Communication at Kelford

The P in our PRIDE Values stands for Pupil voice! We are committed to listening to the views of pupils and/or involving them in decision-making; at Kelford School we promote the use of modified and adapted devices to ensure ALL pupils are provided with the opportunity to express opinions and to communicate, in all aspects of their own lives.

Intent

P - Personalised

Our ultimate vision for all pupils is that they will establish a system of expressive and receptive communication in whatever form is appropriate to them.

We will support the wellbeing and development of the pupils by being dedicated to listening and including children. We encourage all forms of communication, developing a pupil’s language skills and ensuring social, emotional and academic progress.

As a community, we will adopt a total communication approach throughout the school, where pupils have access to their personalised communication tools. We are committed to ensuring that our environments match the needs of the pupils.

We will identify and develop a means of communication tailored to each pupil’s individual needs and communication styles. We are committed to ensuring we consult with the right extended services so we can meet the current needs/requirements of the pupils.  We will endeavour to work alongside families; to support language development and communication at home.

R – Right to be heard - (bill of rights)

I – Inclusive voices - Pupil parliament

All pupils are consulted, and included in decisions that affect them, by use of surveys, questionnaires, 1=1 consultation, and observations over time.

We are dedicated to ensuring we have consistent communication-friendly environments, with the correct support and tools which enable children to contribute to their own lives throughout their school day.

We listen to and respond to all forms of communication.

D – Dedicated listeners

We are a committed school, who appreciate that for children to be effective communicators, we as staff must be effective listeners and observers. We will strive to ensure that we listen and learn from the children and young people, and ensure that we have regular training on the specific requirements of the young people in our school. We understand the importance of supporting our pupils “reasons to communicate.” We provide opportunities for speech and language and communication skills by providing a supportive environment, and we strive to ensure adults are aware of the pupil’s language levels.

E - Equal opportunities

At Kelford School, we understand that a Multi -modal approach is vital and that all methods of communication are recognised and valued equally. We ensure that all pupils’ voices are heard and respected.

We will use language appropriate to the needs of the individual, to enable each pupil to communicate functionally and spontaneously to the best of their ability.

We promote opportunities for speaking, listening and communication across a broad and creative curriculum as well as during structured and non-structured times, enabling children to become articulate, confident, and independent.

Implementation

We have a dedicated communication team who support classes and the whole school community to ensure we use communication effectively and empower our wider staff team with the knowledge, skills and resources to give our pupils every opportunity to communicate to the best of their abilities. 

Communication friendly environments

• Including the maintenance, responsibility and accountably for the upkeep of all communication systems, AAC equipment, and personalised equipment.
• Communication access in all areas of school, including shared spaces, i.e. pool, dining hall, PE hall etc.
• Referral system for support, intervention and upskilling of pupils and staff.
• Makaton use, with regular updates and learning opportunities for pupils and staff.
• A robust Pupil Parliament, where the views of all pupils are listened to and respected.  Each class having their own representative.

Communication friendly classrooms

• Personalised communication systems, which are accessible at all times, including the maintenance, responsibility and accountably for the upkeep of all communication systems, AAC equipment, and personalised equipment?

• Staff, have a high level of expectations around communication and interaction, and support independence.
• Visuals - Standardised symbols – the use of boardmaker
• Objects of reference – following the three stage principle.
• Structured classrooms, following the principles of the TEACCH structure
• Staff, are aware of the values of pupil voice, PECS, intensive interaction, TAC PAC, Attention Autism, and other strategies to support communication and interaction.

Impact

• All pupils have confidence, and a successful, tried and tested means of communication which is always accessible, functional, and used in all aspects of the pupils live, in different places and with different people.
• Pupils are listened to and respected.
• Pupils strive to be independent.
• We have a successful pupil parliament which allows pupils to air their views, concerns and action elements of their own lives.
• Preparation for adulthood
• A purposeful quality of life