Seven Ways to Start the School Year Communication Ready

Because communication underpins every aspect of learning, every friendship and every child's development.

As another school year draws to a close, many teachers and leaders will already be thinking ahead to September.

Classroom displays need refreshing. Timetables need finalising. Staff training is being planned. New children are joining, others are moving on, and there always seems to be a never-ending list of jobs to tick off before everyone heads off for a well-earned summer break.

With so much to think about, it's easy for one important area to slip down the priority list...

Speech, language and communication.

Yet communication is at the heart of everything we do in schools and early years settings. It underpins learning, behaviour, friendships, emotional wellbeing and independence. Investing just a little time now can make September feel calmer, more organised and more successful for both staff and children.

Here are seven simple ways to start the new school year communication ready.

1. Refresh staff confidence

Not everyone needs to be a speech and language expert.

But every adult working with children should feel confident recognising when a child might be struggling with speech, language or communication, and know some simple strategies they can use every day.

Ask yourself:

• Will new staff receive any training on speech, language and communication?

• Do teaching assistants feel confident supporting children with communication needs?

• Could communication be included in your September INSET or staff meeting?

Sometimes one small reminder can have a huge impact across the whole school.

2. Think about the children already on your radar

Before everyone disappears for six weeks, take ten minutes to make a few notes.

• Which children are you already a little concerned about?

• Who might benefit from closer monitoring in September?

• Were there children who made less progress than expected this year?

• Did any children struggle to follow instructions, express themselves, understand vocabulary or interact with their peers?

These don't need to be big long notes or reports, just a few prompts for your future self at the end of August.

3. Plan how you'll identify children early

Many schools complete speech and language screening during the autumn term, but have you thought beyond the screening itself?

Ask yourself:

• Who will be screened?

• Who is responsible?

• When will it happen?

• How will results be shared?

• Most importantly... what happens next?

Identifying needs is only the first step. Having a clear plan for supporting children afterwards is what makes the real difference.

4. Review your universal provision

The most effective support doesn't always begin with interventions.

It begins with classrooms that are communication friendly for every child.

Consider whether your classrooms and shared spaces encourage good communication.

For example:

• Are visual supports used consistently?

• Is new vocabulary introduced explicitly?

• Do staff allow enough processing time after asking questions?

• Are classroom routines predictable and well supported?

• Is the learning environment helping children to listen and concentrate?

Small adjustments often benefit all learners, not just those with identified needs.

5. Think carefully about transitions

September brings lots of change.

New classrooms, new teachers, new expectations, new friendships.

Some children cope with these changes easily, while others need additional support to understand new routines, vocabulary and social expectations.

Communication is a huge part of successful transitions.

The more information that can be shared between staff now, the easier those first few weeks are likely to be.

6. Decide how you'll support staff throughout the year

Professional development isn't just for September or INSET days.

Think about how you'll keep communication on the agenda throughout the year.

Could you include:

• short staff meeting updates?

• communication tips in newsletters?

• opportunities for classroom coaching?

• quick wins staff can implement immediately?

Building confidence little and often is far more effective than one training session that everyone forgets by October.

7. Choose one communication priority

It can be tempting to try to improve everything at once.

Instead, choose one realistic goal.

Perhaps this year you'll focus on:

• improving staff confidence

• developing communication-friendly classrooms

• strengthening universal provision

• improving vocabulary teaching

• introducing a clearer pathway for identifying children with speech, language and communication needs

Small, consistent improvements often lead to the biggest long-term changes.

One final thought...

Preparing for a new academic year isn't just about classrooms, displays and timetables.

It's about creating an environment where every child has the best possible opportunity to understand, communicate and thrive from the moment they walk through the door.

When communication is woven into everyday practice, it doesn't just benefit children with identified speech, language and communication needs.

It improves learning for everyone.

A 10-minute challenge before you switch off for the summer

Before you close your laptop and head off for a well-deserved break, grab a notebook and jot down:

✅ Three children you'd like to keep an eye on in September.

✅ One communication strategy that worked really well this year.

✅ One thing you'd like to improve across your classroom or setting next year.

Then put the notebook away and enjoy your summer.

Your future self will thank you when September arrives.

Ready to strengthen communication across your whole school or setting?

Whether you're looking for practical classroom strategies, staff training or support to build a more communication-friendly environment, I’m here to help in The Speech & Language Garden.

Because communication isn't another initiative.

It's the foundation that helps every other initiative succeed.

Hi, I'm Beth.

​I'm a Highly Specialist Speech and Language Therapist with a love of helping schools and early years settings build confident communication environments.