Issue 4, Page 2-3: Supporting the Support Staff
Guidance on making the best use of TAs by Jo Chessum. I have had the privilege of sharing my classroom with some of the most creative,...
Read moreIssue 4: Speech Link
Assessment and intervention programme for speech difficulties I’m concerned about a pupil’s speech. ASSESS 15 min. assessment identifies which sounds to work on. Run by support staff. Who...
Read moreIssue 3, Page 10-11: Speak Up
Derry Patterson considers the impact of speech sound difficulties on both pupils and adults. Imagine for a moment it is the first day back after the...
Read moreIssue 3, Page 8-9: How EAL friendly is your school?
Heather Stevens looks at the importance of considering the emotional and social wellbeing of new EAL pupils. On a recent trip to Greece I stopped at...
Read moreIssue 3, Page 6-7: Language Link: Supporting language in the classroom
Sarah Wall introduces Language Link and explains how it can work alongside the new SEND Code of Practice. From September 2014 the new SEND Code of...
Read moreIssue 3, Page 4-5: Talking for different purposes
Jo Chessum reviews how the new Primary National Curriculum for English promotes talking for different purposes. I have to admit, I was worried. Worried that the...
Read moreIssue 2, Page 8-9: Teacher Talk
Sarah Wall explains how teachers can adapt their talking to support children with SLCN. Teachers today face a bewildering array of classroom resources and multimedia packages....
Read moreIssue 2, Page 6: How Communication Friendly is your classroom?
Heather Stevens explores ways to maximise the classroom space to support language development. If a stranger walked into your school what would be their first impression?...
Read moreIssue 2, Page 4-5: Case Notes: Speech and Language Development
When it comes to speech and language development, it can be difficult to know what to look for, and what steps to take in your...
Read moreIssue 2, Page 10-11: Listen Hear: Engaging parents and pupils
Derry Patterson considers some creative ways to involve parents and pupils in target setting. Most practitioners would agree with involving parents and pupils in decisions. Listening...
Read more