Our Offer

At Ribbleton Avenue Methodist Junior School, we understand that some children may experience difficulties with communication, understanding language, expressing themselves, social interaction or interpreting social situations.

Children with Communication and Interaction needs may require additional support to help them access learning, build relationships, develop confidence and communicate successfully within school life.

We aim to identify needs early and provide an inclusive, supportive environment where children feel understood, valued and able to succeed.

High-quality adaptive teaching is the first step in supporting children with Communication and Interaction needs. Staff carefully adapt communication, teaching approaches and classroom environments to reduce barriers and support participation.

Support may include:

• Structured classroom routines
• Visual timetables and now/next boards
• Visual prompts and dual coding
• Simplified and chunked instructions
• Additional processing time
• Explicit vocabulary teaching
• Talking partners and collaborative learning
• Use of social stories
• Prompt cards and checklists
• Quiet workspaces where needed
• Reduced use of abstract language
• Multisensory approaches to spoken language
• WellComm interventions
• Colourful Semantics interventions
• Speech and language interventions
• Communication-friendly classroom environments

Children may receive support through:

• Classroom adaptive teaching
• Small-group interventions
• Individual Education Plans (IEPs)
• Speech and language programmes
• Social communication support
• Emotional wellbeing support through the Heart Room
• Outside agency involvement where appropriate

Progress is monitored carefully by the class teacher, teaching assistants and SENDCo, with support reviewed regularly alongside parents and children.

Autism Spectrum Disorder (ASD)

Some children may experience differences in:

• Social communication and interaction
• Sensory processing
• Flexibility of thinking
• Emotional regulation
• Understanding routines and expectations

At RAMJS, we recognise that every autistic child is different and support is personalised to meet individual strengths and needs.

Support strategies may include:

• Clear routines and predictable structures
• Visual supports and social stories
• Calm spaces and sensory supports
• Movement or sensory breaks
• Emotional regulation support
• Reduced cognitive overload
• Flexible approaches to learning tasks
• Support with friendships and social understanding
• Additional transition support
• Individualised scaffolding and adaptive teaching approaches

We work closely with families and outside professionals to ensure children feel safe, included and successful within school life.

Speech, Language and Communication Needs (SLCN)

Some children may experience difficulties with:

• Understanding spoken language
• Expressing themselves verbally
• Speech clarity
• Vocabulary development
• Following instructions
• Social communication

Where concerns are identified, school may:

• Monitor communication and language development
• Introduce targeted interventions
• Use WellComm and other assessment tools
• Seek advice from the SENDCo
• Refer to Speech and Language Therapy services where appropriate

Once advice or reports are received from Speech and Language Therapy, staff work closely with children to deliver recommended strategies and programmes within school.

Support may include:

• Targeted speech and language interventions
• Vocabulary development
• Colourful Semantics
• Language groups
• Communication games and activities
• Visual supports
• Social communication support
• Additional opportunities for speaking and listening

Children may receive support whether or not they are on the SEND register, depending on their level of need.

Assessment, Diagnosis and Support Routes

Autism Spectrum Disorder (ASD)

Parents should initially discuss concerns with:

• The class teacher
• SENDCo
• GP

Referrals may then be made through:

• Right to Choose pathways via the GP
• Neurodevelopmental pathways

School may also provide supporting evidence and observations to assist with referrals where appropriate.

Speech, Language and Communication Needs

Parents can speak to:

• The class teacher
• SENDCo

School may then:

• Complete observations and assessments
• Introduce interventions
• Refer to Speech and Language Therapy services where appropriate

Parents are kept fully informed throughout the process and support is reviewed regularly to ensure it remains appropriate and effective.