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This article is really interesting focussing in on our very little ones and the beginning of language acquisition - and how we can help.

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Let's face it: six-month-old babies are pretty bad at making small talk.

But that sure doesn't stop them from trying.

If you're caring for infants, you're familiar with the sounds of baby babble. You've heard the gooos and the gaaas, the bababababas, and the doodoodoodoos. What you might not know, however, is what this babble really means - or why babies do it.

Today, we're going to decode baby babble. We'll learn why babies even babble in the first place, how that babble develops, and how you can best support your babbling babies on their language learning journey. And to get an expert's perspective on all that, we'll hear from Dr. Jenny Saffran.

Jenny is a professor with the University of Wisconsin-Madison's Department of Psychology, who focuses on how children pick up language. She also helps lead the University's Infant Learning and Little Listeners laboratories, which focus on speech development in early childhood.

And as she explains, if we want to understand babble, we should start by looking at deaf babies.

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Why doth the baby babble?

There are still a lot of unknowns in our understanding of why babies babble. But a lot of what we do know, we owe to deaf babies.

The thing is, deaf babies babble too. They start babbling at the same age as babies who can hear, and their babble sounds the same. Even deaf babies with deaf parents will babble, although nobody in the family can hear it.

That's what leads Jenny, as well as many other researchers, to believe that part of babbling is just about babies exploring what their bodies can do.

"At the start, babies probably babble for the same reason they might suck on their toes, wiggle their arms, or any of those early body motions. It just feels good for them, and it's kind of fun," Jenny explains.

But there's more to it, too.

If we expose babies to sign language, they'll start babbling in hand signs. Regardless of whether a baby is hearing or deaf, you'll see them start to bunch up their fists and wiggle their fingers, making simple mimics of the hand signs they see. Babies who don't see any sign language won't do this sort of babble - so we know that babble is, at least in part, a skill that we learn.

The truth, Jenny suggests, is somewhere in between. Part of babbling is probably just babies exploring their bodies, and what they can do. But we've also got good reason to believe that babies are, from an early age, sensitive to the basic concept of communication. Maybe babbling babies don't know what's being said, but they get that this back-and-forth is important.

But because we can't really do a scientific interview with a six-month-old, it's hard to know for sure.

A brief timeline of babbling‍

While babies can already understand some of the words we say by the time they're 6 months old, their own speaking skills take a little longer to kick in.

You might look at babble as a stepping stone on that journey. Regardless of whether we know the real why behind baby babble, it's what gives them the basic foundation to say words later on. So we'll take a quick look at how babble bubbles up, and where it goes from there.

But before that, it's worth clarifying that language acquisition works differently for everybody. These are average milestones - and for every average, you'll have babies clocking in a little later and a little earlier. Both of those are completely fine too.

0-6 months: This is when babies start cooing - it's the first attempt to give our vocal chords a spin. Cooing is mostly one extended vowel noise, like "aaaaaaa" or "goooooo". At this stage, all babies' noises sound the same around the world, regardless of their native language.

6-12 months: At this stage, babies start truly babbling. That's when they start introducing some consonants by opening and closing their mouths. Yesterday's "gooo" turns into "googoogoogoo," or that "baaaaaaaa" might become "bababababa." Around this time, babies' babble is going to start sounding more like a mushy version of their mother tongue.

12-18 months: This is the window when we typically hear babies' first words, and it's when they graduate from true babble to simple speech. But this isn't a hard boundary - babies learning to speak can and will go back to babble sometimes, and that's just fine.

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Infant-directed speech: our answer to babble

Speaking more slowly

Using a higher-pitched voice

Going up and down with the pitch of your voice in an exaggerated way, like speaking in more musical tones

If you're conversing with a babbling baby, you're probably speaking a little language that scientists call infant-directed speech. You might know it as "parentese." ‍

It's more effective at drawing babies' attention. They love the sound of it, and it's easier for them to separate and identify each word in our sentences. There's some research to suggest that because of this, infant-directed speech can give babies a little boost in language acquisition.

Infant-directed speech just sounds happy. It's pretty hard to talk tough in that baby voice. These warm tones send babies a lot of positive emotional information, and help them feel cared for and happy.

Almost all cultures and languages, including sign language, have some form of infant-directed speech. Compared to our grown-up speech, it's got three defining characteristics:

As Jenny explains, infant-directed speech has two big benefits for babies:

But Jenny is careful to point out that infant-directed speech isn't essential - babies will learn to speak just fine if they only hear grown-up speech. In general, she says, you don't need to feel like there's one single "right way" to support babbling babies as they build up their speaking skills.

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"Humans didn't evolve language in this environment where we think that if we say the right things to our babies, they'll have a better shot at getting into the best university. That's a really recent thing - we've been learning languages just fine for thousands of years before that."

Dr. Jenny Saffran

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More speech isn't always better‍

Sometimes, it can seem like there's some special recipe to speaking skills - like if we say the right amount of words to a baby, they're guaranteed to turn out smarter later on.

But maybe not it's not about the amount of speech, so much as warmth and sincerity of your interactions. As Jenny says, it might help to reframe this whole question as a 'quality versus quantity' sort of thing.

"Just having a caregiver spew language at you isn't going to do anything if you're not interested in it. It's more about tailored language, talking about the things you notice that babies are into," she explains.

If your baby really loves a certain teddy bear, tell them a little story about it. If your baby is staring at a lamp on the table, explain what it is, what color it is, or how it works. When babies seem interested and receptive, that's a good time to talk. But if they seem checked out, you don't need to talk.

After all, Jenny says, babies get bored too.

"Even if a shorter interaction has fewer words, it can be a richer learning experience for babies than being with a caregiver who never stops talking, because they think they've got to talk to babies every minute they're awake," Jenny says. "My guess is that babies are tuning those adults the heck out."

‍How do we best back our babbling babies? ‍

Make good use of baby books. Babies aren't the strongest conversational partners, so just talking to them can feel kind of one-sided sometimes. Reading stories aloud is a great way to engage babies, without the pressure of having to think of something to say. It also introduces some vocabulary you might not come across in your daily life.

Sing a little song to babies. "The only thing babies love more than infant-directed speech is infant-directed singing. It's the absolute number one thing they like," Jenny says.

Talk about what's going on in front of you. If you're preparing a snack or getting dressed, just narrating your actions out loud is an easy way to give babies more spoken words. Plus, they can connect your words with things they see in the room, which often involve them directly.

Build songs and rhymes into daily rituals. Diaper changes and bath time are more fun for everybody if you've got a rhyme to go with it. "It allows babies to feel like they're predicting the future," Jenny explains. "They know there's this warm little routine that ends with their caregiver kissing their tummy, or something like that. When they can predict that, it's really fun or exciting for them."

You don't need some magic recipe for creating a tiny linguistic genius, and you shouldn't feel guilty if you don't have time for dedicated "language time" every single day.

Instead of stressing over delivering some measurable boost to babies' language skills, it's enough to know that when we talk to babies, we're helping build a stronger bond and a warmer relationship together.

With that in mind, let's look at Jenny's advice for how to speak with those babbling babies in your life:

Ultimately, the best support for a babbling baby is what feels best for you. It's not about hitting some daily number of words, Jenny explains, but about making language learning a personal, meaningful experience for you and your babbling baby.

"Anything that feels natural and comfortable to the caregiver is a win," she says. "Anything that feels imposed can feel unnatural, and I think it probably removes some of the joy from our caregiving. And babies are a ton of work, so we want to keep as much of the joy as possible."

Official Danish Government Reopening Advice

Guidance from the Danish Health Ministry, translated in full to English.

UK Nursery Covid-19 Response Group Recommendations

The full recommendations from a working group of over 70 nursery chains in the UK.

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Let's take a look at what baby babble means, and get an expert's perspective on how you can support infants on their language-learning journey.

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NHS start for life covers advice for language and communication for 1-2, 2-3 and 3-5 year olds. Have a look at the resources and ideas and there is also extra signposting.

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Find out how you can help your child with their speech & language development. If you have any concerns, talk to your doctor or health visitor.

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This document can help to understand sustained shared thinking and is helpful in terms of giving examples and showing how to engage meaningfully in conversation and inviting children to think intellectually in lots of different situations.

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EFFECTIVE COMMUNICATION ADULT SUPPORT TOOL 

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EFFECTIVE COMMUNICATION ADULT SUPPORT TOOL 

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This is a tool you can use to support conversations and will allow you to consider, as an adult, what we are doing to make our interactions with children more effective.

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Serve and return is a key concept. Engagement, being receptive, having conversations with children which encourage them to talk with you. Remember the 1 question and 4 comments rule so we are not just asking questions but taking time to listen and reply in a way that children can tell you are involved and listening. This link has some good resources to support this idea including the 5 step video.

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Center on the Developing Child at Harvard University

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Serve and return interactions shape brain architecture. When caregivers are responsive to children's signals, they help them build critical skills.

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A video made by the team at Norfolk County Council discussing the use of visuals.

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Using Visuals https://justonenorfolk.nhs.uk
Pyramid Educational Consultants - PECS https://pecs-unitedkingdom.com
Speech, Language and Communication: Supporting the early years in Norfolk https://padlet.com/account/setup

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Communication Friendly Environment audit tool

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Communication Friendly Environment audit tool

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This accessible tool has two sections, to help you reflect on the development of children's speech, language and communication. The first section has a focus on the environment whilst the second section focuses on the practitioner interactions.

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All the items in the resource library with an explanation of what the resources can be used for.

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Attention Autism - 'A bucket full of ideas' 

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Attention Autism - 'A bucket full of ideas' 

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A document which covers each stage of Attention Autism as well as of the theory behind it.

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Support for families of children with neurodevelopmental differences/ additional needs in Norfolk leaflet 

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Support for families of children with neurodevelopmental differences/ additional needs in Norfolk leaflet 

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This little booklet comes with some ideas to think about when considering speech and language in your environment. The Early Years Network assert that "The amount of children arriving at school requiring additional speech and language support is higher than ever, and yet our understanding of how our brains develop high level speech and language skills is more advanced than ever before.

"Something is going wrong, and it's so, so important our actions as a society and attitudes towards early years learning align with the data and scientific research at hand".
Understanding how language develops is vital and the point about 'motherese' is important because all children, regardless of what their home language respond to the tone, and sounds in language which helps us to communicate too.

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LANGUAGE RICH ENVIRONMENTS IN EARLY YEARS

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LANGUAGE RICH ENVIRONMENTS IN EARLY YEARS

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This is a great blog which talks through how to make your environment language rich and provides links to other resources you might need.

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This is the first of two articles where speech and language therapists talk about how children learn language, how to provide a language-rich environment, what can go wrong and what you can do to help.
We are surrounded by vast amounts of research which clearly show the importance of good early language skills, without which children and young people are at risk of social, emotional, educational and economic disadvantage.

The stats still shock. After all, who could fail to be worried about the links with mental health problems and youth offending?

But at the same time, overexposure to figures without a clear route towards a solution leads us into the dangerous territory of complacency. You would be forgiven, too, for feeling helpless when all around us researchers, government ministers and the press trumpet the need for 'us' as educators to, somehow, fix things.

But while these figures may deal mostly with older children, you should never feel like you cannot help. Because...

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Prevention is always better than cure

That's right. Helping to prevent these problems to begin with is so much more powerful than trying to solve them at a later date.

That's why our first article is about the joy of working with the youngest children and the significant opportunities you have to make positive and lasting change for every child who is at risk of falling behind.

Here, we begin with normal development and how to make the very best of those crucial early years. Next time, we'll look in more detail at those children who, despite the very best of efforts on your part, are falling behind. There will be more about what you can do and when to seek specialist help later.
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Rising to the challenge

It can be easy to feel daunted by this responsibility, but you don't have to be.

What we want to tell you is that by understanding how children develop language you are best-placed to maximise what is essentially a normal process. By recognising that opportunities for language development don't just happen at certain parts of the day. By simply making small changes to what you already do and adding in some new strategies, you will be giving every child the best possible chance.

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How children develop speech and language skills

Babies emerge into the world innately programmed to develop language. Right from the beginning they are learning to listen, to discriminate sounds and to gradually begin to make sense of what they see and hear.

'Noise' becomes a babble from which the young child learns, remarkably quickly, to extract the sounds of their mother tongue and to discard those not needed. As their knowledge store grows, words will begin to emerge, quickly followed by the joining of words into two and then three-word phrases.

At the same time, as physical skills develop, children begin to make sense of their environment through the power of exploration and play. Through play, children practise, they rehearse, they mirror what they see in the world. Imagination is developing and language with it. All this time the child is providing a running commentary - initially just for themselves and then later with language that invites the attention and involvement of others to participate and enjoy.
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The key components

As therapists, we talk about the three puzzle parts which must come together if a child is to lay solid foundations for the future. They are:

1. Means

Has the child got the skills to communicate? This involves understanding, vocabulary, a developed speech sound system, and the skills to use language for lots of different things. In the beginning, language is used for very basic things like labelling and requesting. Gradually language usage becomes more varied (describing, explaining, commenting) and increasingly sophisticated (reasoning, hypothesising, debating).

All of these skills are necessary if a child is to become a skilled communicator. They rely on meaning conveyed by a broad and rich vocabulary of nouns, verbs, adjectives, structures, tenses, and nuances.
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2. Reasons

Is language motivating & rewarding? Initially, language gets a child's needs met. Later on, it grows in sophistication and satisfies social and emotional needs.
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3. Opportunities

It's important to help children make choices, provide them with a variety of play situations, create opportunities to describe and explain, and to begin to develop narrative skills.

Crucial to all three of these components is you.

You are the model as a child's means, either as a means to communicate or a means to develop their language. You are the facilitator, making sure there are reasons for the child to want to communicate. You are the developer, using every opportunity for broadening and enriching language.

No pressure then!
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So, why do things go wrong?

This is a good question - and one with several answers or sometimes none at all. But knowing why is useful, because it enables us to think about prevention. For example, if I know that children need to be exposed to a word many times before they begin to actually use it, I'll use lots of repetition. But even if there is no obvious explanation - there are still things we can do to head off potential problems.

We have chosen not to go ahead and list all the short-comings which contribute towards things going wrong. Instead, we want to take a positive slant, so read on to learn about the optimum environment and how you can create it.
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Nature versus nurture

The idea of nature versus nurture isn't new. Although the terminology might have changed over the years, it is accepted that being born 'innately programmed' - the 'nature' part - is only half the story.

The other half is 'nurture'. Nurture is all about the environment surrounding the child. The optimum environment that will nurture successful talkers.

Knowing what is involved allows us to make changes as we recognise the importance of what we provide, what we do, and what we say.

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The optimum environment

As therapists, we spend time with our Early Years colleagues looking in detail at every aspect of the environment. The question in everyone's mind is 'Are we making the most of our space, our activities and ourselves to create a language-rich environment for our children?'

Here are some examples of things which are covered in much more detail in our checklist - where you will also find examples under these same broad headings.
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1. Using your space as a language-rich environment

2. The opportunities you create to support language development

Adult-facilitated activities

Small group work

Interactive book reading

Structured conversation

3. The ways in which adults in your setting talk with children

Gaining attention

Use of visual supports

Pacing & pausing

Gestures & intonation

Offering choices

Modelling

Repetition

Don't overwhelm with too much talk!

This is not only about the physical space you provide but is also about managing the dynamic aspects of that space, such as controlling volume to make sure there are opportunities for developing attention skills or introducing 'communication rules'. Most importantly, you need to understand the impact adult interaction skills have on child language development - both yours and those of other significant adults.

If you are genuinely committed to offering the very best start to the children in your care, it's worth looking at all three areas described above.
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A language-rich enabling environment

In terms of the physical space: there are lots of ideas out there and checklists to help you rate where you think you are now and to help to measure progress as you put things in place.

You can take a look here at Soundswell's checklist that we've adapted from the Communication Supporting Classrooms Observation Tool by Better Communication Research Programme 2012.

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Controlling volume

As we've already mentioned, controlling volume is a great place to start. But what do we mean by 'controlling volume'?

Well, a busy setting with lots happening and children moving between a variety of activities creates volume, much of which will (hopefully!) be children talking.

On the one hand, this is good because it shows a general 'busyness' and engagement. But on the other hand, it can prove to be too much for some children who haven't yet learnt to abstract the priorities for whatever they are focusing on and 'tune out' the rest. It's also worth bearing in mind that the louder the hubbub, the more the adults find themselves having to shout - not great for the vocal cords but also not great as an example to children. Raised voices tend to convey less positive aspects such as displeasure or stress.

Factoring in both loud and quiet times is ideal then. Outdoor play, for example, is a great opportunity to be 'loud'. Children can let off steam, shout and squeal as much as they want. This might then be contrasted with the calm and order inside, where the space is still fun but it is an environment for a different type of learning. You could even develop a signal, a sound, symbol or both, which children learn to associate with returning to the 'quiet' indoors

Surprisingly, the best way to control the volume is to reduce your own volume. Children will soon learn that they must be quiet if they are to hear what you say. I am sure you already know this - but what might be new is that this technique works best in tandem with several other strategies which you'll find in the checklist on the final page.

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Communication rules

'Communication rules' are things like turn-taking and learning not to interrupt. Despite being important social niceties, these ideas are about more than just 'being polite'. The point here is that if everybody is talking, nobody is listening, and without listening, there can be no learning.

As adults, we understand speaker-listener roles (or most of us do, most of the time...). We all understand the idea that 'You're talking and I'm listening. When it's my turn I might talk about what you were saying and then I might contribute some of my own ideas. Then we'll swap and I'll be the listener again.' On an individual level, as children develop conversational skills, they need to learn this too. As with pretty much everything, they learn by example.

As a group, children need to learn that when the adult is talking by explaining what will happen or giving instructions, they are listeners. This is not only to make sure they themselves don't miss anything but also to ensure that the learning experience for everyone is not disrupted.

It's pretty certain that every setting will have some children whose attention and listening skills are immature. These children are easy to spot, perhaps fidgeting on the carpet, poking the child next in line, chattering, or even getting up and moving around when all others are sitting down.

The first thing is to be aware that attention and listening are learned skills. They don't just 'happen'. Remember nature versus nurture? We are programmed to be able to develop these skills but it's the environment which allows them to develop and mature. Attention skills develop in a particular order and children need to go through every stage to get there.

The levels are broadly age-related and once we know that it becomes immediately obvious that, by a certain age, hoping that the wrigglers and chatterers will just stop of their own accord is unrealistic.

There comes a point where you need to take some action to bring these behaviours back on track. So, what can you do to help?

Find out how attention skills develop - There has been lots of useful work researching this. Here you can find a neat rundown of different expectations and levels that children develop at. You will see that, until a child reaches level 5 (4-5 years), they aren't ready to learn in a group. Time to take action!

Consider running an 'Attention and Listening' group - We have a 25-day programme which can make a significant change. The programme looks at five core skills, critical for any kind of learning, not just language development. You can read more about the five skills here. It also includes work on 'good sitting' and turn-taking - skills which support the development of good communication 'rules' as well as getting children to a stage of 'readiness to learn'.

Reduce the stimulation in certain areas of your setting - Too much visual and auditory competition can be both distracting and overwhelming for young children.

Focus on attention specifically - For example, you could introduce some games and activities that are specifically aimed at developing attention skills, just like these examples.

Get parents involved - In order to create a consistent home learning environment, share these activities where parents are able to help at home.
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Positive relationships and adult interaction

Now we come to the most crucial area - this is where the impact can be enormous and it is entirely in your hands. It doesn't depend on your budget for equipment or modifications to your space - it just depends on you.

Children learn from us and through us - that's a fact. The better we are, the better they will be. The better we are, the easier and more enjoyable their learning will be.

The good news is there is no mystery and no magic to this. Take on board these top tips and you'll see the difference they can make.

You can use this list as the basis of a training session for your setting.

Talk about what each tip actually means and practise some examples.

Agree which tip to start with - once this has become routine then it's time to add another.

Try putting your team in pairs so that they can help each other to remember.

For those brave enough, video can be a fantastic resource to help self-monitoring.

Ask your speech and language therapy service to help you with these universal strategies.

On a practical basis:

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Try hard to avoid using the word "no". Imagine how we would feel if our best efforts were met with a negative! A good way to help move a child on is to always start with "well done/yes" and then follow up with the right structure. For example: Child - "Him got 2 car." Practitioner: "Yes, he's got 2 cars."

Model the right pronunciation and phrase/sentence structure

You give the child the right structure, word order, and sounds. It's always good to start with some praise! For example: Child - "Man sleep bed." Practitioner - "Good try! The man is sleeping on the bed."

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By this point, I think we can guess what you are probably thinking...

But how will we know if a child is starting to fall behind? This is a really important question. In many ways it's easier to recognise the child who is clearly already behind. The trick is to be able to identify those who are just beginning to falter and to do something at the earliest possible opportunity to get things back on track.

The only really fool-proof way to do this is by introducing universal language screening across the whole of your setting. The tool you choose is less important than what it's able to do for you. It should be quick and easy to use, provide concrete data - with in-built opportunities to make comparisons as you deliver interventions and want to measure your impact - and sign-post you to lots of activities which will help.

Understanding why some children are behind - which makes us...

...smarter at grouping children - as well as ...

...being confident to know when to move them on, and so...

...making much better use of the data

Jo and I recommend the Wellcomm speech and language Toolkit, and have done for a number of years now.
There are hints and tips which we have woven into the training we deliver on the toolkit so that everyone gets the most out of Wellcomm:

WellcommEYticks all the boxes above and we have an ever-growing bank of data which shows the impact not only on the development of language skills but also the impact on Early Learning Goals.

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What kind of results will I get?

Pretty much every child will make progress. Some will make dramatic progress and will no longer be a cause for concern. This group will probably be those where the 'nature' component is working fine but the 'nurture' aspects may have fallen short.

Others will make some progress, for example it may be that their language skills are below average but inline with their skills across the board. There will be a few whose progress is minimal and these may be the children with underlying problems which are contributing to the child's difficulties. These will be the children who need more than a universal, generalised approach.

There! At the earliest possible opportunity you have identified these children, already initiated some help and now need to think about more targeted support to turn things around.

Our next article will look in much more detail at causes, associated difficulties and - most importantly - what you can do next.
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Language-rich environments in the Early Years | Famly

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Soundswell speech and language therapists Diana McQueen and Jo Williams explain why a language-rich environment is so important and how you can improve.

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What is it?
The School 2 School (S2S) support service is working closely with Norfolk County Council's Early Years and Foundation Stage (EYFS) service to provide support for early years providers and settings. Support is delivered by qualified specialist teachers working in Norfolk's Complex Needs Schools.

How much will it cost?
The support is delivered free of charge to private, voluntary and independent early years settings* provided they make their referral via Norfolk County Council's EYFS service (and the request for support is agreed by the EYFS team). The Early Years Strategic Team will cover the cost of support via their contract with S2S.

*Mainstream reception classes who wish to access S2S support can do so by completing a Mainstream request for support at a cost of £100.
What can S2S offer EYFS settings?

Direct support to practitioners empowering them to meet the needs of individually identified children in their provision, including support to evaluate existing individual support plans

Modelling strategies and approaches to meet individual need

Ideas about differentiated activities/resources to meet individual need

Developing skills, knowledge and confidence of practitioners to support children's' individual 'needs'

Bespoke training for the whole provision as identified by the EYFS team

Visits to assigned Complex Needs School to see strategies in action, agreed in conjunction with the EYFS service

Signpost to other relevant services and organisations

How can early years' providers access S2S?
Early years providers can request support via Norfolk County Council's EYFS teamby completing the referral form here.

Please note that all referrals will be initially reviewed via the EYFS service (i.e. making a referral does not guarantee support will be granted under this contract). After making a referral, the EYFS team may request information about strategies and interventions already used within the provision and evidence of outcomes in the first instance. They may give further advice/guidance about strategies/interventions to be used prior to any decision about a request to S2S for support.
How does the process work?

A referral is made by the early years provider (via the referral form above)

Norfolk County Council's EYFS team receives and reviews the referral form

If the request for support is agreed by the EYFS team, the referral is submitted to S2S

An S2S specialist will contact the early years provider to arrange an initial visit and assessment

Following observations made at the initial visit, a programme of support/recommendations are made to the early years setting to implement

An 'observations and recommendations' report confirming the above is completed by the S2S specialist and a copy is emailed to the early years provider and the EYFS team

A monitoring/evaluation form is issued to the early years provider once the programme of support is complete

What is expected of the early years' providers?
If a request for S2S support is agreed by the EYFS service there is an expectation that early years providers will commit to carrying out any strategies/interventions suggested and that progress will be monitored. It is expected that all learning will be embedded into daily practice and this will be monitored by EYFS service.

NOTE
Early years providers can buy the School 2 School services independently if they require and this can be done by contact the team via admin@s2ssupport.co.uk.
Evaluations for our EYFS service from Early Years settings
You can view feedback received from our customers online here (enter date range and 'Run Report').

Norfolk Steps - Step On Consultation referral form
S2S Support is also hosting a referral form for Early years providers to be able to request a Step On consultation via the Norfolk Steps Team. The referral form can be found here: http://w.pfrms.co/fx1oz . The process for this is similar to that shown above for S2S.

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What is it? The School 2 School (S2S) support service is working closely with Norfolk County Council's Early Years and Foundation Stage (EYFS) service to provide support for early years providers and settings. Support is delivered by qualified specialist teachers working in Norfolk's Complex Needs Schools. How much will it cost?

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Practical Help with Autism | Gina Davies Autism Centre

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Gina Davies Autism Centre, our role is to provide

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Here at Just One Norfolk, we are dedicated to providing children and young people's health services to the community. Find out more about our services

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Here at Just One Norfolk, we are dedicated to providing children and young people's health services to the community. Find out more about our services

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Here at Just One Norfolk, we are dedicated to providing children and young people's health services to the community. Find out more about our services

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SELECTIVE MUTISM INFORMATION & RESEARCH ASSOCIATION- How to get help for selective mutism

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SELECTIVE MUTISM INFORMATION & RESEARCH ASSOCIATION- How to get help for selective mutism

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The information charts below are particularly relevant for England and Wales (UK) but contain general points which may be useful elsewhere.

NB: Page 4 below contains a glossary of abbreviations
The links shown on the flowcharts are given in clickable form underneath each flowchart

1. How to get help for Selective Mutism

Links given on page 1 above:
Search for Private Therapist
Check that the therapist has SM knowledge and is registered with www.hcpc-uk.co.uk

2. Selective Mutism Therapy

Links given on page 2 above:
SMIRA International Contacts List
3. Learning About Selective Mutism

Links given on page 3 above:
Additional Reading
Details and purchase links for all of the books below are on the Recommended Reading page on this website.

"Selective Mutism Resource Manual 2nd Edition" (Johnson & Wintgens). Most changes in 2nd Edition are for older people with SM and generalising outside school

"Tackling Selective Mutism" (Sluckin & Smith, ISBN-13: 978-1849053938, ISBN-10: 1849053936)

"Can I tell you about Selective Mutism?" (Johnson & Wintgens, ISBN-13: 978-1849052894, ISBN10: 1849052891)

"Can't Talk? Want to Talk!" (Jo Levett, ISBN-10: 1909301310,ISBN-13: 978-1909301313)

4. Selective Mutism Information

You may download these flowcharts to your computer as a PDF file, for emailing or printing out:
Download flowcharts as a colour pdf Download as a black & white pdf

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Info: Where to Get Help with Selective Mutism - SMIRA

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SELECTIVE MUTISM INFORMATION & RESEARCH ASSOCIATION Registered Charity No. 1022673 The information charts below are particularly relevant for England and Wales (UK) but contain general points which may be useful elsewhere. NB: Page 4 below contains a glossary of abbreviations The links shown on the flowcharts are given in clickable form underneath each flowchart [...]

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Early Talk Boost research project with EEF- Speech and Language UK (formerly ICAN)

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Early Talk Boost research project with EEF- Speech and Language UK (formerly ICAN)

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Fully funded research programme. The Early Talk Boost intervention has been designed by Speech and Language UK specialist teachers and speech and language therapists, with the help of early years practitioners and parents. It is informed by strong evidence and has demonstrated early promise in a study that showed impact on children's ability to talk and understand words.

The intervention is 9-weeks long and comprises of three 15–20-minute sessions a week.  It is usually delivered to around 6-8 pupils in each setting.

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Speech and Language UK: Changing young lives

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Early Talk Boost research project with EEF

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Being able to talk and understand words are key skills for young children, enabling them to access all areas of the early years foundation stage (EYFS).

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The NCT website provides parent friendly tips on encouraging toddlers to talk.

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You made it through the baby months and now you've definitely got a toddler on your hands. You know that because they explore; like when they unlatched a cupboard's child lock, emptying everything over your floor, and throwing a tantrum when you told them what to do (Murray, 2014). You'll also know they're a toddler because of another major developmental milestone - they're talking.

Your child will probably be saying 25 recognisable words by their second birthday. If they're not and are slow to follow simple instructions, you might want to chat with your health visitor for some reassurance. Otherwise, you can expect that between 18 and 24 months your child will:

understand 200 to 500 words

follow simple instructions like 'show me your ears'

start to piece together short sentences - no long chats yet, just two or three words like 'more milk'

use at least 50 words

sit listening to simple stories that have pictures

copy a lot of sounds and words (so be careful)

love chatting their way through games involving dolls, teddies, or miniature figures

use a few sounds in their words - often p, b, t, d, m and w - and often missing the ends off words.

(Talking Point, 2017)

Helping your toddler talk: How you can do your bit to bring them on...

Narrate your life: The dog you see on the way to the shops, the carrot you just dropped on the floor, nothing is too boring to chat through. It helps your toddler with their language skills.

Give them two or three options: Ask if they want to wear the trousers or the dungarees and help them identify the objects while they choose. Using objects and gestures helps them understand instructions and questions.

Use children's books: Whether you're reading to them properly or just pointing to stuff and naming it, this all helps them piece together the words. 'Lift-the-flap' books also help them to concentrate.

Push them further: If a child says 'banana', make it 'more banana' or 'banana gone' to repeat the word and expand what they're saying. They'll start working out how to form short sentences.

Make sure they can see your face: When you talk, it helps if your child can see how you make all of the different movements with your lips.

Don't correct them: Instead, when they get it wrong just say the whole word back to them in the right way. They'll get there.

Let them tell you in whatever way they can: If they need to use actions and take time, that's fine. When they're not understood, frustration and toddler tantrums often follow so let them manage in whichever way they need. Your child can also learn about taking turns by you giving them time to respond. (NHS Choices 2017; Talking Point 2017)

Further information

Our support line offers practical and emotional support with feeding your baby and general enquiries for parents, members and volunteers: 0300 330 0700.

You might find attending one of our Early Days groups helpful as they give you the opportunity to explore different approaches to important parenting issues with a qualified group leader and other new parents in your area.

Make friends with other parents-to-be and new parents in your local area for support and friendship by seeing what NCT activities are happening nearby.

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How to help your toddler talk | Baby & toddler articles & support | NCT

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Good news, you are about to enter an extremely fun phase of parenting. Here's how to help your child when they're ready to get chatty.

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Whole School SEND Fully Funded 20 minute CPD-  

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Whole School SEND Fully Funded 20 minute CPD-  

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Series of online Continuing Professional Development (CPD) units designed to support those who work with children and young people in schools to deliver an inclusive experience for every learner. Each online unit takes 20 minutes to complete and is supported by a live online networking session, facilitated by a regional SEND leader. Areas of interest may be; An introduction to speech, language and communication needs (SLCN), Identifying and supporting speech, language and communication needs (SLCN) and Supporting the development of speech, language and communication skills.

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This series of online Continuing Professional Development (CPD) units is designed to support those who work with children and young people in schools and further education settings to deliver an inclusive experience for every learner.

Funded by the Department for Education, and developed in partnership with Real Group, these free-to-access units build on learning from our Ambitious About Inclusion modules.

In all, 20 units will be released over the next two years. Units on Safety and Belonging were launched in October 2022 and have since been completed by over 1200 practitioners with consistently positive feedback. Over the next few months we will be launching further units - check back regularly for the latest releases.

Each online unit takes 20 minutes to complete and is supported by a live online networking session, facilitated by a regional SEND leader. Places are limited, so early booking is advised - please see below.

Please note, you must be logged into your free nasen or Whole School SEND account to access these online units.

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This series of online Continuing Professional Development (CPD) units is designed to support those who work with children and young people in schools and further education settings to deliver an inclusive experience for every learner. Funded by the Department for Education, and developed in partnership with Real Group, these free-to-access units build on learning from our Ambitious About Inclusion modules.

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Early Years Professional Development Programme

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Early Years Professional Development Programme

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The Early Years Professional Development Programme (EYPDP) is an exciting opportunity for early years practitioners to improve their understanding and skills in supporting the development of the most disadvantaged children between the ages of 2 and 4.

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Early Years Professional Development Programme

Registration for January 2024 cohort now open. Register your interest today.

Early Years Professional Development Programme

Government funded support and training for Early Years Practitioners in England

Early Years Professional Development Programme

Free to access professional development for Early Years Practitioners. Registration for January 2024 cohort now open.

The Early Years Professional Development Programme (EYPDP) is an exciting opportunity for early years practitioners to improve their understanding and skills in supporting the development of the most disadvantaged children between the ages of 2 and 4.

About the programme

Funded by the Department for Education in England and delivered by Education Development Trust, the EYPDP is a tailored professional development programme and forms part of the government's Early Years Education Recovery Plan which aims to address the continued effects of the pandemic on young children.

The training is available to eligible practitioners across all participating local authorities in England. There will be staggered start dates across the 2023\25 period with a total of four cohorts, the next of which is due to start in January 2024. Participants will receive high quality, evidence-based CPD (continuous professional development) to support them to improve outcomes on school readiness, early language, early mathematics and Personal, Social and Emotional Development (PSED).

FAQs

EYP Places Available

Start Date

Completion Date

2000

February 2023

October 2023

3000

September 2023

May 2024

3000

January 2024

September 2024

2000

April 2024

December 2024

The EYPDP has been made available to all 152 Local Authorities across England, with eligible practitioners from all participating Local Authorities encouraged to apply.
Pre-reception practitioners and childminders from schools and private, voluntary and independent settings (PVIs) who offer childcare to children between 2 and 4 years are eligible, with priority given to applications from settings that meet at least two of the following criteria:

Provide to at least one child with an Education, Health and Care Plan or Disability Access Fund indicator

Provide to at least one child in receipt of Early Years Pupil Premium (EYPP)

Provide to at least one child taking up the disadvantaged two-year-old offer

EY providers which do not meet the above criteria but where local intelligence suggests disadvantaged children would benefit from their practitioners receiving additional CPD support, may also be eligible.
Additionally, participating practitioners must:

Be qualified to at least level 3

Be currently working with 2-4 year olds (e.g. a manager who does not spend any time with the children is not eligible)

Not have completed a previous version of the early years professional development programme delivered by Education Development Trust.

This programme is free to access. Support with backfill costs will be made available to settings via their local authority to help complete the training.

It is expected that it will take participants 8 months and approximately 60 hours to complete the programme. Some flexibility may be granted in extenuating circumstances. For further details, please contact us to see our extenuating circumstances policy.

If you are a Setting Manager* and are interested in practitioners from your setting taking part in the Early Years Professional Development Programme starting, please click here to complete an expression of interest form.
*We are using the term Setting Manager to refer to all those who manage Early Years Practitioners. Examples could include: EYFS leads, EYFS teachers, Nursery Managers, Childminders
If you are an Early Years Practitioner interested in signing up for the programme, please speak to your setting manager and ask them to complete the expression of interest form on your behalf

News

Jan Dubiel has decades of experience in the early years sector, as a Nursery, Reception and Year 1 teacher in schools across England and then leading teams as an Early Years Coordinator. He is the former Head of National and International Development at Early Excellence, and now works as an independent speaker, consultant, trainer, author...
Read More...

One of the most significant features of the Early Years Professional Development Programme (EYPDP) is its unashamed and deliberate focus on the pre-Reception Years of the Early Years Foundation Stage (EYFS). This specific age-related focus fully acknowledges the importance of this element of the phase and the vital, unique and explicit strands of development that...
Read More...

Registering your interest is quick and easy

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Early Years Professional Development Programme

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Registration for January 2024 cohort now open. Register your interest today. Government funded support and training for Early Years Practitioners in England Free to access professional development for Early Years Practitioners. Registration for January 2024 cohort now open.

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The WellComm training videos will provide you with invaluable support in an easy to follow, step by step process to ensure accurate administration, identification of next steps and monitoring of progress.

The two 30 minute videos are made up of the following 3 parts: part 1 - Pre-Testing Essentials, part 2 - Post-Testing Essentials and part 3 - Further Support:

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The WellComm training videos will provide you with invaluable support in an easy to follow, step by step process to ensure accurate administration, identification of next steps and monitoring of progress.

The two 30 minute videos are made up of the following 3 parts:

Part 1 - Pre-Testing Essentials: This will look at the administration process and top tips for successful screening.

Part 2 - Post-Testing Essentials: This will guide you through your reports, helping you to identify children's next steps. It will also show you how to deliver effective support both within your setting and where applicable, in children's homes. Clear guidance on how to measure children's progress is also included within this section.

Part 3 - Further Support: This will provide you with information on how and where to seek further guidance and support if needed.

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The WellComm training videos will provide you with invaluable support in an easy to follow, step by step process to ensure accurate administration, identification of next steps and monitoring of progress. The two 30 minute videos are made up of the following 3 parts: Part 1 - Pre-Testing Essentials: This will look at the administration process and top tips for successful screening.

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Kirstie Page, Speech and Language Therapist and Teacher explains how to weave interventions into early years practice. This 1 hour training video explains how we can support early communication skills.

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The Ultimate Guide to Phonological Awareness

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The Ultimate Guide to Phonological Awareness

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Just One Norfolk- Development of speech sounds 

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Just One Norfolk- Development of speech sounds 

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The development of speech sounds

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Norfolk County Council- Transition support 

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Norfolk County Council- Transition support 

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Supporting Transition and Inclusion Record (STAIR)

The Early Years Learning and Inclusion Service has worked with partners to coproduce a record to support children's transitions. The STAIR has been designed to enable smooth transitions, which recognise children's emotional needs, what help they might need and to capture each child's uniqueness.

The STAIR is optional, and settings may use their own versions if they prefer. The STAIR is in 8 short sections. Privacy Notice, Child Details, Transition Information, Developmental Progress and Contact Details should be completed for every child. Learning and Inclusion Needs, Professional Involvement and Plans should be completed where additional information would be useful in making adjustments to ensure transition is successful. When sharing the STAIR for children with additional needs you should also attach any relevant plans, reports or letters from professionals.

The most important thing is to paint an accurate picture of the child, taking into account the child's own views. The STAIR should be completed in conversation with parents/carers and shared with consent, in line with your setting's information sharing policy.

A copy of the STAIR will be emailed to you. You can also include email addresses for parents/carers and the onward setting to have a copy sent to them automatically. Alternatively, the STAIR can be printed and delivered by hand or forwarded via email.

The STAIR online form can be completed using this link https://forms.norfolk.gov.uk/service/Supporting-Transitions-and-Inclusion-Record

Ideas, information and resources to support practitioners, families and children with transitions in the Early Years. This includes the STAIR, publications, videos to share with families, research and book recommendations.

EYFS Transitions in Norfolk (padlet.com)

Below are some downloadable leaflets to help support the various transitions that children may experience in the EYFS. Please note that due to Covid-19, some of the practices described in the leaflets may not be possible. Settings and schools must prioritise health, safety and hygiene requirements at all times.

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Early years forms and leaflets about children progressing from pre-school to school, etc

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The 2023 Speech, Language and Communication Early Years Summit 

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The 2023 Speech, Language and Communication Early Years Summit 

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Videos can be purchased from this event.

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The FREE Early Years Summit on Speech, Language and Communication

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Free online CPD for Early Years Practitioners - runs from Monday 29th May to Sunday 4th June 2023 with interviews with leading experts on Speech, Language and Communication in the Early Years. Featuring Sally Haughey, Alistair Bryce-Clegg, Prof Sam Wass, Dr Lucretia Berry & Dr Tehlia Glass, Molly Po…

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Just One Norfolk- The speech and language Pyramid 

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Just One Norfolk- The speech and language Pyramid 

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The communication pyramid highlights the general stages children develop their communication and where support needs to be targeted first.

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*NEW* Communication hubs resource libraries 

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*NEW* Communication hubs resource libraries 

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The resource libraries from the Communication Hubs are now available for reference from ECFS bases between hub meetings.

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Communication Hub resource library update

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All the details on Education, Health and Care Plans can be found here.

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Not all children with special educational needs (SEN) need an education, health and care (EHC) plan to have their needs met.

Most children with SEN have their needs met with SEN Support in a mainstream place of learning. Find out more about:

An education, health and care (EHC) plan is for children and young people aged up to 25 who have complex special educational needs and disabilities and who need more support than is available through special educational needs support.

An EHC plan:

Is for children and young people with complex needs which cannot be met with SEN support

Identifies educational, health and social needs. It sets out the additional support to meet those needs for a child or young person to achieve their best possible outcomes.

Is based on a child or young person's needs and aspirations

Specifies how services will work together to meet a child or young person's needs and achieve agreed outcomes

Is a legal document

Can start from a child's birth and can remain in place until a young person is 25

Is used to secure the provision which is assessed as being necessary

Our EHC plan quality standards outline what makes a good-quality EHC plan.

Before you request an EHC needs assessment

You should:

Check that the child is receiving SEN Support and the place of learning is using the graduated approach, also known as 'assess, plan, do, review'

If you do not agree with the existing SEN Support in place, try disagreement resolution

Find out how the LA makes decisions when considering a request for an EHC needs assessment in the Threshold Guide.

EHC needs assessment requests

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What is an EHC plan? - Norfolk County Council

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Not all children with special educational needs (SEN) need an education, health and care (EHC) plan to have their needs met. Most children with SEN have their needs met with SEN Support in a mainstream place of learning.

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For all early years practitioners a top-level view of how children develop and learn. It can help you to design an effective early years curriculum, building on the strengths and meeting the needs of the children you work with. It guides, but does not replace, professional judgement.

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Please see the dates for communication hubs. These hubs contain fully funded CPD.

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Transition courses often available in summer term.

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If you are a parent or carer of a young child, the most important teacher in your child's life is you.

We offer courses to help you understand and support your child's physical, social and emotional development. They use fun activities based on stories, nursery rhymes and sensory play.

We also offer courses to support older children with their maths and English. We help you to understand how your child learns at school so you can help with that homework you thought you would never understand.

Our family wellbeing courses, including how to manage your child's anxiety and healthy eating, give you all of the tools you need to support healthy physical and mental development.

We also run a programme of family first aid courses to help both you and your children learn the basics of first aid and how to deal with common illness and injury.
Family learning courses

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Adult Learning family learning courses - Norfolk County Council

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If you are a parent or carer of a young child, the most important teacher in your child's life is you. We offer courses to help you understand and support your child's physical, social and emotional development. They use fun activities based on stories, nursery rhymes and sensory play.

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Virtual Tours of Norwich schools and settings

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Virtual Tours of Norwich schools and settings

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This year, due to Covid-19, hundreds of schools have been forced to cancel their normal transition days which has resulted in countless numbers of preschool children not getting the usual opportunity to look around their new school and meet their new class teachers. This in turn has made some children and their parents feel anxious about the prospect of starting school in September and concerned that they don't know what to expect.

The Norwich Opportunity Area wanted to help by funding 18 amazing virtual tours of some of our Norwich Primary Schools. These tours, complete with welcome videos from class teachers and headteachers, provide a fantastic way for families to still explore their school, whilst also meeting some of the key staff virtually.

These resources have been designed to be enjoyed by both parents and children alike therefore we would encourage you to explore these tours and videos together. Please click on the map to find your school or simply select you school from the list below. As you navigate around the tour, remember to click on the colourful circles for extra videos and more information.

Lakenham Primary School - Virtual Tour & Welcome Video 1 Welcome Video 2

Recreation Road Infant School - Virtual Tour & Welcome Video

West Earlham Infant and Nursery School - Virtual Tour & Welcome Video

Magdalen Gates Primary School - Virtual Tour & Welcome Video

Bluebell Primary School - Virtual Tour & Welcome Video

Bignold Primary School & Nursery - Virtual Tour & Welcome Video

Chapel Break Infant School - Virtual Tour & Welcome Video

The Clare School - Virtual Tour & Welcome Video

Cloverhill Infant & Nursery School - Virtual Tour & Welcome Video

Norwich Primary Academy - Virtual Tour & Welcome Video

Lionwood Infant & Nursery School - Virtual Tour & Welcome Video

Mile Cross Primary School - Virtual Tour & Welcome Video

Edith Cavell Academy & Nursery - Virtual Tour & Welcome Video

Tuckswood Academy - Virtual Tour & Welcome Video

Heartsease Primary School - Virtual Tour & Welcome Video

Angel Road Infant School & Nursery - Virtual Tour & Welcome Video

St Clements Hill Academy - Virtual Tour & Welcome Video

Nelson Infant School - Virtual Tour & Welcome Video

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This year, due to Covid-19, hundreds of schools have been forced to cancel their normal transition days which has resulted in countless numbers of preschool children not getting the usual opportunity to look around their new school and meet their new class teachers. This in turn has made some children and their parents feel anxious...

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Top Tips for starting a nursery, setting or school - Postcard for parents

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Top Tips for starting a nursery, setting or school - Postcard for parents

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Top Tips for starting a nursery, setting or school - Video for parents

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Top Tips for starting a nursery, setting or school - Video for parents

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Activities to prepare your child for primary school (5 videos for parents)

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Activities to prepare your child for primary school (5 videos for parents)

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Separation Anxiety Getting Organised Your Own Feelings Out of School & After School Care Starting school can feel like a big milestone for your child and for you. Even if your child has been used to nursery or preschool, some children will find it hard to make the change.

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Birth to 5 Matters: Transition information

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Birth to 5 Matters: Transition information

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Key points:

High quality transitions recognise the importance of feeling "known". Key to a high-quality experience for all children in the early years is ensuring continuity between home, key people and all the settings that make up children's individual learning journeys. In today's society children may have many out-of-home experiences, through childcare, toddler groups, family day care and more than one nursery, and they may appear to straddle change with ease. But while transitions may occur with great frequency, not all children navigate these comfortably or happily.

Transitions include not just movements between one setting and another in a linear way, but movements "horizontally" from one room to another within the same setting, moving to a more structured part of the day such as lunchtime, or moving from home to childminder, to nursery and back again all in the course of the same day.

When transitions in the early years are managed sensitively it lays the foundations for positive feelings towards the many other transitions children will face through life.

Some children are particularly vulnerable at times of transition. Moving from a place or situation in which children feel "known" into one in which they feel "unknown" can raise insecurities about having their entitlements and needs met. While some children have the resilience to cope with change, others are more vulnerable to uncertainty.

Children who lack confidence or have low self-esteem, those who are summer-born or born prematurely, babies separated from parents for the first time, some children with disabilities or complex health needs, those for whom English is not their first language and those who have simply had to cope with too much change or loss in their young lives may be particularly vulnerable at times of transition.

Many children become particularly anxious about making new relationships, whether those are with other children or with the adults with whom they will spend their time. The support of their friends and friendship groups can help protect children from the potentially negative impact of transitions.

Transition for children who are more vulnerable is effectively supported when they are given additional times and opportunities to make the necessary readjustments to the changes ahead, and when their emotional development and wellbeing is prioritised. Practitioners help by being warm, responsive and by recognising challenging behaviour as a manifestation of feelings.

Transitions are opportunities for professional dialogue both within and between settings, as well as with the home. It is the responsibility of all early years practitioners to ensure that children feel welcomed, gain a sense of belonging and are helped to settle happily.

At points of transition it is valuable to gather the perspectives of all those who have worked with the child such as other practitioners, speech therapists, health visitors, bilingual teaching assistants and educational psychologists. These perspectives enable all those involved with the child to plan for their individual needs more effectively.

Conversations between teachers in Reception classes and Key Stage 1 are particularly valuable in order for the environment, the pedagogy and the practices in Year 1 not to be developmentally different from those in Reception. Reception teachers will have knowledge of children that can support teachers to bridge the transition into primary school effectively.

Effective transition is a process rather than an event, and should be planned as such. Practitioners demonstrate this by enabling children and their families to become as familiar as possible with where children are going and with whom they will be building relationships, before any move actually takes place.

Expectations can be formed over an extensive period of time in the lead-up to transitions. Children's expectations are formed largely by what their families say and how they act, so practitioners need to work in partnership with children, families and communities in a planned and proactive way to make transitions as smooth and seamless as possible.

Practitioners can make transitions more seamless by first visiting children in the setting in which they are known, confident and comfortable. Ideally, this would be the home as the place where children feel most secure and where children can see their parents and practitioners developing warm and positive relationships. Practitioners can also visit the setting that children are currently attending so children meet new adults in a familiar place. During these times practitioners can learn about the child from the parents as well as give information, in order to be fully aware of and responsive to the needs and concerns of each child and their family. It is important that families' concerns are listened to, but are voiced away from the child.

Children then need to visit their new setting with a parent and/or key person so their first experience of any new setting is with a familiar and trusted adult. For all children - and parents - at every transition in the early years and beyond, repeated opportunities for relaxed contact with and visits to the new setting over a sustained period of time can support a positive move. Transition processes that are tailored to meet the needs of each unique child are more effective than a "one size fits all" process.

The key person makes essential connections. When children enter their new setting the task of providing continuity is made easier by a warm welcome from responsive and available practitioners. A child's key person is the essential link between home and the new setting, and is vital in providing reassurance and creating close, supportive, ongoing relationships with families.

It is valuable to consult both children and their parents on how they feel about any forthcoming transition and whether they need support. Parents often have a different perspective on their child than the key person, which can help enrich a setting or school's understanding of the child. In turn, parents and carers can learn much from the setting or school to support their child's development at home.

Connections that are maintained, where possible, with previous Key Persons can be reassuring and offer continuity for children and their families.

Transition includes moving from EYFS to KS1. As children move from the EYFS into KS1 they need continuity of experience, with the ways in which they learn successfully in their Reception class continued into Year 1. This does not mean that what they will learn will be the same, but how they learn should be very similar and familiar.

In KS1 children's learning experiences can remain a balance between learning led by the teacher and learning led by the children. Play is a vital way in which KS1 children continue to learn skills, strategies and attitudes that adult-led learning does not teach.

In order for transition to KS1 to build on the best of the EYFS, it is helpful when senior leaders are sufficiently knowledgeable about child development at this age, to support their practitioners in planning a learning day that is developmentally appropriate.
Resourc es Bibliography
Previous page: Quality improvement and leadership | Next page: A Unique Child: Child development

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Key points: High quality transitions recognise the importance of feeling "known". Key to a high-quality experience for all children in the early years is ensuring continuity between home, key people and all the settings that make up children's individual learning journeys.

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Early Years Transition - The STAIR transition document, the Padlet and downloadable information leaflets

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Early Years Transition - The STAIR transition document, the Padlet and downloadable information leaflets

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Supporting Transition and Inclusion Record (STAIR)

The Early Years Learning and Inclusion Service has worked with partners to coproduce a record to support children's transitions. The STAIR has been designed to enable smooth transitions, which recognise children's emotional needs, what help they might need and to capture each child's uniqueness.

The STAIR is optional, and settings may use their own versions if they prefer. The STAIR is in 8 short sections. Privacy Notice, Child Details, Transition Information, Developmental Progress and Contact Details should be completed for every child. Learning and Inclusion Needs, Professional Involvement and Plans should be completed where additional information would be useful in making adjustments to ensure transition is successful. When sharing the STAIR for children with additional needs you should also attach any relevant plans, reports or letters from professionals.

The most important thing is to paint an accurate picture of the child, taking into account the child's own views. The STAIR should be completed in conversation with parents/carers and shared with consent, in line with your setting's information sharing policy.

A copy of the STAIR will be emailed to you. You can also include email addresses for parents/carers and the onward setting to have a copy sent to them automatically. Alternatively, the STAIR can be printed and delivered by hand or forwarded via email.

The STAIR online form can be completed using this link https://forms.norfolk.gov.uk/service/Supporting-Transitions-and-Inclusion-Record

Ideas, information and resources to support practitioners, families and children with transitions in the Early Years. This includes the STAIR, publications, videos to share with families, research and book recommendations.

EYFS Transitions in Norfolk (padlet.com)

Below are some downloadable leaflets to help support the various transitions that children may experience in the EYFS. Please note that due to Covid-19, some of the practices described in the leaflets may not be possible. Settings and schools must prioritise health, safety and hygiene requirements at all times.

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Early years forms and leaflets about children progressing from pre-school to school, etc

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Transition resources for settings supporting children or young people with a special educational need or disability (SEND)

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Resources to support English as an Additional Language (EAL) in the Early Years

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Resources to support English as an Additional Language (EAL) in the Early Years

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English as an additional language (EAL) for Early Years - Schools

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Definiton, FAQs, Language Line for early years and childcare settings, plus information on cultural differences, settling in, and some top tips

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Communication Passports - Creating Passports

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Personal Communication Passports - Person-centred booklet for those who cannot easily speak for themselves. A way of making sense of formal assessment information and recording the important things about a person.

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Here at Just One Norfolk, we are dedicated to providing children and young people's health services to the community. Find out more about our services

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A choice board contains pictures of a child's favourite items. This could include toys and food. It encourages them to communicate what they want by looking at, pointing to or saying the name of the picture they want.

Using a Choice Board

Start by offering your child a choice of 2 objects; select the corresponding pictures to place on the choice board. Offer the objects to the child and say the name of each item "bubbles or car?".

Your child may look at, point to or say the name of the item they want. When they make their choice, give them what they've asked for and model the name again e.g. "bubbles!". Show your child how to point to their chosen item by pointing to the picture on the board yourself.

Gradually increase the number of pictures (choices) on the child's choice board. You may need to add another Velcro strip or use smaller pictures to represent all of the possible options your child could choose. You can control what your child's choices are.

It doesn't matter if you know what they will choose every time, or even if one of the choices is something they don't like.

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Here at Just One Norfolk, we are dedicated to providing children and young people's health services to the community. Find out more about our services

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Transition resources to support children with SLCN 

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Transition resources to support children with SLCN 

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Guide to visual support for Early Years Practitioners

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Guide to visual support for Early Years Practitioners

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Here at Just One Norfolk, we are dedicated to providing children and young people's health services to the community. Find out more about our services

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How visual timetables can support children with SLCN in the early years

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How visual timetables can support children with SLCN in the early years

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50 Things to do before you're 5 - Activity ideas

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50 Things to do before you're 5 - Activity ideas

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Speech & Language UK - Support for Parents

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Speech & Language UK - Support for Parents

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Speech and Language UK: Changing young lives

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Speech and Language UK: Information and support

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Speech and Language UK: Help for parents and families

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Learn and play activities for 0-12 year olds

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Words for Life | National Literacy Trust

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Activities and support for parents, children and young people to improve language, literacy and communication skills from home.

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BBC Tiny Happy People - Language Learning

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BBC Tiny Happy People - Language Learning

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Children's speech and language - BBC Tiny Happy People

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A collection of films and articles offering advice to help improve children's language learning skills.

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Advice and support for children aged 0-19.

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Winter bugs and viruses are usually mild, but can sometimes become more serious. It can be hard to know what to do when your baby or child is ill and when you can manage this at home or need to see a doctor or nurse for more help.

We have put together information about keeping your family well this winter, as well as help on finding agencies and schemes that can provide support if you are struggling and tips for staying warm.

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Health Advice & Support for Children - Just One Norfolk

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Here at Just One Norfolk, we are dedicated to providing children and young people's health services to the community. Find out more about our services

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Discover local activities, support and information for families of children aged 0-5.

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The Early Childhood and Family Service (ECFS), offers support to 0-5-year-olds and their families in Norfolk. We have commissioned Action for Children to deliver additional support.

Everyone can:

Our early childhood community fund scheme can also help you set up new groups in the future.

If you need extra help or someone to talk to

Sometimes families need a little extra help or support. ECFS teams are trained to support you.

To ask for extra help call 0344 800 8020, email ecfs-families@actionforchildren.org.uk or
Request support from the Early Childhood and Family Service
For professional use only

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early childhood and family service norfolk

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Early Childhood and Family Service (ECFS) - Norfolk County Council

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From 1 October 2019, the Early Childhood and Family Service (ECFS) will offer support to 0-5-year-olds and their families in Norfolk. Families will be able to get advice and guidance online, attend ECFS events and speak to a member of the ECFS team. The ECFS teams are trained to support families.

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Family Information Service Contact Details

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Family Information Service Contact Details

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For family information and home learning support, please contact fis@norfolk.gov.uk

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10 free and found activities to encourage communication & language development at home 

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10 free and found activities to encourage communication & language development at home 

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NOA School Readiness Communication and Language

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Find out what home learning is, and how parents can improve their child's learning between the ages of 0-5s. Ideas for fun activities that you can do together at home.

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Family Information Service: The benefits of funded childcare for 2 year olds

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Family Information Service: The benefits of funded childcare for 2 year olds

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The benefits of funded childcare for two-year-olds

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Family Information Service: Finding the right childcare for your child

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Family Information Service: Finding the right childcare for your child

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Choosing the right childcare for young children with SEND

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DfE Help for Early Years Providers Training

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DfE Help for Early Years Providers Training

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This page contains a link to free online training from the DfE, focused on child development. There are also links to further information of the different areas of learning.

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We'd also like to use analytics cookies so we can understand how you use this service and make improvements.

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Booklet for practitioners and parents containing easy to access information and activity ideas.

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Universally Speaking Booklets - Free downloads

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Universally Speaking Booklets - Free downloads

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A series of booklets for anyone who works with children and young people showing where children should be with their communication skills at any given age.

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Speech and Language UK: Changing young lives

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Audience: Early years professionals, Primary professionals, Secondary professionals

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Screening Tool

(Please see the Just One Norfolk Screening and Intervention webpage listed in the 'Communication Hubs Meeting 1' column, for further information and advice before using).

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Just One Norfolk: Language Screening Test 

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Just One Norfolk: Language Screening Test 

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Screening Tool

(Please see the Just One Norfolk Screening and Intervention webpage listed in the 'Communication Hubs Meeting 1' column, for further information and advice before using).

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NELI - Nuffield Early Language Intervention 

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NELI - Nuffield Early Language Intervention 

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Screening & Intervention Tool
(For children aged 4-5years in Reception class)
Currently DfE funded.

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Nuffield Early Language Intervention (NELI)

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The NELI Programme, provided by OxEd and Assessment, is an integrated programme, for 4-5 year olds, that is proven to improve language and behaviour. The Programme consists of:

LanguageScreen, an assessment to select children for intervention and monitor individual and whole-class progress,

CPD certified training with mentor support,

a 20-week intervention delivered by TAs or teachers. The printed resource pack includes full session plans and materials to make delivery of the intervention as easy as possible.

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Nuffield Early Language Intervention (NELI)

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The Nuffield Early Language Intervention (NELI) is an integrated programme, for 4-5-year-olds, proven to improve language and behaviour.

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Screening Tool
(Free downloads)

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The child monitoring tool enables practitioners to assess the developmental level of children's speech, language and communication. It is structured across 4 strands which, although appear separate, are interlinked.

It is proposed that observations link to the best fit for a child in each strand (see information on the reverse of the tool). The information is to be put onto the overview sheet along with the child's chronological age in months. The developmental stage needs to be compared to the child's chronological age to establish if the child is 'at risk of delay', 'as expected' or 'ahead' (see information on the reverse of the tool).

This is a very powerful and informative tool and should be used on a regular basis to link outcomes to learning language across the provision.

For use with PFTS:

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Child Monitoring Tool and Action Plan | Leicestershire County Council Professional Services Portal

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The child monitoring tool enables practitioners to assess the developmental level of children’s speech, language and communication. It is structured across 4 strands which, although appear separate, are interlinked.

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A poster to help parents and practitioners support children's speech and language in their early years of development.

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Speech and Language UK: Changing young lives

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Top Techniques Advisory Poster (Set of 5)

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Speech and Language UK is the operating name of I CAN Charity, a registered charity in England and Wales (210031) and Scotland (SC039947), which is a company limited by guarantee registered in England and Wales (00099629). Registered address: 2 Angel Gate, Hall Street, London, EC1V 2PT

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A set of books and activity cards:

-          Babbling Babies

-          Toddler Talk

-          Chatting with children

For parents/carers.

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Speech and Language UK: Changing young lives

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The Early Talkers Boxset won the 2017 Early Years Excellence prize for communication, language and literacy resource and continues to be a brilliant communication tool.

Babbling Babies, Toddler Talk and Chatting with Children can also be purchased separately.

Product Video
Chatting with Children (N.B. this Boxset also comes with Babbling Babies and Toddler Talk)
Customer Reviews

NHS Ayrshire & Arran have made a series of videos for their local early years practitioners who use Chatting with Children. The videos help to make a link between activities being carried out in nursery, and helping parents to support communication at home. You can see the videos below:

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The Early Talkers Boxset won the 2017 Early Years Excellence prize for communication, language and literacy resource and continues to be a brilliant communication tool. Babbling Babies, Toddler Talk and Chatting with Children can also be purchased separately. Product Video Chatting with Children (N.B.

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A small book focused on ways to help children aged 0-5years talk and listen.

For parents/carers.

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Speech and Language UK: Changing young lives

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The booklet provides information for parents on whether their child is on the right track and what to do if they have concerns. It is divided into useful chapters about each age group, with useful tips and ideas on what to do to encourage a child’s communication development.

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ICAN Stages of Speech and Language Development Advisory Poster

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ICAN Stages of Speech and Language Development Advisory Poster

# data[].attributes.body
A poster about children’s development from birth to 5 years.

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Speech and Language UK: Changing young lives

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This hugely popular poster acts as a clear guide for parents and practitioners. It outlines the stages of a child's development from birth to age 5 in a concise, easy way and contains essential information for anyone working in an early years setting.

This pack includes 5 posters.

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Stages of Speech and Language Development Advisory Poster (Set of 5)

# data[].attributes.attachment_link.description
This hugely popular poster acts as a clear guide for parents and practitioners. It outlines the stages of a child's development from birth to age 5 in a concise, easy way and contains essential information for anyone working in an early years setting. This pack includes 5 posters.

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A whole school/setting approach to promote the vocabulary development of all children.

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Vocabulary is important the world over. In the US, the Common Core has brought vocabulary to the fore whilst in England the new curriculum specifically highlights the importance of vocabulary. Vocabulary is important from Early Years right through to secondary / high schooling as a result of the vast explosion of topic specific information.

Spoken vocabulary at 5 years impacts on reading comprehension at 15 years of age (Cunningham and Stanovich, 1997). Vocabulary relates to reading comprehension, but impacts equally on curriculum areas that require specific word knowledge such as mathematics and science.

Yet children from the poorest 20% are already a year behind with spoken vocabulary by 5 years of age (Roulstone, Law et al 2010). Without support these children fall further and further behind.

Word Aware is a structured whole school approach to promote the vocabulary development of all children. Focussed on whole class learning, the resource is of particular value for those who start at a disadvantage - including children with Developmental Language Disorder, Special Educational Needs and those who speak English as an additional language, but it will extend the word learning of all students.

This approach is full of practical and inspiring ideas that can be easily applied by busy classroom practitioners to develop both spoken and written vocabulary.

Word Aware has been developed by combining up to date research with extensive classroom experience. Stephen Parsons and Anna Branagan have been using this approach and training many practitioners since 2010. The end product is an effective and time efficient method for developing the spoken and written vocabulary of all children. It has been enthusiastically received by class teachers, head teachers, curriculum coordinators, Special Needs co-coordinators, Learning Support Assistants and Speech and Language Therapists / Pathologists.

The Word Aware book was published in 2014. This supports children's vocabulary development from 5-11 years but with simple adaptations it can be successfully used in secondary schools. The Word Aware book is available from routledge.com.

See best practice examples

Word Aware 2: Early Years

Word Aware 2 was published in 2016. It is based on the same principals as Word Aware but it is adapted for the Early Years. It includes the fun and engaging 'Concept Cat' method to teach children early verbal concepts such as 'both, corner, smooth and after'. Word Aware 2: Early Years book is available from Routledge.

Watch Word Aware 2 webinar

Amazon reviews for 'Word Aware'

This is an excellent resource! I am a speech and language therapist and use it in schools. The staff and children really enjoy it and they learn so much. I've seen a child go from not being able to say what he has been learning to being able to describe the Great Fire of London to his parents."
☆ ☆ ☆ ☆ ☆

Excellent product for the price. Full of highly useful and attractive resources, both on paper and on the included disk. Would wholly recommend."
☆ ☆ ☆ ☆ ☆

Reviews for 'Word Aware 2: Early Years'

The book starts with a detailed, interesting and clearly referenced introduction, which would be very useful for teaching staff and is a great refresher for SLTs. I like the fact that the approach is designed for the whole class, so it's inclusive and that there is a strong emphasis on the importance of Adult Child Interaction."
Rhiannan Walton, Therapy Ideas Blog. Full review

In summary, Word Aware is a great resource for anyone working with Early Years children and I would highly recommend it. It has a good mix of theory and practical activities which can be put into practice immediately with education staff and parents."
Emmy Pratt, Speech and Language Therapist. Full review

Word Aware training is available now. Click on the link below to find out more.

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Vocabulary is important the world over. In the US, the Common Core has brought vocabulary to the fore whilst in England the new curriculum specifically highlights the importance of vocabulary. Vocabulary is important from Early Years right through to secondary / high schooling as a result of the vast explosion of topic specific information.

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Intervention Tool

(For children aged 3 to 4years)

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Speech and Language UK: Changing young lives

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What does an Early Talk Boost Intervention Pack include?

The Early Talk Boost Intervention Pack includes everything you need to run Speech and Language UK's interactive, evidence based intervention for 3-4-year old children with delayed language.

This product can be added to your order after training with a licensed tutor has been booked. To access our 'Find a Tutor' page, please click here.

The Intervention Pack includes the following materials:

* An Intervention Manual containing detailed group session plans and resources required

* Early Talk BoostToolbag which contains a set of musical instruments, toys,and activitymaterials designed to make your Early Talk Boost sessions even more convenient

* 10 x Jake & Tizzy Complete Sets (Titles 1-8) that have been specifically designed and written for the intervention

* Access to our Classroom Checklist, Online Tracker Tool and Child Attitude Survey to measure and analyse progress which supports Pupil Premium

* 1 x Early Talk Boost Participant Book

You can find detailed information about Early Talk Boost here.

Customer Reviews

"The Talk Boost approach helps children to develop not only their understanding and use of language, but also other important skills like attention and listening and turn-taking, which can help ease them back into the school environment." Read full review
Jacky Wragg, SENCo in Essex
"What they talk about, every single person, is what a difference (Early Talk Boost) ...made to the kids." Read full review
Kirstie Randle, Lead Practitioner for STEP Teaching School Alliance, Leicestershire
"...on week 9 when we invite the parents in, we call it Tizzy's graduation ceremony and the children receive a small certificate from Tizzy which both the children and parents love." Read full review

Want to speak with the team about whether Early Talk Boost is right for your setting?

You can find detailed information about Early Talk Boost hereor get in touch with the team by emailing info@speechandlanguage.org.uk or calling 020 7843 2515.

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What does an Early Talk Boost Intervention Pack include? The Early Talk Boost Intervention Pack includes everything you need to run Speech and Language UK's interactive, evidence based intervention for 3-4-year old children with delayed language. This product can be added to your order after training with a licensed tutor has been booked.

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Screening and Intervention Tool
(For children aged 4 to 8years)

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Our award-winning Infant Language Link is an innovative online package used to identify and support children with mild to moderate SLCN and those new to English. The assessment will also identify any children who may have more severe language needs, such as Developmental Language Disorder (DLD), so that these children can be considered for further investigations and diagnostic assessment with your local speech and language therapy team. Suitable for children aged 4 to 8 years, 500 colourful resources, 12 planned termly language groups, 24 individual teaching plans and 52 handouts for parents make this the most comprehensive SLCN package available for schools.
Watch our video to find out why over 3,500 schools use our packages.

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Our award-winning Infant Language Link is an innovative online package used to identify and support children with mild to moderate SLCN and those new to English. The assessment will also identify any children who may have more severe language needs, such as Developmental Language Disorder (DLD), so that these children can be considered for further investigations and diagnostic assessment with your local speech and language therapy team.

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Screening Tool

(For children aged 18mths to 5years)

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Teddy Talk Test (No VAT. P&P included) | teddytalktest Update

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Please email us at teddytalktest.co.uk for shipping outside of EuropeCONTENTS:	1 wipe clean drawstring bag	36 page instruction booklet	8 objects	6 action pictures	6 ‘Talk-about’ pictures.	4 page A4 photocopiable Record Form Careful consideration has been given to the safety of the items that make up…

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Universally Speaking Booklet and Progression Tool 

# data[].attributes.subject
Universally Speaking Booklet and Progression Tool 

# data[].attributes.body
Screening Tool

(For children aged 3 to 4years)

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Speech and Language UK: Changing young lives

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We know some children can have speech, language and communication needs (SLCN) that can impact on their ability to listen, understand and express themselves. However, it’s not always easy to judge how well a child is progressing with these skills; children may have good skills in one area whilst str…

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Screening and Intervention Toolkit

(For children aged 6mths to 6years)

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Delayed language skills lead to under-performance later in life, yet many primary school children have unidentified speech and language difficulties. WellComm can help you to turn this around.
Both the Early Years and the Primary toolkits enable you to quickly and easily identify children needing support. They're quick and simple to use (requiring no speech and language expertise), and the traffic light scoring format of the instant reports makes them quick to interpret.

Both toolkits come with an age-appropriate Big Book of Ideas providing a total of over 150 instant, play-based activities so you can take appropriate action straight away. Activities can be used with parents at home too, so that support is provided whether or not a child is referred to a speech and language therapist

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Both the Early Years and the Primary toolkits enable you to quickly and easily identify children needing support.

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The Early Childhood and Family Service (ECFS)

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The Early Childhood and Family Service (ECFS)

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ECFS offer WellComm speech and language screening and intervention to children who are not in an early year’s setting.

They also offer a wide variety of group activities (such as ‘Communication Café’s’) and support to families that are referred to them.

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The Early Childhood and Family Service (ECFS), offers support to 0-5-year-olds and their families in Norfolk. We have commissioned Action for Children to deliver additional support.

Everyone can:

Our early childhood community fund scheme can also help you set up new groups in the future.

If you need extra help or someone to talk to

Sometimes families need a little extra help or support. ECFS teams are trained to support you.

To ask for extra help call 0344 800 8020, email ecfs-families@actionforchildren.org.uk or
Request support from the Early Childhood and Family Service
For professional use only

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early childhood and family service norfolk

# data[].attributes.attachment_link.title
Early Childhood and Family Service (ECFS) - Norfolk County Council

# data[].attributes.attachment_link.description
From 1 October 2019, the Early Childhood and Family Service (ECFS) will offer support to 0-5-year-olds and their families in Norfolk. Families will be able to get advice and guidance online, attend ECFS events and speak to a member of the ECFS team. The ECFS teams are trained to support families.

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Free monthly training courses and webinars online, focused on supporting speech, language and communication needs (SLCN).

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I CAN is the children’s communication charity.

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If you would like to be kept informed of the latest early years news, training and updates, please sign up to the Early Years Newsletter. This is one of the places where future Communication Hub Network Meetings will be advertised.

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Subscribe to our Newsletters

Sign up for our Early Years newsletters to stay up to date with what's happening in Norfolk.

Your email address will be used to analyse communication engagement.

Tick the newsletters below that you would like to receive.

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Communication Champion Training - Fully Funded 

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Communication Champion Training - Fully Funded 

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Fully funded, universal level speech, language and communication training suitable for all early year’s practitioners. Please see the EYFS Practice Training Brochure for upcoming courses and wider training offers.

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The brochures below include early years and childcare courses taking place during autumn 2023. Further dates and titles will be added to these brochures throughout the term. Please refer to the Mailing List section below to ensure you are subscribed to receive emails when we add new training opportunities.

The majority of courses will take place online using Zoom or Teams, however, some courses are scheduled to take place face to face. Please check the venue details for each course carefully before you apply.

Settings can apply for multiple places per course, however, a maximum of 4 spaces* per setting will be allocated initially to ensure fairness of opportunity. Additional members of staff will be added to a waiting list and allocated a place should the course have spaces prior to the start date.

*1 space per setting for Signalong Introduction and Signalong Routines workshops due to reduced training group size.

EYFS Training Brochure Autumn 2023

Health and Safety Training Brochure Autumn 2023

Inclusion/SEND Training Brochure Autumn 2023

Leadership and Management Training Brochure Autumn 2023
Safeguarding Training Brochure Autumn 2023
Early Years and Childcare Training Summer 2023

EYFS Practice Training Brochure Summer 2023

Health and Safety Training Brochure Summer 2023

Inclusion/SEND Training Brochure Summer 2023

Leadership and Management Training Brochure Summer 2023

Safeguarding Training Brochure Summer 2023

First Aid Training

12 Hour Paediatric First Aid courses are available to book with Norfolk Adult Learning. Please type 'Level 3 paediatric first aid' into the search bar on the site for a list of courses in Norfolk this term.

If you are unable to book with Norfolk Adult Learning please email earlyyearschildcare@norfolk.gov.uk for advice on your options.

Applications for training must be made at least 24 hours** prior to the course start date. We are unable to accept bookings after this time. If the course is taking place on a Monday we would need you to apply by the morning of the Friday before in order for your booking to be processed.

Joining instructions are emailed 3 days prior to the start of the course (unless you have applied late, then you will receive them 24 hours in advance of the start of the course).

If you are booked on to a course please ensure you have the joining instructions 24 hours in advance of the course so there is time to contact us if there are any issues.

**48 hours for courses in the Safeguarding Training brochure.

If you would like to be kept up to date with future training opportunities and early years developments, please subscribe to our email newsletter service

FAQs
How do I pay for training?
If there is a charge for your course, your setting will be invoiced after the training takes place - usually towards the end of each half term period. You must pay promptly to avoid your future training applications being affected.
What happens after I've applied?
We will email you regarding your training application within 24 hours (during business hours, Monday-Friday). If you fail to receive any communication from us during this time frame you will need to contact us to check on the status of your application, in order to avoid any unnecessary non-attendance fees. It is the responsibility of the setting to check on the progress of applications if you fail to receive anything from us.
What should I do if I cannot attend a course?
If you are unable to attend a course you must email your name, setting and details of the course you're cancelling your place on to earlyyearschildcare@norfolk.gov.uk

You will receive an email acknowledgement confirming the cancellation.
*We do not accept cancellations by phone* Cancellation and Non-Attendance Charges:

Cancelled place more than 24 hours' notice - No charge

Cancelled place less than 24 hours' notice - Cost of the place

No notice, didn't turn up or didn't fully complete a course with advertised costs - Cost of the place

When will I get my certificate?
If there is no charge for the training, certificates are issued after the training has taken place and will be emailed to you. If there is a charge, certificates are issued after the invoice has been paid (invoices are sent towards the end of each half term period).

If you did not find what you were looking for please contact the Early Years Learning & Achievement Service by email earlyyearschildcare@norfolk.gov.uk , alternatively call 01603 222300

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A fully funded initiative for registered early years providers, coordinated by Norfolk Early Years Team. Norfolk EY settings were offered a set of play resource bags and a collection of supporting professional developmental materials to encourage and nurture playful pedagogy and put high quality interactions at the heart of practice.

For more information, please speak to your Early Years Advisor or contact the Early Years Advice Line on: csearlyyearsadviceline@norfolk.gov.uk

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Just One Number is the single point of access for Norfolk & Waveney Children & Young People's Health Services. This includes;
- The Norfolk Healthy Child Programme
- The Norfolk & Waveney Children's Speech and Language Therapy Service.

Families, professionals and young people can get in touch with Just One Number by calling 0300 300 0123.

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Read here for the services we at Just One Norfolk offer children and young people in the Norfolk community, such as our health and school services.

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Just One Norfolk: Speech and Language Therapy Training

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Just One Norfolk: Speech and Language Therapy Training

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Here at Just One Norfolk, we are dedicated to providing children and young people's health services to the community. Find out more about our services

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Just One Norfolk: Speech, Language and Communication Referrals 

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Just One Norfolk: Speech, Language and Communication Referrals 

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Here at Just One Norfolk, we are dedicated to providing children and young people's health services to the community. Find out more about our services

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Just One Norfolk: Speech and Language Screening & Intervention

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Just One Norfolk: Speech and Language Screening & Intervention

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If you are at home with your child and have been advised that you need to do a check of their current communication skills, please watch Early Years Screening video and use the Early Years Language Screening Tool to try the activities with your child.

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Just One Norfolk: The Norfolk and Waveney Children's Speech and Language Therapy Service - Landing Page

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Just One Norfolk: The Norfolk and Waveney Children's Speech and Language Therapy Service - Landing Page

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Our Speech and Language Therapists support children with speech, language and communication needs, to help them to communicate better. They also work with children who have eating and swallowing problems.

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speech language therapy talking talk problems issues play salt communication support supporting cleft lip palate hearing loss stammer stutter stuttering development social worried child early years school eating drinking sound

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Norfolk & Waveney Children's Speech and Language Therapy Service

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Here at Just One Norfolk, we are dedicated to providing children and young people's health services to the community. Find out more about our services

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The BBC’s Tiny Happy People website provides advice and activities for both early years practitioners and parents on a range of topics linked to children’s development, with a specific focus on children’s pre-literacy skills and early language learning. For ideas on how settings can use Tiny Happy People, please click here.

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Tiny Happy People is a BBC website full of advice and activities that is useful for early years practitioners, both for use in settings and for sharing with parents and colleagues. We cover a range of topics linked to children's development from 0-4, with a specific focus on children's pre-literacy skills and language learning, ideal for school readiness.
Across the Tiny Happy People site, you'll find videos modelling best practice for different activities, which are all sorted by age group. These are all evidence-based and have been quality-checked by panels of professionals including speech and language therapists.

We have lots of accessible advice on children's speech and language development that you might find useful for planning activities and spotting any potential issues to flag.

We also offer parents and practitioners knowledge of how simple play and chat benefits children's development, which you may like to introduce to parents at children's 2 year checks.
Below you'll find a suggested selection of resources you might find useful under various headings. Just click the title in the menu. As well as the below website resources, you may want to follow and recommend our accessible, warm and welcoming Instagram and Facebook channels - search for @bbctinyhappypeople.

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How can early years practitioners use Tiny Happy People?

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Tiny Happy People is a BBC website full of advice and activities that is useful for early years practitioners, both for use in settings and for sharing with parents and colleagues. We cover a range of topics linked to children's development from 0-4, with a specific focus on children's pre-literacy skills and language learning, ideal for school readiness.

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This resource considers the ways in which practitioners can support children's understanding and communication by using every day routines, objects and visual prompts.

Also included are ideas to motivate children to communicate, along with achievements in developing understanding and communication.

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This section considers the ways in which practitioners can support children's understanding and communication by using every day routines, objects and visual prompts.

Also included are ideas to motivate children to communicate, along with achievements in developing understanding and communication.

How everyday routines can help

Routines are important for all children and especially children with autism. If a child has problems understanding spoken language, routines can be used to help with understanding because they are repetitive and predictable.

Many children with autism develop their own routines and rituals. There are several possible reasons for this. Sometimes they develop because the child is trying to predict or control what is going to happen. They may also be a way for the child to occupy themselves.

A preference for routines can be used to an advantage when trying to teach a child everyday self-help skills. At first, a fixed routine will need to be used so that the child will begin to understand what is happening and what will happen next.

Simple reduced language (key words) can be used to show the child what is going to happen along with gestures, objects or pictures to support understanding. The routine gives lots of opportunity to repeat and emphasise words, which gives the child lots of experience of associating the words with the event.

When the routine is familiar, small choices and changes can be introduced. For example, when the child has learned to sit at the table for his favourite snack, a choice between two foods can be offered.

Using visual prompts

Children with autism often need extra help to understand spoken language. Speech should always be simplified and repetitive, with an emphasis on key words. Visual clues such as gesture, objects, signs and pictures should also be used.

As the child progresses it may be helpful to use a hand signing system such as Makaton. The advantage of using signs is that they are both available and transportable. Signs are very useful for teaching verbs. For example, the sign for running can be more obvious than a picture of someone running. Signs are also useful when the child is ready to start putting words together and understand short sentences.

Using objects of reference

At an early age, babies learn to associate objects and sounds with events, eg the sight of a bottle means that milk is coming. Objects can be used with a child with autism to help prediction, eg a cup to indicate snack time. An accessible box with key objects can also be used to encourage the child to fetch objects to show you what he wants.

It is advisable to start with one or two objects. Teach the child to give one when he wants the associated event and always deliver what is asked so that the connection is learned. This exchange with objects or pictures is a good way show a child the purpose of communication.

Using pictures or photographs

As well as using objects to show what will happen next, it can also be helpful to use pictures or photographs to show the sequence of an activity. For example, lay out pictures of clothes in a sequence so that the child can learn to get dressed in the right order.

Completing tasks can be difficult for children with autism. They often lose the thread of what they are doing and can stop or repeat an action over and over again. Using a visual sequence helps to cue them into what they are doing now and what will happen next.

Using pictures and symbols to communicate has been developed in a number of programmes for children with autism and can be very successful in developing the early stages of communication. Picture Exchange Communication System (PECS) is one programme which uses symbols to communicate. It has been found that in the early stages this helps to develop rather than delay the child's ability to understand and use spoken language.

Helping a child to understand words

Practitioners should observe, wait and listen to the child; becoming a responsive partner with many opportunities to talk.

Ways to do this include:

Simplifying language so that the child can understand

Making points that are direct and simple

Concentrating on what the child is doing

Getting close to the child and talking face to face. Patience is needed here, as some children with autism will resist physical closeness with others

When the child shows some understanding of a few key words and can imitate a familiar action, it may be appropriate to start some direct teaching to develop understanding of words and concepts.

Achievements in developing understanding:

Demonstrates understanding of gestures, such as hand out to be lifted up

Co-operates when being physically guided through familiar routines such as going to the toilet

Understands that gestures or objects can communicate familiar events, for example, come here can be shown by the gesture of a hand held out, dinner time can be shown by giving the child a spoon

Responds to own name by stopping and turning

Stops an activity when gestured or told 'no' or 'stop'

Understands a few key words, signs or pictures in context, for example, drink, car

Follows simple instructions accompanied by gesture, such as 'come here', 'give it to me' and 'wave bye bye.' Objects and pictures can also be used to support understanding.

Identifies some familiar people and objects when named, for example; drink, car and ball. Gestures and visual cues will still be used to support understanding

Follows requests verbally and supported by visual cues that involve five objects for example; throw the ball, give me the cup

Understands ten or more requests involving everyday items for example, cup, coat, chair

When asked can touch own body parts

Understands twenty or more requests involving everyday items for example; plate cup, coat, chair , names of food and drink, names of clothing

Understands the words and signs for simple actions such as; sit, jump, clap and can perform the action

Follows instructions involving two key words for example, put cup on table, put car in box

Visual support should only be phased out when the child can attend more to the words that are being said. When new words and phrases are introduced it is helpful to go back to using visual supports, even if the child can understand some words without them.

Developing speech

Children will only begin to use language meaningfully when they have heard and understood it. All children need to hear words over and over again before they want to say them. Children with autism often have very little motivation to speak because they find it hard to understand the purpose of communication.

To communicate successfully the child will need:

A reason to communicate

The opportunity

The means to communicate

To feel that the effort to communicate is worthwhile, the child will need to get results. He needs to know that someone understands him and is responding in the way he wants.

Some common reasons why young children communicate include:

Refusing/rejecting

Requesting an object

Asking an adult to do something

Wanting more or wanting something again

Wanting some attention

Commenting on something of interest

Asking for something to be named

Opportunities can be created for a child to communicate:

When he wants something but is not able to get it without help

When a choice is offered - story or outdoors?

When something unusual happens, either a change in routine or a familiar object being used differently

When the child wants to get or keep your attention

Means of communication that young children commonly use include:

Crying

Smiling and laughing

Using their bodies, throwing, banging

Using objects, for example throwing a spoon on the floor to show he has had enough to eat

Vocalising

Using speech

Babies do not do things to communicate on purpose, but gradually learn that what they do gets a response. A child with autism may have difficulty noticing the connection between what he does and what happens as a result. They need structured teaching to begin to make this important connection and to make progress in communication.

Developing a child's ways of communicating

If the child is not using words it will be helpful to teach him to copy sounds, which may encourage further vocalisation.

Set up opportunities where the child can see something he likes but needs to signal to you that he wants it.

If the child repeats words/phrases heard but not in a communicative way, (echolalia), add meaning to this by assuming he means to communicate, eg repeating the phrase or pointing to the object. When the child is responded to in this way, it encourages him to make further attempts to communicate.

Offer choices to encourage communication; this could initially be reaching out or making a noise. If he finds it difficult to make a choice, offer one thing you know he likes and one he doesn't. In the beginning, limit the choice to two things and slowly increase this as his understanding develops.

Achievements in a child's communication

Observe the child to analyse how he communicates how he feels and what he wants

Assume he is trying to communicate his needs and respond positively, naming what he is doing; this will encourage him to communicate more

Help the child to realise that adults are useful in getting what he wants

He may approach and touch another person to get something. He may also reach towards an object when someone is close by

He may push another person's hand away or may push yours away if you get close This is his way of communicating 'no' or 'go away'

Gradually the child will learn to take adults hand or pull her to something he wants

Next, he may use his voice along with some gestures to request objects and actions

He may make sounds and say some words, not necessarily to communicate

The child may say several words, phrases and rhymes but not in an appropriate context

He may repeat words he has heard to get what he wants

The number of words used will increase. Adults need to respond as if he meant to communicate eg by giving him the things he has named

He may use some learned phrases to communicate, for example, 'what you want' to mean he wants a drink

He may be able to make choices that are important to him. He will have his own way of communicating 'yes' or 'no' from shakes of the head for 'no' to putting his hand out for 'yes'

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This section considers the ways in which practitioners can support children's understanding and communication by using every day routines, objects and visual prompts. Also included are ideas to motivate children to communicate, along with achievements in developing understanding and communication. Routines are important for all children and especially children with autism.

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For parents of children aged 0-5, covering topics such as sleep, speech and language, and early years entitlements. Further details available by selecting the course you are interested in.

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For parents of children aged 0-5, covering topics such as sleep, speech and language, and early years entitlements. Browse our range of workshops below. We are continually adding new dates, so if there is not a workshop suitable for you, please come back again later.

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Kirstie Page, Speech and Language Therapist and Teacher explains how to weave interventions into early years practice. This 1 hour training video explains aspects of early language development and considers how interventions can be embedded throughout interactions, curriculum, pedagogy and learning environments.

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Communication Champion Core Training was developed by ICAN and The Communication Trust and has been successfully delivered through the Norwich Opportunity Area (NOA) project since 2018. We’re now delighted to be able to expand this fully funded training to all early years practitioners in Norfolk. This includes childminders, early years group setting practitioners and school nursery and reception teachers and teaching assistants.

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Communication Champion Core Training Autumn 2022 (6)

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Speech sound developmental stages from Just One Norfolk 

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Speech sound developmental stages from Just One Norfolk 

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Speech sound development advice from JON. This includes thorough descriptions of developmental milestones and downloadable guidance to help you support children at each stage.

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Most children's speech sound development follows a typical pattern. It is normal for children to replace some of the more difficult sounds with sounds which are easier to say. For example 'tar' for 'car' or 'poon' for 'spoon.'

However some children's speech sounds may develop more slowly or in an unusual way. For example 'har' for car or 'oo' for spoon, ay-ee for baby. These children may need extra help to develop their speech sounds.

There are different stages to work through, which include both listening to and producing speech sounds. It is important that the child is confident at each stage before moving onto the next.

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Most children's speech sound development follows a typical pattern. It is normal for children to replace some of the more difficult sounds with sounds which are easier to say. For example 'tar' for 'car' or 'poon' for 'spoon.' However some children's speech sounds may develop more slowly or in an unusual way.

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DFE Communication and Language guidance 

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DFE Communication and Language guidance 

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Resources, activity ideas and advice for teaching communication and language to early years children.

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Access resources, activity ideas and advice for teaching communication and language to early years children.

Communication and language resources

Resources are split into 3 areas based on the educational programmes:
Interactions Exploring language Listening and understanding
These resources will help you when reviewing your current curriculum to make sure you are meeting the requirement of the revised communication and language area of learning.

As you make changes to your curriculum consider what you want children to learn first and plan opportunities for them to achieve this.

Please bear in mind any current covid restrictions and/or advice when undertaking any suggested activities.

What the early years foundation stage (EYFS) framework says about communication and 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, story-telling 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.

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Access resources, activity ideas and advice for teaching communication and language to early years children. Resources are split into 3 areas based on the educational programmes: Interactions Exploring language Listening and understanding These resources will help you when reviewing your current curriculum to make sure you are meeting the requirement of the revised communication and language area of learning.