Communication and Reading

Communication and reading are part of learning throughout Cedars. Pupils have different ways of understanding, expressing themselves and engaging with books and texts. We start with each pupil’s strengths and needs, and adapt our approach as they develop.

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Total Communication

We use a Total Communication approach. This means combining methods that help each pupil understand others and express themselves. Depending on the pupil, these may include:

• speech, Signalong signs and gestures

• objects, photographs, pictures and Widgit symbols

• PECS (Picture Exchange Communication System)

• facial expressions, vocalisations, body movements and eye movements

• communication aids, including switches, voice output devices and the Grid AAC app

• writing and typing.

 

Staff adapt the words, signs, symbols and communication aids they use with each pupil. They give pupils time to process information and respond, and recognise the many ways a pupil may show a choice, ask a question or share an idea.

 

For some pupils at an early stage of communication, staff use Intensive Interaction. By following the pupil’s lead, they develop shared attention and enjoyment in communicating. The methods used with each pupil are chosen around their needs and reviewed with the people who support them.

 

Reading at Cedars

We want pupils to enjoy books, stories and other texts, whatever their starting point. Reading teaching is matched to the pupil and may include listening and language activities, phonics, recognising words, developing fluency and understanding what they read. Some pupils use symbols or other supports to access stories and information.

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Reading has a practical purpose too. Pupils encounter words, symbols and information throughout the school day, from a classroom timetable to a recipe, a sign or a travel plan.
 

Reading at Low Fell

At Low Fell, books, stories and shared reading are woven into pupils’ learning. Staff choose texts and teaching approaches that reflect each pupil’s communication needs and stage of development, including phonics where appropriate.
 

Reading at High Heworth

At High Heworth, staff assess students’ reading and comprehension to understand their starting points and plan teaching. Students develop and use their reading skills in subjects and practical activities across the curriculum.
 

Reading at home

Sharing a book or story together can be enjoyable at any stage. Follow your child’s interests and let them take part in the way that works for them, whether that means listening, looking, signing, using symbols or reading the words.

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Your child’s class team can suggest suitable books and ways to support reading at home. You can also find free ebooks through Oxford Owl, book suggestions from BookTrust, and books to borrow from your local library.