Speech & Language Development - Setting Statement | Whole-Setting Document

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Speech & Language Development

Setting Statement For Parents, Inspectors & Website

Our Vision

At our setting, communication is at the heart of learning, wellbeing and relationships.

We believe:

• Children communicate long before they speak

• Every child has a voice

• Adults are partners in talk, not directors

• Language grows strongest through play, connection, and curiosity

• We celebrate ALL communication — gestures, signs, sounds, facial expressions, words, silence & laughter

Communication is more than speaking — it is belonging.

Our Approach

We create a communication-rich environment where children:

• Are listened to without interruption

• Have time to think, respond and explore ideas

• Hear a broad range of vocabulary in meaningful contexts

• Learn language through shared play and everyday routines

• Experience stories, rhymes and songs every day

• Develop confidence to express emotions and ideas

Our practitioners respond sensitively, observe carefully and interact purposefully, using strategies supported by current research and the EYFS.

Key Principles of Practice

Approach & What it Looks Like

• Follow the Child's Lead - Adults join play rather than redirect

• Commenting > Quizzing - “The water is splashing loudly!”

• Wait & Pause - Time to think and respond

• Copy + Extend - “Car.” → “Red car.”

• Serve & Return - Conversation as turn-taking

• Sustained Shared Thinking - Wondering and exploring ideas together

• Rich Vocabulary - Real words rooted in real experience

• Emotion Coaching - Naming and validating feelings

Language is not added on — It is woven through every interaction.

Staff Training & CPD

All staff receive ongoing support and professional development focused on:

• Early speech and language development

• EAL strategies

• Supporting non-verbal communication

• Play-based language building

• Dialogic reading (shared story approaches)

• Understanding developmental stages

• Knowing when and how to seek advice

We reflect as a team, share practice, observe each other and commit to being lifelong learners alongside the children.

Partnership with Parents

We recognise parents as children’s first and most important educators.

We:

• Share ideas for building language at home

• Celebrate every small communication milestone

• Offer non-judgemental conversations

• Provide practical strategies, not pressure

• Listen to parent insight as part of assessment

Communication thrives when adults work together.

Inclusion and Early Identification

We believe all communication is meaningful.

We ensure:

• Every child feels heard, valued and responded to

• Language support is inclusive, not isolating

• Children developing differently are not compared but understood

• Concerns are handled sensitively and collaboratively

• Referrals are timely, evidence-based and partnership-led

We adapt environments, expectations and resources — not the child.

How This Aligns With EYFS & Ofsted Expectations

• Recognising and supporting early communication
  → EYFS Section 1: 1.6, 1.7

• Creating language-rich environments
  → Development Matters ‘Communication and Language’

• Building children’s confidence and self-regulation
  → PSED links

• Partnership with parents
  → Statutory requirement

• Early identification of needs
  → SEND Code of Practice

• Inclusive curriculum delivery
  → Ofsted’s emphasis on Intent–Implementation–Impact

This statement demonstrates a pedagogically robust approach and reflects contemporary best practice.

In summary

We are a communication-focused setting where children learn language through joyful, meaningful interaction. We listen, we model, we extend, and we celebrate every voice.

Document Updated: January 2026

Recommended next read Selection

Additional Whole-Setting Guidance | for Professional Members

Explore our whole-setting guidance below, including overarching curriculum and pedagogy documents, early years schemas and EYFS setting policies.

• Curriculum & Pedagogy

  • Little Owls Resources’ Curriculum Intent Statement

  • EYFS from Birth to 5: Curriculum Coherence & Pedagogical Throughline

  • Whole-Setting Curriculum Map (Birth-5): Curriculum Intent & Progression

  • Pedagogy Guidance Document

  • Speech & Language Development - Setting Statement

  • EYFS Inspection-Facing Summaries

• Early Years Schemas

  Early Years Schemas - Practitioner Toolkit | EYFS Birth-5

  ↪ Schema Cards (definition, behaviours, age-related examples, enabling resources)

  ↪ Schema Observation & Responsive Provision Planning Template

• EYFS Setting Policies

  • EYFS Group Setting Policies Pack

    ↪ x 22 Policy Documents

    ↪ Policy Sign-Off and Confirmation Document

    ↪ EYFS Setting Policy Folder Contents List

  • Childminder Setting Policies Pack

    ↪ x 22 Policy Documents

    ↪ Childminder Assistant or Volunteer Policy Sign-Off and Confirmation Document

    ↪ Childminder Policy Folder Contents List

• EYFS Glossary

  EYFS Glossary

  ↪ Clear, practitioner-friendly explanations of key curriculum and pedagogy terms used throughout our guidance.

Looking for age-specific pathway documents?

Select the pathway that best reflects your role or the age group you work with. You do not need to use everything. (Some practitioners may use more than one pathway.)

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Content within the EYFS Curriculum & Pedagogy Membership is provided as professional guidance and support. It reflects current understanding of the EYFS statutory framework, Development Matters and inspection expectations at the time of writing. Practitioners are responsible for applying professional judgement and ensuring practice aligns with current statutory requirements and their specific context.

Updated: January 2026