Explore the support.
Understand the fit.

Working with a young person to understand recurring difficulties, make adult and environmental changes, and review solutions they can meaningfully help shape.

Keeping plans, instructions and choices available in an understandable format, with adults checking meaning, updating changes and preserving a way to question or stop.

Responding to harm through safety, voluntary participation and practical repair, while respecting personal boundaries and keeping individual conversations distinct from whole-school programmes.

Help a young person understand and influence possible therapeutic contact. Adults make the offer clearer and more reliable, while preserving choices about whether and how to take part.

Communication partner strategies change how adults listen, wait, respond and repair misunderstandings. Explore specific partner actions that help a young person express meaningful messages through their preferred communication methods.

Augmentative and alternative communication combines methods that supplement or replace speech. Explore reliable access to personally meaningful messages, with suitable assessment, partner support, backup and independent authorship.

Providing an accurate, accessible account of a specific situation, with realistic options and adult responsibilities, while keeping the young person’s questions and choices central.

Preparing willing peers to support reciprocal communication and shared activities, with adult responsibility, meaningful roles and everyone’s experience guiding the plan and review.

Organising dependable relationships, communication and manageable routines, while keeping learning, peer connections and the pupil’s experience central to any nurture provision or review.

Speech and language support begins with a specific communication purpose. Distinguish assessment, direct intervention and everyday access, and review meaningful communication alongside learning, effort and the young person’s experience.