At Applebee Wood School, communication is at the centre of everything we do. As a SEND community, we recognise that every pupil communicates differently, and we are committed to understanding and valuing each individual’s voice. Using a Total Communication approach—combining speech, signs, symbols, gesture, and assistive technology—we create an environment where every pupil can express themselves and take part in learning with confidence. 

At Applebee Wood, communication isn’t a single lesson or intervention—it is woven into every interaction, every routine, and every experience. Our aim is simple: to give every pupil the tools they need to understand, to be understood, and to thrive.

Our Communication Champions 

Miss D Henderson (Communication Lead)  

Mr E Blundell (Assistant Headteacher)  

Miss N Booth (EYFS Lead)  

Miss C McLaughlin (KS2 Teacher)  

Miss K Bell (KS4 Teacher)  

Mrs A Murray (KS3 ANTA3)  

Our Communication Champions play a key role in driving high‑quality communication practice across Applebee Wood School. We meet regularly to review whole‑school communication strategies, reflect on what is working well, and identify areas for development. As a team, we support staff by sharing expertise, modelling approaches, and delivering ongoing training to ensure that our Total Communication ethos is consistently embedded in every classroom and throughout the school day. 

Speech and Language Therapists:  

We are proud to work in close partnership with NHS Speech and Language Therapists, who provide valuable expertise to support the diverse communication needs of our pupils. Alongside this external support, we are fortunate to have our own in‑house Speech and Language Therapist, Rachel Tapley. Rachel works closely with staff and pupils across the school, offering specialist assessment, guidance, and intervention to ensure that communication strategies are personalised, effective, and fully embedded within our Total Communication approach. 

Introduction

At Applebee Wood School, communication is central to everything we do. We use a Total Communication approach to ensure every pupil can understand, express themselves, and engage meaningfully with the world around them. The following approaches are embedded throughout the school day and tailored to each pupil’s individual needs. 

 

Our Communication Approaches 

Verbal Communication 

Staff use clear, simple language and position themselves at the pupil’s level to support understanding. Open body language, expressive facial cues, and the ten‑second processing rule help pupils feel supported and able to respond in their own time. 

Communication Boards

At Applebee Wood Communication boards are used to increase learners' engagement and success by using symbols in an activity that is motivating and fun.  Words related to a specific topic e.g. bubbles are included as well as core words such as more, stop, like, want.  Core words are powerful when used on their own 'more' or when put together with topic related words e.g. 'more bubbles'. Learners begin to understand how to use symbols by others showing them how it is done so at Applebee Wood staff will use the boards and point to the symbols while interacting with the learners so that they can begin to point to the symbols when they are ready in order to make a request or comment on what is happening.

Intensive Interaction 

This approach builds the foundations of communication through natural, enjoyable interactions such as shared eye contact, facial expressions, and turn‑taking. Intensive Interaction is used daily to strengthen relationships and support early communication skills. 

Attention Autism 

Attention Autism sessions take place in most classes each day. These highly engaging, sensory‑rich activities develop shared attention, social communication, and turn‑taking — all while showing pupils that communication can be fun. 

Sensory Supportive Environment 

We recognise that many pupils experience sensory processing differences. Our school environment is calm, predictable, and designed to reduce sensory overload through minimal décor, soft lighting, and reduced background noise. Quiet spaces and sensory rooms are available when needed. 

Visual Supports and TEACCH 

Visuals help pupils understand routines, transitions, and expectations. We use TEACCH strategies such as visual timetables, workstations, timers, whiteboards, and standardised symbols on staff lanyards. These supports are personalised to each pupil’s level of understanding. 

Signing (Makaton) 

Where appropriate, staff use Makaton signing to support spoken language. Key words are signed to reinforce meaning and improve comprehension. 

Objects of Reference 

Objects of Reference are used across the school to help pupils anticipate activities, places, and transitions. These concrete cues support pupils at the earliest stages of symbolic understanding. 

Clear Labelling 

Rooms, equipment, and key areas are clearly labelled with symbols and written words to promote independence and understanding. 

Top Tips for Clear Communication 

  • Use open, welcoming body language and get down to the pupil’s level. 

  • Say the learner’s name before giving an instruction. 

  • Keep language short and simple. 

  • Allow processing time 

  • Repeat instructions using the same wording to support understanding. 

  • Use a total communication approach