Supporting Children with Speech, Language and Communication Needs

At Hollymount, we know that communication is at the heart of learning, friendships, confidence, and wellbeing. Children develop speech and language skills at different rates, and some children may need additional support to understand language, express themselves clearly, find the right words, process information, or communicate confidently with others.

These differences are often described as Speech, Language and Communication Needs, often shortened to SLCN.

Whether your child has an identified need, is receiving support, or you simply have questions about their communication development, we want families to know that support is available.

What are Speech, Language and Communication Needs?

Speech, language and communication needs can affect different areas of development, including:

Speech

How clearly a child says sounds and words.

A child may:

• Mispronounce sounds

• Leave sounds out of words

• Be difficult for unfamiliar adults to understand

• Become frustrated when others cannot understand them

Language

How a child understands and uses words, sentences, and meaning.

A child may:

• Find it hard to understand instructions

• Need information repeated several times

• Struggle to find the right words

• Use shorter or simpler sentences than expected

• Find it difficult to explain ideas, events, or feelings

Communication

How a child interacts and communicates with others.

A child may:

• Find conversations difficult

• Struggle to take turns in discussion

• Find it hard to stay on topic

• Misunderstand social cues

• Prefer adults or younger children when talking

• Find group discussions overwhelming

Some children experience difficulties in one area, while others may need support across several areas.

Signs families may notice at home

Every child develops differently, but families may notice that their child:

• Was slower to begin talking

• Uses fewer words than expected for their age

• Finds it difficult to explain what happened during the day

• Frequently says “I don’t know” or “I forgot”

• Struggles to follow two or three step instructions

• Becomes frustrated when trying to explain something

• Uses gestures instead of words

• Misunderstands jokes, questions, or figurative language

• Finds group conversations difficult

• Appears quiet in some settings but very chatty at home

• Avoids speaking in unfamiliar situations

Not every child who develops language later will have an ongoing need, but if concerns persist, it is always worth exploring support.

What to do if you have concerns

If you have concerns about your child’s speech or language development:

1. Speak to us

Your child’s class teacher is often the best first point of contact. School and home together can build a fuller picture of your child’s communication strengths and any areas of need.

2. Keep notes

It may be helpful to notice:

• Which situations feel easier or harder for your child

• Whether difficulties happen at home, school, or both

• Sounds or words your child finds difficult

• Situations where frustration increases

• Strategies that appear to help

3. Speak to your GP or health visitor

Your National Health Service GP, health visitor, or school may advise whether support from local speech and language services could be helpful.

4. Early support matters

Children do not need to wait for a formal assessment before helpful strategies can begin.

Practical strategies that can help at home

Many children benefit from:

Slowing conversations down

• Give your child extra processing time

• Pause after asking questions

• Resist jumping in too quickly

Keeping language clear

• Use short, clear instructions

• Break information into smaller steps

• Avoid giving too many instructions at once

For example:

Instead of:
“Go upstairs, get your shoes, put your book in your bag, and brush your teeth.”

Try:

1. Go upstairs

2. Get your shoes

3. Come back to me

Expanding language

If your child says:

“Dog running.”

You might model:

“Yes, the big dog is running very fast.”

This builds language naturally without correcting.

Reading together

Books are one of the best ways to support language:

• Talk about pictures

• Ask simple open questions

• Predict what might happen next

• Retell stories together

Reduce pressure

Some children communicate less when they feel put on the spot.

Instead of:

“What did you do at school?”

Try:

“I wonder if something funny happened today…”

Play based communication

Communication grows through:

• Pretend play

• Board games

• Turn taking games

• Singing

• Rhymes

• Storytelling

Helpful organisations and resources

Families may find these organisations helpful:

• Speech and Language UK – advice, milestones, and practical resources

• ICAN – communication support and resources

• NHS – information on speech and language development

• Afasic – support for families of children with language difficulties

What we may do in school to help

If concerns are identified, school may be able to support through:

• High quality classroom language support

• Visual prompts and scaffolds

• Pre teaching of vocabulary

• Small group language interventions

• Opportunities for structured talk

• Social communication support

• Close partnership with families

• Advice from speech and language professionals where appropriate

At Hollymount, we believe every child deserves to feel heard, understood, and confident in expressing themselves. By understanding how children communicate, we can help them build the skills, confidence, and relationships they need to thrive.