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Communication, Speech & Language

The development of children’s spoken language underpins all seven areas of learning and development. Children’s back-and-forth interactions from an early age form the foundations for language and cognitive development.

The number and quality of the conversations they have with adults and peers throughout the day in a language-rich environment is crucial. By commenting on what children are interested in or doing, and echoing back what they say with new vocabulary added, practitioners will build children’s language effectively.

Reading frequently to children, and engaging them actively in stories, non-fiction, rhymes and poems, and then providing them with extensive opportunities to use and embed new words in a range of contexts, will give children the opportunity to thrive.

Through conversation, storytelling and role play, where children share their ideas with support and modelling from their teacher, and sensitive questioning that invites them to elaborate, children become comfortable using a rich range of vocabulary and language structures.

(Source – Development Matters 2021)

Hungry Little Minds

Tiny Happy People

Bottles, cups and dummies – a practical approach

Together For Devon

Health for under 5’s

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High-quality teaching is the foundation for children’s learning and development and is the starting point for any additional or different provision for children with SEN. The SEN Code of practice: 0-25 years, emphasises the importance of:
  • the responsiveness of early years settings to any cause for concern; and
  • the setting’s approach to identifying and responding to special educational needs. 

In the early years, if a child’s progress in any prime area gives cause for concern, practitioners must discuss this with the child’s parents and/or carers and agree how to support the child. Practitioners must consider whether a child may have a special educational need or disability which requires specialist support. They should link with, and help families to access, relevant services from other agencies as appropriate.

At Roborough Preschool we are committed to all inclusive practice and will ensure arrangements are in place to support children with SEN or disabilities. These arrangements include a clear approach to identifying and responding to SEN. We recognise the benefits of early identification are widely recognised to ensure we make an effective provision and improve the long term outcomes for all of our children.

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Early Help

Early Help is the extra support your family can get if you need it. It may be that you want to prevent a problem, or change things for your family before the problem gets more serious. Our preschool may be able to support you to find the right services or team of people to help you with a specific child or family problem or issue before it reaches a crisis point. Please speak to Marie or your child’s key worker, in confidence, if you would like help for any issue that is causing you and your family worry and distress.

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