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Communication

Communication at Henry Tyndale

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 

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
  • Switches for communication
  • 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

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
    Switches for communication
  • 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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