Graduated Response Toolkit - Schools

Speech, language and communication skills are vital for learning and social development. Some pupils may need extra help to develop these skills. This section explains why early identification matters and how schools can provide support as part of the graduated response.

Why speech and language skills matter

Children use speech and language to:

• Understand instructions
• Express ideas and feelings
• Build relationships
• Access the curriculum

Difficulties in these areas can affect learning, confidence and behaviour. 

Early identification

Spotting concerns early helps prevent long-term impact. Look for signs such as:

• Struggling to follow instructions
• Limited vocabulary or unclear speech
• Frustration when communicating
• Slow progress in literacy

If concerns persist, use classroom strategies and seek advice from your SENCO.

The graduated approach

Schools should follow the Assess, Plan, Do, Review cycle:

• Assess the pupil’s needs using observations and assessments
• Plan targeted strategies and agree outcomes
• Do implement support consistently
• Review progress and adjust as needed

Working together

Good communication between school, parents and professionals is essential. Share strategies and keep families informed about progress.

Whole-school responsibilities for speech and language support

Supporting pupils with speech, language and communication needs (SLCN) is a whole-school responsibility. Strong leadership, clear procedures and effective monitoring help ensure every child can access learning and make progress.

School Ethos and Leadership Responsibilities

• Promote an inclusive ethos where communication is valued across the curriculum.
• Ensure speech and language development is part of whole-school planning and policies.
• Provide staff training on identifying and supporting SLCN.
• Allocate resources for universal and targeted strategies.
• Encourage collaboration between teachers, SENCOs, support staff and external specialists.

Whole-School Procedures

• Embed communication-friendly approaches in classrooms and shared spaces.
• Use visual supports, clear language and structured routines consistently.
• Share strategies with all staff, including lunchtime supervisors and teaching assistants.
• Involve parents and carers in planning and reviewing support.
• Make sure pupils with SLCN are included in all aspects of school life.

Assessment, Identification and Monitoring

• Observe pupils regularly and note concerns about speech and language.
• Use screening tools or checklists where appropriate.
• Record interventions and monitor progress through the Assess, Plan, Do, Review cycle.
• Review strategies regularly and adapt support based on outcomes.
• Seek advice from the SENCO or specialist services if progress is limited.

Key Principles

• Early identification and intervention are essential.
• Support should be consistent across the school.
• Communication between staff, families and professionals is vital.

Quality first teaching for speech, language and communication skills

Quality First Teaching (QFT) ensures every pupil can access learning. For pupils with speech, language and communication needs, QFT provides clear routines, accessible language, adapted curriculum content, and a communication-friendly environment. Staff knowledge and ongoing monitoring are essential.

Assessment, Identification and Monitoring

Spot concerns early and track progress through the Assess, Plan, Do, Review cycle.

Identify needs:

• Use classroom observation to note barriers to understanding, expression and social communication.
• Check how the pupil follows instructions, understands vocabulary, and communicates in group work.
• Gather pupil voice and parent/carer views.
• Consider hearing or health checks where relevant.

Assess:

• Use school-based tools and work samples to understand language demands in lessons.
• Identify strengths (e.g. visuals, structured routines) and barriers (e.g. rapid pace, abstract language).

Plan:

• Set clear, measurable outcomes linked to curriculum access (e.g. “uses taught vocabulary accurately in science”).
• Agree strategies, resources and who delivers them.
• Share plans with all staff working with the pupil.

Do:

• Implement strategies consistently across subjects.
• Embed language practice in everyday lessons (not only in interventions).
• Keep notes on what was tried and pupil response.

Review:

• Review on a regular cycle (for example, every 6 to 10 weeks).
• Update outcomes and strategies based on progress.
• Escalate to targeted or specialist support if progress is limited.

Curriculum Content

Make content language-accessible without reducing challenge.

• Identify key vocabulary for each topic (tier 2 and tier 3 words) and teach it explicitly.
• Pre-teach new words and concepts before lessons; revisit and apply in different contexts.
• Provide glossaries, word banks and visual definitions.
• Break complex texts into manageable chunks; highlight main ideas and supporting details.
• Use dual coding: combine concise text with diagrams, icons and examples.
• Provide models of high-quality sentences, explanations and summaries.
• Reduce unnecessary linguistic load (remove redundant information; keep instructions clear).
• Offer scaffolded tasks with clear success criteria (frames, sentence starters, checklists).

Curriculum Delivery

Use clear instruction and structured routines to support understanding and expression.

• Give short, sequential instructions; number steps and check understanding.
• Say what to do, then show it (model first; guided practice; independent practice).
• Allow extra processing time before expecting a response.
• Use consistent visual supports (lesson agenda, success criteria, task maps).
• Present information in multiple ways (oral, written, visual, practical).
• Build in retrieval and overlearning of taught vocabulary and language structures.
• Plan structured talk: think–pair–share, role cards, turn-taking, and sentence frames.
• Provide alternatives to oral responses where appropriate (pointing to visuals, selecting, writing).
• Signal transitions clearly and preview what’s next.
• Seat pupils to reduce noise and distraction; gain attention before speaking.

Communication-Friendly Environment

Create spaces and routines that make communication easier for everyone.

• Display visual timetables, routines and classroom rules; refer to them regularly.
• Use clear signage and symbols in corridors, dining halls and shared areas.
• Minimise background noise where possible; use carpets, soft furnishings and sound-absorbing materials.
• Ensure good lighting and visibility of the teacher’s face for lip‑reading and non‑verbal cues.
• Provide quiet spaces for processing and small‑group language work.
• Keep classroom layouts predictable; label areas and resources with words and images.
• Use consistent cues for listening, turn-taking and task completion.
• Make expectations explicit (what, how long, how it will be checked).

Staff Knowledge and Understanding

Build confidence and consistency across the whole staff team.

• Provide regular training on SLCN: recognising needs, classroom strategies and the graduated response.
• Share quick-reference guides for instructions, vocabulary teaching and structured talk.
• Ensure teaching assistants understand the language goals and how to scaffold without over‑prompting.
• Promote a shared approach to pre‑teaching and revisiting vocabulary.
• Encourage reflective practice: what worked, what didn’t, and why.
• Use SENCO and specialist advice to refine strategies.
• Include communication goals in performance development and lesson planning expectations.

Working with Parents and Carers

Partner with families to reinforce strategies at home.

• Share key vocabulary lists and simple home activities (talk about routines, read together, describe pictures).
• Explain classroom supports so families can mirror them.
• Provide regular, plain English updates on progress and next steps.

When to Seek Targeted or Specialist Support

Consider additional help if:

• Universal strategies are in place but progress is limited over a review cycle.
• There are significant barriers to understanding or expression affecting curriculum access.
• Social communication needs lead to persistent difficulties in group work or relationships.

Next steps may include:

• Targeted small‑group or 1:1 language programmes.
• Advice or assessment from a speech and language therapist (SALT).
• Further adjustments to teaching and environment based on specialist recommendations.

Key Principles

• Consistency: use agreed strategies across all subjects and staff.
• Clarity: keep language simple, direct and structured.
• Visibility: make routines, vocabulary and success criteria explicit and visual.
• Review: monitor impact and adapt through Assess, Plan, Do, Review.
• Inclusion: maintain high expectations and access to the full curriculum.

SEN support for speech and language in schools

When a pupil needs more help with speech, language and communication, schools should follow the graduated approach: Assess, Plan, Do, Review. This ensures support is tailored, monitored and adapted as needed.

Identification

Early identification is essential. Look for signs such as:

• Difficulty understanding instructions or classroom language
• Limited vocabulary or unclear speech
• Struggles with expressing ideas or joining conversations
• Slow progress in literacy or across subjects

Gather information from:

• Classroom observations
• Work samples
• Pupil voice and parent/carer views
• Previous assessments or health checks (e.g. hearing)

If concerns persist after Quality First Teaching strategies, consider SEN support.

Assess

Build a clear picture of the pupil’s needs:

• Use school-based assessments and language checklists
• Identify strengths and barriers to learning
• Consider the impact on curriculum access and social interaction
• Involve parents and carers in the process

Document findings and share with relevant staff.

Plan and Do

Create a support plan that includes:

• SMART outcomes (specific, measurable, achievable, relevant, time-bound)
• Agreed strategies and resources
• Who will deliver support and how often
• How progress will be monitored

Implement strategies consistently across lessons. Examples include:

• Pre-teaching vocabulary
• Visual supports and structured routines
• Extra processing time and clear instructions
• Small-group or 1:1 language activities

Record what has been tried and the pupil’s response.

Review

Review progress regularly (every 6–10 weeks):

• Check if outcomes have been met
• Gather feedback from the pupil, parents and staff
• Adapt strategies or set new targets
• Consider referral for specialist support if progress is limited

Keep records updated and share changes with all staff involved.

Key Principles

• Work in partnership with families and professionals
• Maintain high expectations and access to the curriculum
• Use the graduated approach to guide decisions

Using specialist support service for speech and language needs

Specialist support can help pupils with significant speech, language and communication needs. Schools should use these services effectively and follow clear referral pathways.

Guidelines for using specialist support

• Start with the graduated approach
  Before seeking specialist help, ensure Quality First Teaching strategies and SEN support have been implemented and reviewed.
• Work in partnership
  Involve parents and carers in discussions about specialist support. Share what has been tried and the pupil’s progress.
• Provide detailed information
  When requesting support, include:
  • Observations and classroom strategies used
  • Outcomes from Assess, Plan, Do, Review cycles
  • Relevant assessments or reports
  • Pupil voice and family views
• Follow local protocols
  Use the school’s SENCO to coordinate referrals and ensure all documentation is complete.

Referral Pathways

• Speech and Language Therapy (SALT)
  Referral is usually through the SENCO or health service. Provide evidence of interventions already in place.
• Specialist Teaching Services
  For complex needs, schools may access advisory teachers or specialist teams. Check local guidance for eligibility.
• Other professionals
  Consider referrals to:
  • Educational psychologists
  • Hearing or vision support services
  • Occupational therapists (if motor or sensory needs are linked)
• Consent and communication
  Always obtain parental consent before making a referral. Keep families informed about next steps and expected timescales.

Key Principles

• Use specialist support when school-based strategies have been tried and reviewed.
• Provide clear evidence and documentation.
• Maintain communication between school, family and professionals.