Communication

At Ellesmere we use Makaton signs and symbols to support communication and learning. Below you can find links to videos and PDFs of the key signs and symbols we use at Ellesmere. 

In addition to Ellesmere College holding Makaton Friendly Status, the National Space Centre has now also achieved this recognition. Rachel Hunter has delivered training to their teams and has collaborated with them to introduce Makaton signs and symbols throughout the Space Centre.

Rachel continues to serve as their link tutor and will provide ongoing support to the National Space Centre. We hope this marks the beginning of a growing network of Makaton Friendly environments across our city, helping to improve accessibility for many.

Check out the links below for videos of the key signs and symbols we use at Ellesmere. 

Makaton Videos

Makaton Core Vocabulary

Primary Core Vocabulary

Shine Pathway Core Vocabulary

KS3 Core Vocabulary 

KS4 Core Vocabulary 

Post-16 Vocabulary 

Makaton Core Vocabulary

Core Vocabulary 

Key Stage Vocabulary

'Zones of Regulation' is a visual system we use at Ellesmere to support students to understand how they are feeling and how to self regulate. Students identify which colour zone they are in and what they need to do to move into the green zone where they are ready to listen and learn.

Zones of Regulation

Please click on the links below for more information

Within Ellesmere College, the children’s speech and language therapy service support children and young people to:

• develop their understanding and functional communication skills with the people around them. 
• access a communication friendly environment that embeds and promotes speech, language and communication development within a variety of activities across the day.  

The children’s speech and language therapy service includes therapists and therapy support workers, who work together to assess and support communication and eating and drinking needs.

They provide evidence-based eating and drinking training for school staff to ensure competence and safety.  

For children/ young people on the NHS speech and language therapy caseload, the service may carry out the following interventions:

• Offer direct intervention and support where appropriate for speech sounds, stammering or language development in short blocks of intervention. This will be completed by the therapist or support worker alongside classroom staff and/or family members, to ensure these activities and strategies are embedded across the day.
• Specialist assessment of communication, with associated advice and strategies to support areas of need.
• Assessment and intervention for students with Alternative and Augmentative Communication (AAC) needs. Complete referrals for powered AAC assessments with the specialist Electronic Assistive Technology Service (EATS) or a local provider. 
• Assessment and implementation of paper-based AAC, including using symbols to request, communication boards and communication books.
• Specialist mealtime assessments, providing strategies and guidance to maximise safe eating, drinking and swallowing. 
• After an episode of care has been completed, children/ young people may be discharged from the NHS caseload. The Communication Support Plan or discharge report will outline when further support from speech and language therapy may be needed again in the future.

Reasons to contact the service about a re-referral could be:

• There are speech and language difficulties, such as a stammer or unclear speech and school staff have identified the child/ young person is now ready to access further support.
• Where a child/ young person has no functional communication skills in place.
• A child/ young person has met their previous targets, and guidance is required to understand the best next steps to further develop their functional communication skills.
• Where there are new or deteriorating eating, drinking or swallowing concerns.