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Communication

Our Routes are programmes of learning that ensure relevance and purpose.  Each Route leads to identified qualifications and outcomes that enable the child and their partners an understanding of the individuals' skills, knowledge and understanding for their next steps.

At St Luke's School we seek to use a total communication approach that supports staff and pupils to communicate with each other in the most effective way. We seek to create a total communication environment by responding to the needs of individual children through amending our approaches to communication and by using a combination of methods and approaches.

St Luke's staff use a range of evidence-based teaching strategies and pedagogies including Attention Autism, PECs, Makaton, Intensive Interaction, TEACCH, and Assessment for Learning. This means that through every learning opportunity, communication and emotional regulation is our main focus and priority for all our pupils.

 

SCERTS

This is “a research-based” educational approach and multidisciplinary framework that directly addresses the core challenges faced by children and persons with ASD and related disabilities, and their families. SCERTS focuses on building competence in Social Communication, Emotional Regulation and Transactional.  We will become a whole school SCERTS model after the Autumn term, 2021.

 

TEACCH

The TEACCH approach tries to respond to the needs of autistic people using the best available approaches and methods known so far, for educating and teaching autonomy. It is not a single method and can be used alongside other approaches.

  • Teaching – sharing autism knowledge and increasing the skill level of professionals and practitioners.
  • Expanding – increasing own knowledge to provide high-quality services to people on the autism spectrum and their families.
  • Appreciating – appreciating the strengths and uniqueness of autistic culture.
  • Collaborating and Cooperating with colleagues, other professionals, people on the autism spectrum and their families.
  • Holistic – adopting a holistic approach, looking at the person, their family and community.

 

INTENSIVE INTERACTION

We use Intensive interaction approaches with pre verbal children whose communication is at an early stage of development, and who often find it difficult to engage with others. The sessions follow the child’s lead, are relaxed, and playful. The purpose is for children to enjoy communicating, improve their understanding of non-verbal and verbal communications and strengthen emotional connections and bonds with others.

 

MAKATON

Makaton is not used to replace the spoken word. Staff use signs and /or gestures to accompany the spoken word to aid the CYP understanding of what is being said. Most children use signs and gestures along with speech. A small number of children use only gestures, signs and symbols to communicate.

 

VISUAL SUPPORTS:

Objects of reference, objects; pictures; symbols

Objects, photographs and pictures are used throughout school and during all lessons to support CYP understanding and communication. Pupils use the objects, pictures or symbols to make their needs known and to share their ideas. Like, signs these are used alongside the spoken word. Pupils use visual supports in a number of ways, for example for timetables for the day, part of a day, or what is happening now and next. Pupils can use activity related choice boards to select items needed for the activity, or to choose something to eat or play with.

 

ASSISTIVE TECHNOLOGY

Children may be assessed by the Speech and Language Therapist to see if they would benefit for the use of an iPad as a communication aid.

This means that through every learning opportunity, communication and emotional regulation is our main focus and priority for all our pupils.

 

PECS

For children with limited verbal language, Picture Exchange Communication System (PECS) is an approach used to develop the child’s ability to initiate communication. It can also be extended to teach sentence construction and to build vocabulary. Children with more developed verbal communication may have difficulty in processing language.

 

SPEECH AND LANGUAGE THERAPY

The school has one Speech and Language Therapist and one Speech and Language Therapy Assistant employed by the Local Health Authority to meet the speech, language and communication needs of pupils on their caseload. St Luke's speech and language assistant (Ros Vangundy) will identify intervention and support using a range of tools for assessment, SCERTS; TALC; Communication checklist.

Reading Outcomes Framework

Activity to encourage reading for pleasure and empowerment

This activity results in positive impact on one or more of the following reading engagement outcomes:

  • Attitudes to reading

  • Awareness of reading preferences & how to choose what to read

  • Confidence about reading

  • Identifying as a reader

  • Motivation to read

  • Reading behaviour (frequency, quantity, breadth & depth)

  • Reading environment

  • Sharing enjoyment of reading

  • Understanding how to find reading materials

 

Increased reading engagement can have a positive impact on the following outcomes for individuals

Health & wellbeing outcomes

  • Mental health

  • Physical health

  • Relaxation

Intellectual outcomes

  • Attainment

  • Critical thinking

  • Focus and concentration

  • Knowledge

  • Language and literacy

Personal outcomes

  • Being open-minded

  • Creativity

  • Empathy

  • Self-expression

  • Self-esteem

Social outcomes

  • Communication skills

  • Relationships

  • Social and cultural participation

  • Understanding self and others

Success in achieving these outcomes contributes to wider positive impact in the following areas

  • Cultural

  • Economic

  • Societal

The Reading Outcomes Framework

Online Learning

  • Reading online programmes
  • Phonics programmes we use

Reading online programmes

Online Programme Key information

www.readingeggs.co.uk

Your child's teacher has the personal login and password information.

Your child's teacher has the personal login and password information.
Your child's teacher has the personal login and password information.

New game – Let's Compare | The Topmarks Blog

Topmarks.co.uk/english-games

Visual English and maths activities and games. 

School Learning Zone - Phonics Play

username: jan21

password: home

Teachers reading stories School staff reading stories.
storyberries.com Audio stories for younger readers.
Teachers' sensory stories Planning a sensory activity story.
ICT Games - Maths/English Games online that help with English and maths.

Nessy.com/uk
Reading activities that are designed for children with dyslexia.

Words for Life | National Literacy Trust | Words for Life

Wordsforlife.org.uk
Listen to podcasts. National Literacy trust.

About Storynory - Storynory

Storynory.com
Audio stories read aloud (American site).

Oxford Owl for School and Home

Oxfordowl.co.uk
Your child's teacher has the personal login and password information.

Phonics programmes we use:

St Luke's uses: Read, Write Inc.

https://home.oxfordowl.co.uk/bookshop/read-write-inc-phonics-reading-at-home/

Read Write Inc. Phonics - Ruth Miskin Phonics Training

 

The Collett School uses: Letters & Sounds

Letters and Sounds phonics | St Joseph's Infants, Birtley

https://www.discoveryeducation.co.uk/

https://www.purplemash.com/

https://www.educationcity.com/

https://www.mymaths.co.uk/

 

https://login.mathletics.com

IXL | Maths and English Practice

https://sso.readingeggs.com/

https://www.nessy.com/uk/

https://www.prodigygame.com/main-en/

https://ttrockstars.com/