Communication Overview

At Vale of Evesham, we recognise and advocate that communication is a fundamental human right. We place communication at the heart of everything we do and view every interaction as an opportunity to develop and enhance our pupils’ communication skills. 

We adopt a Total Communication approach, as outlined in our Total Communication guidance document. Pupils are offered a wide range of opportunities to develop their communication skills through both planned activities and spontaneous interactions throughout the school day. 

To support pupils in expressing their needs, feelings, and ideas, a multidisciplinary approach is often required. This draws upon the expertise of teaching staff, Speech and Language Therapists, MSI specialists, and Occupational Therapists. Staff are able to make referrals to Speech and Language Therapy at any point during the year. 

Within the school, we have two qualified Signalong tutors who provide training for all staff. These tutors offer ongoing support, helping staff to learn and use new signs linked to key vocabulary across all curriculum areas each term. We use signs and symbols alongside speech, gesture, facial expression, eye contact, and body language to support understanding. 

Signalong is designed to support spoken language, with signs and symbols used alongside speech to highlight key words and reinforce communication. 

We aim for all our pupils to establish a system of expressive and receptive communication that is appropriate for them. In doing so, pupils will access learning and develop positive social relationships. Methods of communication take many forms at the Vale of Evesham School, including:  

Intent:  

At the vale of Evesham school, we aim for our pupils to:  

Implementation:  

Alongside a Total Communication approach, all pupils at Vale of Evesham receive dedicated lessons focused on developing communication, speaking, and listening skills. This provision is highly personalised, with learning tailored to each pupil’s individual needs and curriculum pathway. 

The Early Years and Complex pathways each have their own specific documents outlining how communication is embedded within their curriculum. 

In addition, every pupil has an Individual Learning Intention for communication, which is reinforced and developed at every appropriate opportunity throughout the school day. Each child also has their own communication passport on Evidence for Learning, which details their expressive and receptive communication needs to ensure a consistent and informed approach across all staff. 

Semi-Formal Curriculum  

Communication in Semi-Formal works on Sticky Skills and Sticky knowledge. These are the set of core skills and knowledge that we want each semi-formal pupil to leave school with. These skills are broken down further within the Vale Communication Levels. This allows teachers to show entrance and exit points following each unit and over longer periods of time, it also shows clear progression in the skill or knowledge.  The skills and knowledge are outlined as follows: 

1. I can communicate my wants, my needs and for pleasure. 

2.I can engage in and navigate a range of social interactions. 

3.I can answer a range of questions. 

4.I can ask a range of questions. 

5.I can follow instructions. 

6.I can attend appropriately to a range of situations. 

7.I know a range of vocabulary. 

8.I can use a range of vocabulary. 

Semi-formal learners access one dedicated Communication lesson each week, which focuses on the Long-Term Plan. Individual SaLT (Speech and Language Therapy) targets and ILI (Individual Learning Intentions) are delivered through interventions, targeted teaching time, and within pupil-initiated learning. 

In HS2, students have the opportunity to choose the Signalong for Learners course as part of their curriculum. This inclusive and interactive course introduces students to Signalong, a keyword signing system designed to support spoken communication. 

Formal curriculum:  

Pupils who access the formal curriculum receive one dedicated speaking and listening lesson each week. These sessions support the development of social skills while providing a wide range of communication opportunities, including participation in plays, engaging in debates, and collaborating in groups of varying sizes. Communication is further embedded across the curriculum, with a strong emphasis on extending vocabulary and developing pupils’ confidence, competence, and attentiveness in both speaking and listening. 

When pupils move into High School they will access appropriate accreditation: 

Title Award Stage 
Entry Level English (Pearson Edexcel) Entry Level 3 HS2 
English Language GCSE (Pearson Edexcel) GCSE  
Signalong for Learners (This is optional) Pre Entry Level- Entry Level 2 HS2 

Strand 6 

Within Strand 6, students undertake one dedicated communication session per week, delivered in accordance with the Long-Term Plan (LTP). In addition, students continually work towards their Individual Learning Intentions (ILIs), as identified within their Education, Health and Care Plans (EHCPs). The development of communication skills is further systematically embedded across project-based learning, option subjects, and volunteering opportunities throughout the school. 

Impact 

Communication for Semi-Formal and Formal learners is assessed using the Vale Levels framework on Evidence for Learning, with assessment being continuous throughout the academic year. In addition, the TALC is used to assess pupils’ Blank Levels of Abstract Language. This assessment is completed annually during the summer term by teachers and is uploaded to Evidence for Learning. 

Where appropriate, Speech and Language Therapy (SaLT) sets communication targets throughout the year. These targets are reviewed either upon completion or when adjustments are required. While this review cycle may not align exactly with Annual Review timings, progress and any changes are discussed as part of the Annual Review process. 

To support continuity and sustained progress across the school, detailed transition processes take place during the summer term. Individual communication profiles for each learner are accessible via the Forms section on Evidence for Learning, ensuring that key information is consistently shared and used to support learners effectively. 

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