Staff knowledge and understanding

• Teachers have an understanding of the language needs of children in their class(es).
  
  
• Teachers have knowledge about children’s language development.
  
  
• Teachers are aware of the links between language and literacy development, e.g. vocabulary and reading comprehension.
  
  
• Teachers feel confident in meeting the language needs of the children in their class.
  
  
• Teachers adapt their language so it is not a barrier to learning.
  
  
• Teachers are aware of the learning hierarchy and how to apply it to my planning and teaching.
  
  
• Teachers are aware of the communication chain and how it relates to children in their class.
  
  
• There is a visual timetable in classrooms that is referred to on a daily basis.
  
  
• There is a working vocabulary wall in classrooms, that is regularly referred to.
  
  
• Teachers are aware of the 3 tiers of vocabulary.
  
  
• Teachers give children alternative strategies to communicate.
  
  
• Teachers give the children in their class enough time to respond.
  
  
• Teachers use various strategies to gain the attention of their class.
  
  
• Teachers have a designated quiet area in the classroom.
  
  
• Teachers have an awareness of the effect on their own behaviour on the class.
  
  
• Teachers manage their own emotional well-being to maintain an appropriate work-life balance.
  
  
• Teachers can modify their responses to children on the basis of their individual need.
  
  
• Teachers work as part of a team with any teaching assistants they have in their classroom.
  
  
• Teachers share planning with support staff to ensure that resources are prepared in advance.
  
  
• Teacher share access to CPD opportunities and other support to meet language and SEND needs.
  
  
• Teachers are able to discuss language concerns with the SENCo when required.