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Our students created 100 Poppy Wreaths for Remembrance


“Assume that a child has intellectual ability, provide opportunities to be exposed to learning, assume the child wants to learn and assert him or herself in the world. To not presume competence is to assume that some individuals cannot learn, develop, or participate in the world.  Presuming competence is nothing less than a Hippocratic oath for educators. It is a framework that says, approach each child as wanting to be fully included, wanting acceptance and appreciation, wanting to learn, wanting to be heard, wanting to contribute….”  


Excerpt from interview with Dean Douglas Biklen (2016), winner of the UNESCO/Emir Jaber al-Ahmad al-Jaber al-Sabah Prize to promote Quality Education for Persons with Intellectual Disabilities.


Our Philosophy –
Every member of staff at Regency High School understands the importance of providing a way for our pupils to communicate and the importance of modelling good communication to the children and young people. Staff are provided regular training to support their understanding and develop their knowledge of Communication, Language and Literacy.


Communication is fundamental at Regency High School underpins ALL areas of school This means Regency High School is a Total Communication environment: we use lots of ways of “talking”. We believe that communication is more than speaking words, so we use Signalong signing, gesture, speech, symbols and electronic communication aids to give information in different situations.


As a school, we work with students who have communication or feeding difficulties.  This involves working closely with Natalie and Nicky, our Speech and Language therapists,  school staff and parents / carers to develop students’ communication  or feeding  skills within the school day. Students have the opportunity to work individually or in groups  to develop specific  skills, whilst another aspect of our role is to promote communication  strategies throughout the school.

Communication Bill of Rights


Regency Communication overview


AAC In The Home


How To Make an Eye Gaze Transfer Display


 Communication Bill of Rights YouTube

Free Access to TAPAC resources

Autumn Term Communication activities

This half term we have set you have 9 mini tasks. These tasks will help develop your vocabulary, memory, thinking skills and expressive language.
You could try having a go at 2 per week?


SuperCore AAC Lowtech Learning symbols

Super Core 12 Learning Grids Super Core 20 Learning Grids Super Core 30 Core Vocab Super Core 50 Core Vocab




Speech and Language Therapy Arrangements for your Child

Please read Speech and Language Therapy School Arrangements document with relation to COVID-19


Home learning pack April 2020


Symbols and Social Stories – COVID19

Click here to see a collection of social stories

Good Days And Bad Days during Lockdown


Some Useful Websites

Summer Hill Speech Therapy

Speech And Language Resources

The Communication Trust

Colourful Semantics Starter Pack

Feeling Activity

Tool Box Free Apps for Writing Communication


Please find attached the resources for the colourful semantics pack you requested for Farmyard Hullabaloo! The full video is on our YouTube channel so you can use it alongside the pack in teaching/therapy tasks, link


Eating & Drinking

School staff work in close partnership with professionals involved in setting up individualised mealtime programmes which may involve positioning, appropriate food consistency/textures, eating and drinking utensils and feeding techniques for these pupils
Pupils who have difficulties with motor control may struggle to chew and/or swallow safely, placing them at risk of aspiration, chest infections, constipation, malnutrition and other difficulties.
Pupils can have sensory feeding issues if they have had invasive procedures, a history of reflux or motor feeding difficulties. They may dislike the sensation of food/drink in their mouth and therefore avoid eating and drinking. These pupils are sometimes eating a restricted range of tastes or textures.
Some pupils may have allergies or intolerance to certain foods. This requires careful attention to their diet. Finally, pupils with physical disabilities may need additional support to develop their independence in eating and drinking.

Many pupils at Regency High School have an ‘Eating and Drinking’ mat which are used as placemats at lunchtime and all staff have access to the eating and drinking mats of all pupils.  This ensures all staff follow the advice from professionals about the eating and drinking requirements of all the young people.

Communication Websites

We will be sharing this across school next week. The data will be used as a baseline in the rapidly changing environment of the Indian Ocean, where climate change, overfishing and plastic pollution are major threats to coral and the life it supports.


Developing Pupils’ Language


At Regency High School, we know that the ability to communicate – to say what you want to say and to understand what other people are saying – is fundamental to life chances.

Vocabulary at age five is one of the most significant predictors of the qualifications pupils achieve when they leave school. We therefore prioritise the development of pupils’ language and vocabulary as we strive to provide a learning environment in which all of our children can succeed, and ensure that they are well-prepared for working life once they leave education.


Our whole school approach to developing pupils’ language includes:

  • Using ambitious texts in our English lessons to increase children’s exposure to high-level and varied vocabulary

  • Identifying and planning key words to teach with each new topic or text

  • Displaying focus words of the week around the school

  • Praising and rewarding pupils who use newly taught words

  • Engaging pupils in word meanings. We explicitly teach children the meaning of new words, using a multi-sensory, interactive approach such as ‘Star Word’.


How can you help at home?


Talking to and reading with your child are two terrific ways to help them hear and read new words.

‘The quality of parent-child interactions is one of the biggest factors influencing vocabulary, so it’s vital to talk to your child and expose them to different words.

Try naming objects, using number words, and introducing words that explain emotions: the more words they understand, the more they will be able to use.’

(Alice Penfold, National Literacy Trust)


Regular reading is key to developing a wide vocabulary:

  • Make reading a routine with a regular slot each day

  • Read widely – follow your child’s interests and encourage them to read for enjoyment

  • Keep reading aloud to your child, even once they’re able to read on their own: children love to hear stories, and you can build their vocabulary by choosing books that would be too difficult for them to read themselves.


Play word games

I Spy, Scrabble, Boggle and Bananagrams are just a few of the huge range of word games that will help your child learn new words. By

introducing new vocabulary through games, language-learning becomes interactive and fun for children.



Word a Day

Introducing a new word each day will boost your child’s vocabulary by 365 words every year, and is an activity that the whole family can get involved with.

As well as word a day calendars, there are numerous websites and apps that generate words of the day.


The Amber Trust

The Amber Trust offers a free music scheme for families of children with a visual impairment and PMLD



Young Voices

“For the past 20 years, Young Voices has staged the largest children’s choir concerts in the world. Over 2 million children have taken part in a Young Voices concert and we believe passionately in inspiring the next generation to find their love for music. Each night, between 5,000-8,000 children perform as a single choir to a sold-out audience of family and friends… Our aim is to inspire a love of music and create memories for the children that will last a lifetime”.

Each child at Regency High School involved with Young Voices will receive a letter containing a code that can be used to log on to Young Voices Childrens Music Room so songs can be rehearsed at home.


Using apps to support speech, language and communication

Fact Sheet Download