Total Communication at Sherbrook

Here at Sherbrook, we believe that ‘Every Voice Matters’ and every child has the right to communicate.

Communication is much more than speaking. It is how we express our wants and needs, make choices, enable sharing thoughts and feelings, build relationships and be an active part in the world around us. For many of our pupils, spoken language may not be their most effective way of communicating, this is why we use Augmentative and Alternative Communication (AAC).

AAC encompasses many strands to support communication, at Sherbrook this includes: -

• Objects of Reference
• Communication Containers
• True Object Based Icons (TOBIS)
• Specific and Generic pictures
• Supporting understanding using Widgit symbols
• Enhancing Receptive and Expressive language with Colourful Semantics
• The Picture Exchange Communication System (PECS)
• Aided Language Display Boards (ALDS)
• Communication Books
• High-tech devices and tablets
• Gestures
• Attention Autism
• Makaton Signing
• Social Stories

Examples of ALDS at Sherbrook          

Examples of Communication Books and High-tech Devices

Alongside this, we offer targeted interventions to support communication through wellbeing and have 4 Emotional Literacy Support Assistants (ELSAs) to facilitate this.

At Sherbrook we have our own Speech and Language Therapy Assistant, Margaret-Ann Thompson-Smith. Margaret-Ann is Makaton trained and uses her skills to support our children and staff on a daily basis.

Alongside this, Margaret-Ann shares a ‘sign of the week’ video clip, to support parents via Class Dojo.

• Please note that these signs are copyrighted by The Makaton Charity.
• They should not be shared or downloaded outside of the Class Dojo platform.
• Please visit www.makaton.org for further guidance.

AAC is not ‘one size fits all’ and looks different for each individual child. We choose approaches based on each pupil’s strengths, needs, preferences, and communication goals.

Why Do We Use AAC at Sherbrook?

We use AAC to ensure that our pupils have a reliable way to communicate.

For some pupils, AAC may supplement and support their speech; for others it may be their main form of communication. AAC can support pupils in:

Express their needs

Pupils are able to communicate important messages, such as help, finished, more, toilet, I don’t like it etc.

Make choices

AAC facilitates meaningful opportunities to make decisions about their day, such as what they would like to eat, what activity they would like to do and where they would like to go.

Share thoughts and feelings

Communication is not just about ‘requesting;’ AAC can help pupils tell us about their experiences, emotions and autonomous ideas.

Develop independence

In having access to consistent communication systems means pupils do not need to rely on someone else interpreting their behaviour or speaking for them, they have ‘their own voice.’

Build relationships

AAC provides opportunities for pupils to interact with adults and their peers, develop friendships and have improved participation in their community.

AAC Does Not Prevent Speech

A common misconception is that using AAC will prevent a child from developing spoken language.

‘AAC DOES NOT TAKE AWAY SPEECH’. It gives children another way to communicate while supporting the vital development of communication skills.

We endeavour to encourage speech whenever it is appropriate for the individual pupil. AAC is utilised throughout Sherbrook alongside speech, signs, and other communication methods to support understanding within the whole school curriculum.

Everyone Has a Role

Our role as Sherbrook is not to make every pupil communicate in the same way, we aim to listen to all forms of communication and provide the tools that pupils need to be understood and works for them.

AAC is available is available throughout the pupil’s day! Staff model AAC using symbolic development, Makaton signs, devices, and other communication methods while speaking to children. This provides opportunities for our children in real situations.

We work in collaboration with families, speech therapists, and other professionals to establish consistent and meaningful approaches. In essence every child’s journey is uniquely theirs.

Our Commitment

We are 100% committed in ensuring that we have an environment where ‘every communication attempt is valued’.

Regardless of how our children communicate, whether through speech, signing, symbols, gestures, a communication device or through a combination of approaches, we want each and every child to know:

“We are listening. Your communication matters. Your voice matters!”

For any further information please contact our Communication Lead, Jo Taylor at Joanne.taylor@sherbrook.mhat.org.uk