My Communication,
Language & Literacy
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The Communication, Language and Literacy curriculum is designed to empower pupils to become confident, effective communicators and lifelong learners. Through personalised and meaningful learning experiences, we aim to develop each pupil’s functional communication and literacy skills so they can express themselves, interact with others, and navigate the world with increasing independence. We also seek to foster a positive and enjoyable relationship with literacy from the earliest stages.
Communication as a Core Priority
All pupils at Paddock have communication needs; therefore, communication development is central to our curriculum. We place particular emphasis on supporting early communicators by building strong foundations in engagement, interaction, and shared attention. Staff use specifically targeted programmes such as Intensive Interaction and the Curiosity Programme to nurture early communication, encourage spontaneous interactions, and develop reciprocal relationships.
We also recognise and respond to communication temptations, naturally occurring opportunities that motivate a pupil to initiate communication. Staff are trained to identify these moments and extend them, helping pupils develop intentional communication in meaningful contexts.
Our Speech and Language Therapy team works closely with class teams using a Total Communication approach to identify and use the most effective combination of communication methods for each pupil. Many pupils, whether verbal or pre-verbal, access Alternative and Augmentative Communication (AAC) systems to support expressive and receptive communication. This may include:
As many of our learners are visual processors, the use of Makaton signs, symbols, and photos alongside spoken language further supports understanding and expressive communication. We ensure pupils are always able to communicate in their preferred method, empowering them to participate confidently and independently across the school day.
Approach to Literacy We adopt a multi‑sensory approach to literacy to ensure learning is accessible, motivating, and meaningful for all pupils. Lessons may involve visual supports, concrete resources, auditory cues, movement-based activities, and sensory experiences such as exploring textured letters, using story props, or listening to stories accompanied by sound effects.
Writing
Writing skills are taught through practical, functional, and purposeful activities. Pupils engage in tasks such as writing their names, creating shopping lists, or composing simple messages, helping them understand the real-life value of writing.
Reading
Reading is taught through a flexible and individualised approach. The Little Wandle SEND programme provides a systematic and appropriately paced framework for teaching phonics, with teachers regularly reviewing progress to ensure that pupils receive the right level of challenge.
For pre-formal learners, early phonics awareness is embedded within broader curriculum activities, such as Attention Autism, music sessions, and sensory exploration, rather than through a formal programme. These experiences support the development of auditory, visual, and tactile discrimination skills, building foundations for future reading.
Pupils enjoy frequent opportunities to read and explore books throughout the day, including library visits, shared reading with adults, independent reading during self‑occupation times, and whole‑class story sessions. We want every child to develop a love of books and stories, so we make reading calm, fun and meaningful.
Our library is a quiet, welcoming space filled with books that suit a wide range of interests and abilities. We use children’s individual interests to help them choose books they will enjoy. Through our Children’s Book Project scheme, pupils can also take home books that are right for them, supporting families to enjoy reading together. We celebrate stories across the year with exciting events such as World Book Day, helping to make reading a joyful and valued part of school life for everyone.
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