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What do we mean by minimally speaking?

A minimally speaking pupil is a child or young person who uses very limited spoken language to communicate.

This may mean they speak only a few words, use speech inconsistently, or rely more heavily on other forms of communication such as sounds, gestures, signs, symbols, or communication devices.

Some children may not be using any words at all but the strategies and advice within this pack will still be suitable

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About this support pack for schools and settings…

This guidance document is designed to be used alongside the range of tools, resources and training within the pack to ensure schools and settings have a starting point when working with pupils who are minimally speaking.
It has been produced collaboratively by speech and language therapists and specialists across Kent using the Balanced System® outcomes for speech, language and communication to help schools to identify and meet pupil needs.
The aim is to help schools get support in place quickly for minimally speaking pupils, especially if staff have had little or no experience of working with pupils with this level of communication difficulty.

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About this support pack for schools and settings…

This guidance uses a four-phase cycle to support schools in reviewing, enhancing their provision, and driving better outcomes

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Remember: All Communication Matters

All forms of communication—whether spoken, signed, gestured, written, or through technology—are equally valid ways for a pupil to express themselves.
Communication is about connection and understanding, not about the method used; valuing every form ensures that pupils feel heard and respected.
When staff respond to all communication with equal importance, they foster inclusion, dignity, and trust, which are essential for emotional and educational development.

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UNDERSTAND: your provision and your pupils

Environment

Activities & Interventions

Workforce Development

Identification

Family Support

Do families understand the needs of their child?

Do families have the information and resources to meet their child’s needs?

Do staff understand the child’s unique strengths and challenges?

Do staff know when to ask for more support?

Are there a range of visuals / supports in place to help children understand and express themselves?

Are there a range of strategies and interventions being used to help children develop their speech, language and communication skills?

Do staff know what typical language development looks like?

Do staff have the confidence to use the resources and strategies to support children?

PLAN: next steps to develop your provision

DO: implement changes

REVIEW: what difference did it make?

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IMPACT

Why make these changes?

Hear from a Balanced System Accredited Early Years Setting who implemented changes to respond to the increasing needs coming into their setting and the difference this has made to their children.

Abacus Nursery visual supports.mp4 - Google Drive

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UNDERSTAND YOUR PROVISION

Review your provision

All schools and settings will already have a range of universal provision in place which supports communication for all pupils. Some of this is essential to ensuring minimally speaking pupils can thrive.
Review your provision using the Universal Strategies: Minimally Speaking Children (1) document (informed by Mainstream Core Standards and Starting Strong: for Early Years Children in Kent
What do you have in place?
Where are your gaps?

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UNDERSTAND�PUPIL NEEDS��

How do we know where a child is at with their communication so we can plan our support for them?

There are many ways to explore and understand pupils’ communication needs. This pack introduces a simple model that helps schools quickly reflect on where, why, and how pupils communicate—so they can meet each child at their current level and plan meaningful next steps.
To communicate effectively, everyone needs three key things:

Means or a way to communicate (like speech, signs, symbols, or devices)
Reasons to communicate (such as asking for help, sharing ideas, or connecting with others)
Opportunities to communicate (chances throughout the day to express themselves and be understood)

This is known as the Means, Reasons, and Opportunities model. It’s a helpful framework for understanding and supporting how children and young people communicate in everyday life.
The means, reasons and opportunities will be different for every pupil.

This isn’t about a diagnosis—it’s about understanding a child’s unique strengths and challenges so we can plan the most effective support for them.

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Visit this link to see Means, reasons and opportunities model of communication

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REASONS��Some reasons for communication are easier for pupils than others��Once you have identified what your pupil can do, you can identify the next step�

REASONS

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MEANS��There are lots of ways a child can communicate��Some of the ways pupils express wants and needs may be challenging ��It is important to view behaviour as a form of communication��

What is emotional regulation?

Emotional regulation is the ability to recognise, understand, and manage our emotions in a healthy way.
For children, this means learning how to calm down when upset, express feelings appropriately, and recover from emotional setbacks.

What does this mean for children with communication difficulties?

Children who are minimally speaking are more likely to struggle to regulate their emotions because they can’t express themselves.
This may lead to dis-regulation which could display in different ways:

Fight: The pupil may become physically or verbally aggressive, shout, hit, throw objects, or show defiance. This is often a response to feeling overwhelmed or unsafe and is an instinctive response.
Flight: The pupil might try to run away, hide, leave the classroom, or avoid eye contact and interaction. They may also shut down or disengage from tasks or people.
Freeze: The pupil may become very still, silent, or appear “switched off.” They might not respond to instructions or questions and could seem spaced out or disconnected
Fawn: The pupil may become overly compliant, eager to please, or agree with everything—even if it’s not what they want. This can be a way to avoid conflict or stay safe by blending in.
Flip (Deflect with humour): When a pupil feels stressed or uncomfortable, they might use jokes or silly behaviour to distract from the situation. It’s a way of coping or protecting themselves when things feel too intense

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OPPORTUNITIES��Communication happens in all areas of school and settings, not just the classroom!��

Ensure communication tools are available throughout the school day in all areas and at home.
Lanyards and communication boards give children immediate access to vocabulary, helping them express needs, feelings, and choices without delay. These tools reduce frustration and promote independence by making communication visible and accessible.
Staff training ensures that all adults understand how to recognise, respond to, and support different communication methods. When staff are confident and consistent, children feel safe and understood, which encourages more frequent and meaningful communication.

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OPPORTUNITIES��Think about everyone who helps pupils communicate ��Where is communication working well?

Support at home reinforces communication strategies used in school and settings, creating consistency across environments. When families are involved and informed, children are more likely to generalise their skills and feel empowered to communicate in all areas of life.
Peers play a powerful role in helping a pupil feel accepted and understood. When children learn that communication can look different - like using signs, symbols, devices, or gestures - they become more patient, responsive, and inclusive. Teaching peers to wait, listen, use shared tools (like lanyards or visuals), and celebrate all forms of communication which helps build friendships, reduce frustration, and create a classroom where everyone belongs.

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�Identifying next steps…��Find reasons, strategies, people or places which motivate and enable communication. Use this as a foundation to build on.

What’s working well

MEANS (how) – are there any strategies they use consistently, like pointing, vocalisations, facial expressions?

REASONS (why) - what motivates them to communicate? Is it key people? Is it favourite activities?

OPPORTUNITIES (where, when, with whom) – are there times, people or places where communication happens most effectively?

What’s not working well

How can we help children use the same helpful communication strategies in different places and situations, so they can express themselves more easily?

How can we use things that motivate children to help them build their communication skills, knowing they’re more likely to join in when they’re interested?

What can we learn from the places or people where children communicate more easily, and how can we use that to make other situations easier for them too?

The tools and examples below show how you might use this framework to help identify next steps for a pupil

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COMMUNICATION SNAPSHOT: School / Home /

Setting

OPPORTUNITIES:

when, where and with whom is communication happening?

MEANS:

How am I communicating?

MY NAME

What does this tell us about my communication?

What is the next step to develop my communication?

REASONS:

Why am I communicating?

What’s working well
What’s not working well

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4.Identification

5.Activities / Intervention

3.Workforce Development

2.Environment

1. Family support

Planning for next steps in communication….

Next Step:

Name:

Date:

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COMMUNICATION SNAPSHOT: School / Home /

Setting

OPPORTUNITIES:

when, where and with whom is communication happening?

MEANS:

How am I communicating?

MY NAME

ABC

What does this tell us about my communication?

I can show when I like something
I can ask for an activity by moving an adult to where I want to go

What is the next step to develop my communication?

To request a favourite activity using a visual

REASONS:

Why am I communicating?

What’s working well
What’s not working well

Pulls adult to the water play area, smiles

squeals and claps

I want to do this activity

I like this activity

Water area in outdoor area with trusted TA during child-initiated play

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4.Identification

Staff to observe behaviour and responses each week and review what worked / what didn’t

5.Activities / Intervention

Staff to offer and model choosing of and activity using visuals.

Staff model language on communication board related to favourite activity

3.Workforce Development

Staff to watch ‘using visual supports’ on The Pod

2.Environment

Visuals of different activities to choose from

Communication board for easy access in water play area

1. Family support

Create visuals of favourite activities at home to encourage choice making. Share progress in home school contact book

Planning for next steps in communication….

Next Step: To request a favourite activity using a visual

Name: ABC

Date:

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COMMUNICATION SNAPSHOT: School / Home /

Setting

OPPORTUNITIES:

when, where and with whom is communication happening?

MEANS:

How am I communicating?

MY NAME

ABC

What does this tell us about my communication?

I find the transition into the classroom difficult
I cannot express why this makes me unhappy

What is the next step to develop my communication?

To engage with a predictable routine or support strategy with help from a trusted adult.

REASONS:

Why am I communicating?

What’s working well
What’s not working well

Outside - Running away and hiding

Inside - Pushing other pupils, throwing items, ripping displays.

I am not happy

Coming into class from playtime

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4.Identification

Staff to observe behaviour and responses to transitions each week and review what worked / what didn’t

5.Activities / Intervention

Staff to use transition visuals and timers to prepare for the end of playtime

3.Workforce Development

Staff to watch ‘using visual supports’ on The Pod

2.Environment

Lanyards and timers ready in the playground for use at transition

1. Family support

Transition visuals and timers to be used at home to mirror strategy used in school

Planning for next steps in communication….

Next Step: To engage with a predictable routine or support strategy with help from a trusted adult.

Name: ABC

Date:

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COMMUNICATION SNAPSHOT: School / Home /

Setting

OPPORTUNITIES:

when, where and with whom is communication happening?

MEANS:

How am I communicating?

MY NAME

What does this tell us about my communication?

I find the transition into the classroom difficult
I cannot express why this makes me unhappy

What is the next step to develop my communication?

To engage with a predictable routine or support strategy with help from a trusted adult.

REASONS:

Why am I communicating?

What’s working well
What’s not working well

Outside - Running away and hiding

Inside - Pushing other pupils, throwing items, ripping displays.

I am not happy

Coming into class from playtime

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4.Identification

Staff to observe behaviour and responses to transitions each week and review what worked / what didn’t

5.Activities / Intervention

Staff to use transition visuals and timers to prepare for the end of playtime

3.Workforce Development

Staff to watch ‘using visual supports’ on The Pod

2.Environment

Lanyards and timers ready in the playground for use at transition

1. Family support

Transition visuals and timers to be used at home to mirror strategy used in school

Planning for next steps in communication….

Next Step: To engage with a predictable routine or support strategy with help from a trusted adult.

Name:

Date:

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PLAN and DO

This section offers key information and resources to help you strengthen your provision and put tailored support in place based on the needs and gaps you've identified.
If you responded NO to any of the questions at the start of this presentation, you'll find guidance, tools, and training here to help you take the next steps in supporting minimally speaking pupils.
All resources and online training materials referenced in this pack are assigned corresponding numbers or letters. They are fully listed and accessible in the Appendices section at the end of this presentation

Next steps to develop your provision

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FAMILY SUPPORT

Do families understand the needs of their child?

Use the Communication Snapshots to help families understand how, where and why their child is communicating. This helps everyone understand what’s working well and where support is still needed.

Help families to understand the basics of communication development and how to support their child at home using the videos below.

Do families have the information and resources to meet their child’s needs?

A contact book helps pupils by giving staff and families a clear way to share important information about the child’s needs, preferences, and communication style.

It supports consistency, reduces frustration, and helps build stronger relationships around the child.

Share key training, resources and strategies with home

INFORMATION / TRAINING VIDEOS

Communication workshop - Let's get communicating workshop: Helping your child’s communication to develop (A)
Early Interaction workshop: Helping your child's interaction skills (B)
Using Visual Supports (C)

The Pod: Early Language and Communication

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ENVIRONMENT

Are there a range of visuals / supports in place to help children understand and express themselves?

COMMUNICATION BOARDS (4)

Core (words we use every day)
Topic (words related to an activity)
Instruction leaflet on how to use (including links to training)

LANYARDS (5)

Core words
Transition (words to show changes in routine)
Instruction leaflet on how to use (including links to training)

Also see the ACTIVITIES / INTERVENTION page to see how adults can adapt the environment through their interactions with pupils

INFORMATION / TRAINING VIDEOS

Communication Board (D)
10 top tips for supporting children with communication aids (E)

The Pod: Augmentative and Alternative Communication (AAC)

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WORKFORCE DEVELOPMENT

Do staff know what typical language development looks like?

Prime Importance of Communication and Language (F)

The Education People - in depth training with lots of context

Communication workshop - Let's get communicating workshop: Helping your child’s communication to develop (A)

The Pod – shorter but gives the basics staff need to know

Do staff have the confidence to use the resources and strategies to support children?

Early Interaction workshop: Helping your child's interaction skills (B)
Using Visual Supports (C)

The Pod: Early Language and Communication

Behaviours that Challenge (G)

Dingley’s Promise – training is free for those working with EY children in Kent. Use the training finder to sign up

Also see the ACTIVITIES & INTERVENTIONS page to see how adults can adapt their interactions with pupils

INFORMATION / TRAINING VIDEOS

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IDENTIFICATION

Does everyone know what the next step of progress looks like?

Do staff know when to ask for more support?

Short term – use the Communication snapshots (2) to help build up a picture and plan next steps (3)
Consider the use of a one page profile (6) to share key information with all staff
Longer term – track ongoing progress towards milestones using Small steps of Progress Tracker SENIF page KELSI

Also see the WORKFORCE DEVELOPMENT page to see information videos for adults to help them understand typical language development

Do staff know what small steps they are working towards?
Do staff know what success might look like – especially when progress might be slow?
Are there systems in place for staff to raise concerns – do they know who to talk to?

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ACTIVITIES & INTERVENTION

Are there a range of strategies being used to help children develop their speech, language and communication skills?

There are lots of ways to support minimally speaking pupils, but this section focuses on simple strategies staff can use during everyday activities.

It’s not about doing more — it’s about making what you already do accessible by adapting the environment and how you interact with pupils.

KEY STRATEGIES

Poster: CHILD - Strategies to support communication development (7)

Information leaflet: Top Tips for modelling Augmentative and Alternative Communication (AAC) (8)

Also see the ENVIRONMENT and WORKFORCE DEVELOPMENT pages to see how adults can ensure activities can be adapted to meet pupil needs

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IMPACT

How do we know we are making a difference?

Celebrate progress!

When pupils, staff, and families see that strategies are making a difference, they’re more motivated to keep going and build on success.

Engagement tracking

Monitor how often and how long the pupil participates in activities, even non-verbally (e.g. eye gaze, gesture, proximity).

Use of communication tools

Record how consistently the pupil uses visuals, gestures, signs among other communication strategies to express needs or thoughts.

Response to routines

Note improvements in transitions, following instructions, or anticipating classroom activities.

Peer interaction

Observe any increase in social engagement, even if it's through shared attention or parallel play.

Emotional regulation

Track changes in how the pupil copes with challenges or expresses discomfort.

Here are some ways to check if the changes you’ve made are making a difference. This might be collected through data, observations, staff feedback, and family / pupil voice.

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Follow up…

If you have noticed any errors or feel there is anything which could be done to improve this support pack, please contact us at SLCN@Kent.gov.uk with “EY Pack Feedback” in the subject line.

If this pack and the resources have made a difference, please drop us a message and let us know!

Feedback…

Remember – if you are still struggling and need more advice to contact your NHS Link Speech and Language Therapist or Early Years Quality Advisor

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APPENDIX 1 - List of Resources

1. Universal Strategies: Minimally Speaking Children	https://drive.google.com/file/d/1dyZxdXpb_SlrisvyQLqkr0O3sn1lBgF3/view?usp=sharing
2. Communication Snapshot	https://drive.google.com/file/d/1ZrU-FrcQOK0xDpzFqZCijlmPlaAGBe9j/view?usp=sharing
3. Planning for next steps in Communication	https://drive.google.com/file/d/1i8DzbtrPIZOujmzwB888oeqi0c8UcbrL/view?usp=sharing
4. Communication Boards:
Instructions for communications boards	https://drive.google.com/file/d/193_h3283xsJc07Pz-jUEe7i46SC0tufM/view?usp=sharing
Core Communication Board - Stage 2	https://drive.google.com/file/d/1QYGGbXC4moDADEXuAAnCJuv0FyxaIoYu/view?usp=sharing
Core Communication Board - Stage 3	https://drive.google.com/file/d/1oWFbUgVrjQI3koRCZy14nnGtvI7lI1ww/view?usp=sharing
Ball Play	https://drive.google.com/file/d/1URzRfxYCPYtJEDm_STIobI8OHeYLxSf_/view?usp=sharing
Craft	https://drive.google.com/file/d/1gCSzPzXTRwW0P_cw3B4rPDG3CZsaQ0BP/view?usp=sharing
Home Corner	https://drive.google.com/file/d/1zdEzBKcKvc6YidZT8qU_8C-5bIq9dKxt/view?usp=sharing
Lego	https://drive.google.com/file/d/1dmgPBfWhFTYG6z0J4GBQ8wEDtIcwAoSY/view?usp=sharing
Nursery Rhymes	https://drive.google.com/file/d/1flhCQlNiF3VrY9yogxkQeK2PHhkZp6xq/view?usp=sharing
Playdough	https://drive.google.com/file/d/1IqJK15VTFmC2dzChcihiPRoPpn5hBQlU/view?usp=sharing
Sand	https://drive.google.com/file/d/1CKb74hrtrJQqvpI0I15Pp5kidAlm2Sd5/view?usp=sharing
Snack	https://drive.google.com/file/d/1PZGnQrfO8L00uttTH1oLqDrM0LBPR_Du/view?usp=sharing
Water play	https://drive.google.com/file/d/1Ne46isq5iStakvT_m5qtleyGfPvTLAmS/view?usp=sharing

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APPENDIX 1 - List of Resources

5. Lanyards:
Instructions for Core Vocabulary Lanyard	https://drive.google.com/file/d/1K2Vfhzym_zjMh5DA1cYs3fX7b28eqJVy/view?usp=sharing
Core vocab lanyard with symbols and Makaton Signs	https://drive.google.com/file/d/1pPSrxyeNVxswn8Ck1SiRy34RV2r5lkYz/view?usp=sharing
Instructions for Transition Lanyard	https://drive.google.com/file/d/1FvjJ9KcxC8aTxPjqOWDQFe_zR5j0DqGW/view?usp=sharing
Transition Lanyard with symbols	https://drive.google.com/file/d/1TZ4XL5LUPkGpVQKxyUhRW55i7VJsCB3h/view?usp=sharing
Transition Lanyard – editable photos of school – please ensure you click download when opening this	https://drive.google.com/file/d/1IEDgt1GlR6lzDTzj6NbAp4_EQVO70xJq/view?usp=sharing
6. One page profile example	https://drive.google.com/file/d/1t-EwHyOKEI9FhbO8V4eGDWSsYuRHgqYL/view?usp=sharing
7. CHILD Strategies to support communication development	https://drive.google.com/file/d/1KqwgwydAUsqL_NQwlrtvhf0HuLFMjXXp/view?usp=sharing
8. Top Tips for modelling Augmentative and Alternative Communication (AAC)	https://drive.google.com/file/d/1TVs3zrbzHj1JOuH-NWQzmvjizh2zK_pD/view?usp=sharing

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List of online training / Information

Communication workshop - Let's get communicating workshop: Helping your child’s communication to develop
Early Interaction workshop: Helping your child's interaction skills
Using Visual Supports

The Pod: Early Language and Communication

Communication Board
10 top tips for supporting children with communication aids

The Pod: Augmentative and Alternative Communication (AAC)

F. Prime Importance of Communication and Language

The Education People

G. Behaviours that Challenge

Dingley’s Promise training is free for those working with EY children in Kent. Use the training finder to sign up

H. Small steps of Progress Tracker

SENIF page KELSI

APPENDIX 2 - List of online training / information