2.2 Explain the process of how supportive strategies are selected and implemented to support children and young people’s speech, language and communication needs

This guide will help you answer 2.2 Explain the process of how supportive strategies are selected and implemented to support children and young people’s speech, language and communication needs.

Supporting children and young people with speech, language and communication needs requires careful planning. The process starts with finding out what support is needed. This can only be done through observation, assessments, and discussions with the child, their family, and other professionals. Every child’s needs will be different, so strategies must be chosen to match those needs. These strategies must also fit with the setting’s policies and any guidance from speech and language therapists or other specialists.

Speech, language and communication needs can range from mild to severe. They may affect understanding, speaking, fluency, or social interaction. The right supportive strategies can help improve confidence, learning, and participation.

Gathering Information

Before choosing any strategy, the worker must collect clear and accurate information about the child’s needs. This step is important to make sure support meets those needs effectively.

Ways to gather information include:

• Direct observation during everyday activities
• Speaking with parents or carers about any concerns
• Looking at previous reports from teachers or specialists
• Using simple screening tools or checklists to note any patterns of difficulty
• Watching for signs such as limited vocabulary, problems forming sentences, unclear speech, or difficulty following instructions

Observations should be recorded in detail. Noting the context where the difficulty happens can help identify what triggers or increases the problem.

Working with Other Professionals

Supportive strategies often need input from more than one person. Speech and language therapists can provide assessments and recommend specific activities. Teachers can share information about how the child communicates in class. Teaching assistants may spot issues during group work or play.

Regular communication between the worker, the child’s family, and professionals leads to a shared understanding. This helps avoid duplicated efforts and keeps the approach consistent. Meetings or informal discussions allow ideas to be shared, and adjustments to be made quickly when needed.

Matching Strategies to Identified Needs

Once the child’s needs are clear, the worker can start to select a strategy that matches them. Each type of need has different approaches.

Examples:

• Language delay: Strategies might include using simple sentences, increasing repetition, or adding visual support through pictures and symbols.
• Speech sound difficulties: Phoneme games, sound repetition exercises, and targeted word practice might be advised.
• Social communication issues: Role play, structured social groups and guided conversation practice can help develop interaction skills.

The worker must think about the child’s age, interests, and strengths. Strategies should be achievable and motivating. They should give the child many opportunities to practise skills in natural situations.

Setting Clear Goals

Support works best when there is a clear goal. Goals help measure progress and give direction. They should be specific and realistic. For example, a goal might be for the child to use a new set of target words in a short conversation by the end of the term.

Goals should be:

• Agreed with the child when possible
• Shared with parents or carers
• Written down in plans, so all staff can follow the same steps
• Reviewed at planned times to check progress

When goals are not met, they should be adjusted, and new approaches tried. This is part of making sure support remains effective.

Implementing Strategies in Daily Routines

Strategies should be part of everyday activities, not kept separate from learning or play. This helps the child practise in real contexts. It also means the skills will be more useful in daily life.

Some ways to include strategies in routines:

• Use visual timetables with pictures or symbols to show what is happening next
• Repeat and model correct speech during story time or play without criticising mistakes
• Arrange small group activities that encourage talk between peers
• Give extra time for responses during question sessions
• Use games, songs and rhymes to encourage word repetition for younger children

Implementation requires patience and consistency. All staff working with the child should know the agreed strategies, so they can use them in every part of the day.

Monitoring and Recording Progress

Support must be monitored to check if it is working. Workers should keep simple, clear records of what is happening. Records should note the activity, the strategy used, and the child’s response. They should be stored in a safe and confidential way.

Things to look for during monitoring:

• Has the child’s vocabulary increased?
• Are they able to form longer sentences?
• Do they take turns in conversation more often?
• Are instructions understood more quickly?
• Is confidence improving in group situations?

Progress may be gradual. Some areas might improve more quickly than others. The worker must be ready to adapt strategies to meet changes in need.

Reviewing and Adjusting Strategies

Reviews should take place regularly. They involve checking progress against the goals set. If a strategy is successful, it can be continued or built upon. If not, the worker should decide if it needs to be changed. Sometimes this means trying a different activity, providing more visual support, or giving extra time for practice.

Families should be involved in reviews. They can share what changes they see at home. Professionals like speech therapists can also suggest adjustments based on technical knowledge. This keeps the approach relevant and targeted.

Using Inclusive Practice

Inclusive practice means that support should allow the child to take part fully in activities with peers. Strategies should be used in a way that avoids drawing unwanted attention to the child. The support should feel natural in the setting.

For example:

• Providing picture support to the whole class, not just one child
• Using group games that encourage communication for everyone
• Encouraging peers to model good listening and speaking

This approach helps the child feel part of the group, making them more willing to join activities and practise skills.

Considering Wider Factors

Workers must think about wider factors that can affect speech and language skill development. This includes hearing ability, home language, emotional well-being, and exposure to speech and language. Supporting strategies may need to be adapted for children who speak more than one language or who have cultural differences in communication style.

If the child has a hearing impairment, strategies must be discussed with hearing support services. For children with emotional or behavioural challenges, the worker may need to adapt the timing or environment for speech activities, so they can concentrate better.

Examples of Supportive Strategies

Here are some examples that might be used, depending on need:

• Visual cards showing actions or items
• Sign-supported speech to back up spoken words
• Simple stories with repeated language
• Turn-taking games with clear rules
• Picture diaries to help recall and talk about events
• Question prompts rather than open-ended questions for younger children
• Structured listening activities using pre-recorded sounds or words

The exact mix depends on the individual’s assessed needs, their interests, and the setting’s resources.

Keeping Consistency Across Staff

One of the most important parts of implementation is making sure all staff members use the same approach. If everyone works consistently, the child receives reinforcement of skills in every setting environment. This means holding briefing sessions, sharing written plans, and checking in regularly to discuss progress.

If strategies are inconsistent, the child may become confused or lose confidence. Consistency supports faster progress because the child gets the same type of help across different situations.

Training and Development for Staff

To apply strategies well, staff need training. This can come from speech and language therapists, specialist teachers, or online CPD courses. Training helps staff understand why certain methods are used, and how to apply them properly.

It can include:

• How to use visual aids correctly
• How to model clear speech and language
• How to encourage conversation without pressure
• How to record observations for progress tracking

Ongoing training keeps skills up to date, particularly where specialist techniques are needed.

Involving Parents and Carers

Families play a big role in supporting speech, language and communication. Workers should share strategies with parents and carers so they can support practice at home. This could be through meetings, written resources, or simple demonstration.

Parents can reinforce skills by reading with the child, encouraging talk during routines such as mealtimes, and giving extra time for conversation. They can share feedback with the worker about progress, difficulties, or changes they notice.

Cultural Sensitivity in Strategy Selection

Speech, language and communication is influenced by culture and background. Workers must make sure strategies respect the child’s heritage and home language. For example, some children might have a bilingual environment; support will need to strengthen skills in both languages without suggesting that one is better.

Families should be encouraged to keep using the home language. This builds strong foundations for learning English and supports identity and self-esteem.

Final Thoughts

Selecting and implementing supportive strategies for speech, language and communication needs is a structured process. It starts with clear assessment and observation. It continues through careful choice of methods that match the child’s needs. Implementation works best when it is woven into daily routines, supported by all staff, and reinforced at home.

Success takes consistent use and regular reviews. By gathering information, involving families, and adapting as needs change, workers can help children build stronger communication skills. These improvements not only help with learning but also with relationships, confidence, and participation in everyday life.