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Communication & Interaction 

Communication and interaction conditions may include children and young people who have speech, language and communication needs and /or autism.​

They may:​

  • have difficulty in communicating with others

  • they may have difficulty saying what they want to or understanding what is being said to them

  • be delayed in using language and shy away from talking


Example Provisions & Interventions


  • Quiet and calm learning environments

  • Clear and set routines

  • Use of visuals (timetables; tasks; transitions; social situations)

  • Minimalist environment 

  • Use of other visual forms of communication (images/PECS)

  • Sensory and movement breaks

  • Limited language use for instructions

  • Consistent messages across the school

  • Circle time for social interaction

  • Modelling from teacher for social interactions

  • Brain breaks

  • Small step work

  • Transitional tasks and warnings

  • Use of timers



  • Talk boost

  • Language link

  • Speech link

  •  Sensory assessment and programme

  • Music therapy; forest school; lego therapy

  • Buddy system at lunch time

  • Supportive areas during play time (bridge; colouring room; music room)

  • Small group/bespoke SEND group


  • High level adult support for social interactions

  • Bespoke curriculum and timetable

  • Alternative working space during the day

  • Use of ICT and technology for communication and work

My Story

Communication & Interaction Lead
Miss Jo Parsons

Jo P.jpg

I completed a music degree in theory and composition and a masters of music therapy. I have been a music therapist for over a decade and a music teacher for seven years. My professional roles have offered me extensive experience and training working with children with varying diagnoses such as, autism and ADHD. I am a PhD candidate at Goldsmith’s University and my research is about musical cultures in schools with a focus on inclusion, labels, power and accessibility.

As the lead on Communication and Interaction at Ilfracombe Junior school, I support children with diagnosis such as autism and ADHD, or those who may struggle with social interactions, self-regulation and/or expressive/receptive communication. As an integrated staff member, I work with children directly to help understand their strengths and to create a more accessible school environment for them. I work directly with teachers and teaching assistants to ensure adequate provision, the monitoring of this provision, and its potential impact. Our team focuses on consistency in our ‘universal’ provision offer across the school, both in and out of the classroom. Much of this work, and my understanding of its potential, is enhanced by my time teaching children in music and engaging musically with some children individually or in small groups.

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