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Staff knowledge and understanding

  • Teachers have an understanding of the language needs of children in their class(es).

  • Teachers have knowledge about children’s language development.

  • Teachers are aware of the links between language and literacy development, e.g. vocabulary and reading comprehension.

  • Teachers feel confident in meeting the language needs of the children in their class.

  • Teachers adapt their language so it is not a barrier to learning.

  • Teachers are aware of the learning hierarchy and how to apply it to my planning and teaching.

  • Teachers are aware of the communication chain and how it relates to children in their class.

  • There is a visual timetable in classrooms that is referred to on a daily basis.

  • There is a working vocabulary wall in classrooms, that is regularly referred to.

  • Teachers are aware of the 3 tiers of vocabulary.

  • Teachers give children alternative strategies to communicate.

  • Teachers give the children in their class enough time to respond.

  • Teachers use various strategies to gain the attention of their class.

  • Teachers have a designated quiet area in the classroom.

  • Teachers have an awareness of the effect on their own behaviour on the class.

  • Teachers manage their own emotional well-being to maintain an appropriate work-life balance.

  • Teachers can modify their responses to children on the basis of their individual need.

  • Teachers work as part of a team with any teaching assistants they have in their classroom.

  • Teachers share planning with support staff to ensure that resources are prepared in advance.

  • Teacher share access to CPD opportunities and other support to meet language and SEND needs.

  • Teachers are able to discuss language concerns with the SENCo when required.

 

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