Communication support framework – band 4 targeted provision

What is the communication support framework?

The communication support framework is a framework developed by the speech and language therapy service in Sheffield Children’s Hospital. It is based on the Communication At The Heart of the School framework (CATHS).

The communication support framework includes 6 banded levels that describe the communication skills that a child may have or be developing, and relevant recommendations for that level of development.

What does band 4 communication level mean?

A child developing at band 4 communication presents with the communication skills typical of a child aged 3 years old. Children at this stage are developing their ability to describe their environment and their experiences. Early prediction skills are beginning to emerge.

What can I do to help my child at this level?

Universal strategies to support all children at this developmental level can be found below.

• Use language that teaches vocabulary and describes what a child can see in the ‘here and now’ and emerging prediction skills.

What if my child needs more help?

Children with specialist educational needs and disabilities (SEND) with communication developing at band 4 level may be referred to as a child who is developing their language at Blank level 2 or Language Level A (naming and describing) and Blank level 3 or Language Level B (sequencing events or making predictions). They may also be referred to as a SCERTS Conversation Partner.

You should use the ideas that are in the universal strategy links above.

You should also implement more targeted approaches, for example:

• Use blank level 3 strategies to support sequencing and recall such as comic strip conversations
• Use shapes and colours to support sentence building
• Use vocabulary mats that include emotions
• Support your child’s prediction in everyday routines for example, supporting your child to predict ‘what next’, for example “the bell is ringing, is it phonics or lunchtime?”
• Sequencing activities – start with sequencing pictures and photos of events that are routine and familiar for example, first socks on and then shoes on, then move onto less familiar events for example, a story. You can take photos of your child doing a sequence such as making a sandwich, climbing a climbing frame or take screenshots of a familiar animation, and support them to put the pictures in the right order.

Your child’s school should also implement targeted language interventions:

• Pre-teaching vocabulary groups should be in place as a rolling intervention.
• Pre-teach vocabulary groups (nouns, verbs, concepts, location words, emotion words)
• Word Aware or concept cat

In addition to above, you should implement the targeted language interventions below. You should implement 1 intervention at a time using:

• Language enrichment activity programme (LEAP) – you may have an appropriate level to start the intervention from the screening tool. If not, please screen using the LEAP programme.
• Vocabulary improvement programme (VIP)

If the above recommendations are in place, and you feel that your child may require specialist support, you can:

• Discuss a referral to the speech and language therapy service with your child’s SENCO, using our specialist service referral criteria