Developing Early Language and Communication

Early language is the single most important factor in influencing literacy levels at age 11. More important than behaviour, peer relationships, emotional wellbeing, positive interaction and attention. Vocabulary at age 5 is also linked with wider outcomes in mental health and employment in adulthood

At Kingmoor Nursery and Infant School we place a strong emphasis on children developing competence in speaking and listening and acknowledge that all other areas of learning make a vital contribution to the successful development of communication. 

All of our adults have received training in high quality adult interactions We use the SHREC approach and have some staff who are trained in Learning Language and Loving it (LLL hanen) as part of an EEF trial.

Language and communication is nurtured and developed through

•    children being exposed to daily high quality texts, rhymes and poems
•    key vocabulary being planned for
•    high quality interactions between both staff and children and children and children is scaffolded (staff are trained in the ShREC and LLL Hanen approaches)
•    high quality role play within the indoor and outdoor ensures that children can use and develop language effectively 
•    Partnership working with parents and carers
•    Partnership working with external agencies such as Speech and Language Therapists  
•    Identified target support for children such as ‘Time to Talk’ and ‘Nuffield Early Language Intervention’ 

Staff will always be a good role model for spoken language. Daily routines model vocabulary and allow the chance for children to begin to join in as they develop and extend expressive language. Through interactions and observations staff will know how to interact and model vocabulary so that it is matched to children’s individual next steps. For example, those children who are working at 1 word level to those children who are working at more complex language. Every opportunity such as meal times, story times, etc is used to enhance language development within our school. Highly skilled staff use stories, poems, rhymes and songs as a catalyst for children to explore and learn new vocabulary. We also place high value on quality interaction between peers to develop social language. High quality role play significantly impacts and develops language and communication.  When children are interacting together they learn new words and expressions from those around them. Child begin to discover the most effective words to get their point across to their friends. As they use new words they become confident communicators and subsequently learn to listen to others. Staff model the use of language and provide further opportunities to extend children’s language skills through quality interactions. 

Interventions 

We recognise that some children have specific language needs and in order to make progress require additional support alongside quality first teaching. Children identified as requiring additional support will then either be referred to Speech and Language Therapy Services or take part in interventions programmes such as 

•    Time to talk 
•    'Helping young children to listen'

•    'Helping young children to speak with confidence'
•    NELI (reception) 

• We have staff training in the EEF funded LLL hanen approach.