Henry Tyndale School
Learning & achieving together
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The Children
Learning is fun
Creativity
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Diversity
Well being
We all enjoy the successes of each individual
We support all our young people to gain greater independence
Always at the centre of all we do
School will create a myriad of positive experiences and memories for children
We think outside the box to find new ways to continuously raise standards
We work with parents and families to ensure the best for children.
We work to promote respect for individual differences, needs and disabilities
We create a safe & caring environment where all can be happy & ready to learn
Communication at Henry Tyndale
Communication at Henry Tyndale School
At Henry Tyndale School developing our students’ communication skills is priority for all students
Communication is a fundamental area within the school and our school visions and values are reflected in every aspect of our teaching and our students learning. The majority of our students have communication outcomes identified in their EHCP.
Our communication curriculum intent and implementation is personalised for each individual student. We have 2 communication frameworks across the school that we use to assess the students skills.
At Henry Tyndale communication involves a number of linked areas, such as supporting emotional regulation using the Zones of Regulation, sensory OT input and knowledge of how to support the regulation of sensory needs, clear and consistent routines and structures both across the schools and bespoke to classes and individual students, and the recognition of ‘behavior’ as a communicative tool. These core components together create a steadfast approach to communication where students are supported to communicate their needs, thoughts and feelings, and their voices can be heard whether this is through speech, AAC use, body language or through their actions.
Students are assessed against the relevant framework and from these assessments, EHCP outcomes, annual targets are generated for their IOPs and the learning intent devised for our medium term and daily planning
Communication strategies and learning across the school
Early Years Foundation Stage Encounter and Discover Assessment framework: EY – Communication and language Strategies Intensive Interaction, TaSSels, on body signing, Objects of reference, Choice making, Attention Autism, Pictures, Symbols, Switches for communication, Etran frame, Eye gaze, PECs, ALBs, Ipads for communication, Zones of regulation and Blank level questions |
Key Stage 2 – 4 |
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Conceptual Pathway
Conceptual Communication Curriculum Framework Listening skills Expressive skills Sensory Stories Music
Strategies Intensive Interaction Objects of reference Attention Autism TaSSels- on body signing Choice making Switches for communication Pictures Symbols Etran frames Ipads for communication ALBs
| Integrated Pathway
Henry Tyndale Communication framework Listening & Understanding Attention Aided Expressive Communication (i.e. OORs, Photos, PECS, Communication Book, iPad app) Unaided Expressive Communication (i.e. Speech, Makaton) Social Interaction
Strategies Intensive Interaction Objects of reference Choice making Attention Autism Pictures Symbols Etran frame Eye gaze PECs ALBs Ipads for communication Zones of regulation Blank level questions
| Semi-Formal Pathway
Henry Tyndale Communication framework Listening & Understanding Attention Aided Expressive Communication (i.e. OORs, Photos, PECS, Communication Book, iPad app) Unaided Expressive Communication (i.e. Speech, Makaton) Social Interaction
Strategies Intensive Interaction Choice making Attention Autism Pictures Symbols PECs ALBs Colourful Semantics Eye gaze Ipads for communication Let’s construct (Lego therapy) Zones of regulation Blank level questions Cued articulation Comic strip conversations Narrative approach
| Formal Curriculum
Henry Tyndale Communication framework Listening & Understanding Attention Aided Expressive Communication (i.e. OORs, Photos, PECS, Communication Book, iPad app) Unaided Expressive Communication (i.e. Speech, Makaton) Social Interaction
Strategies Attention Autism PECs ALBs Colourful semantics Eye gaze Ipads for communication Let’s construct (Lego therapy) Talkabout Zones of regulation Blank level questions Cued articulation Comic strip conversations Narrative approach
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Post 16 Curriculum |
Work Skills Pathway /City Guilds Group
Henry Tyndale Communication framework Listening & Understanding Attention Aided Expressive Communication (i.e. OORs, Photos, PECS, Communication Book, iPad app) Unaided Expressive Communication (i.e. Speech, Makaton) Social Interaction
Strategies PECs ALBs Colourful semantics Eye gaze Ipads for communication Let’s construct (Lego therapy) Talkabout Zones of regulation Blank level questions Cued articulation Comic strip conversations Narrative approach
| Integrated Pathway
Henry Tyndale Communication framework Listening & Understanding Attention Aided Expressive Communication (i.e. OORs, Photos, PECS, Communication Book, iPad app) Unaided Expressive Communication (i.e. Speech, Makaton) Social Interaction
Strategies Intensive Interaction Objects of reference Choice making Attention Autism Pictures Symbols Etran frame Eye gaze PECs ALBs Ipads for communication Zones of regulation Blank level questions
| Conceptual Pathway
Conceptual Communication Curriculum Framework Listening skills Expressive skills Sensory Stories Music
Strategies Intensive Interaction Objects of reference Attention Autism TaSSels- on body signing Choice making Switches for communication Pictures Symbols ALBs
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