areas of continuous provision
to help children to express their
choices. Visual clues are displayed,
such as menu cards, to aid
understanding. Signs and symbols
are displayed throughout the
environment.
Lots of pictures are displayed
throughout the environment.
Visual routines are made available.
Talking Point resources are used
throughout the environment along
with other resources including
talking photo albums and song
baskets (to help child make
choices)
Practitioners use the ICAN Project
to support children with language
delay. They adapt their language to
support children experiencing
some delay in language
development. Targeted Learning
Plans are devised to set specific
targets and offer differentiated
provision/resources to encourage
communication and interactions.
Practitioners offer choices with
reduced options such as, an orange
or an apple, to support children
when expressing choices.
Practitioners supporting the very
young children use signs and
gestures to aid communication
Referrals are made to and advice is
sought from the Speech and
Language Therapist and also the
SEN Inclusion Teacher
Practitioners focus on developing
areas/aspects of language through
the implementation of a Targeted
Learning Plan and advice/strategies
given from the Speech and
Language Therapist. All targets and
strategies are cascaded to all
practitioners through regular team
meetings. Targeted Learning Plans
are reviewed regularly to ensure
progress is being made and current
strategies are successful. New
targets are then agreed by parents
and other professionals involved.