English Learning at Barrs Court School

At Barrs Court School, English helps pupils develop the communication, language, and literacy skills they need to express themselves, connect with others, and take part in everyday life. English learning is inclusive, meaningful, and carefully adapted so that every pupil can make progress in a way that is right for them.

We recognise communication as a fundamental life skill. English supports pupils’ wellbeing, independence, learning, and preparation for adulthood.

What Is English Learning?

English at Barrs Court School supports pupils to develop skills in:

• Speaking, listening, and communication

• Reading and early literacy

• Writing and mark-making

• Understanding and using language in real-life contexts

English includes spoken language, AAC (Augmentative and Alternative Communication), reading, writing, and multimodal communication. Pupils are supported to communicate confidently and purposefully using the method that works best for them.

Learning is rooted in real experiences such as routines, play, stories, drama, sensory exploration, and everyday interactions. This helps English feel relevant, motivating, and meaningful.

How Is English Adapted for My Child?

Every pupil learns English in a way that matches their individual needs, communication profile, and starting point. English is delivered through three pathways:

• Pre-formal – sensory, experiential learning focused on early communication and engagement

• Semi-formal – structured, practical learning with strong visual, symbolic, and hands-on support

• Formal – more structured learning with increasing opportunities for reading, writing, and spoken language

Progress may be shown through engagement, interaction, choice-making, confidence, independence, or functional communication – not just written work.

Speaking, Listening and Communication

Speaking, listening, and communication are at the heart of English learning and underpin the whole curriculum.

Pupils are supported to:

• Express preferences, needs, and ideas

• Make choices and ask questions

• Take turns, respond to others, and build relationships

• Communicate using speech, signing, symbols, eye-gaze, gestures, or technology

Communication is embedded across the school day, not just in English lessons. Staff work closely with Speech and Language Therapists to ensure consistent use of AAC and personalised communication systems.

Reading at Barrs Court School

Reading helps pupils develop language, understanding, and enjoyment of stories and information.

Pupils may:

• Engage with sensory stories, objects, sounds, and textures

• Explore books through symbols, images, digital texts, or audio

• Learn phonics, whole-word recognition, or symbol-supported reading where appropriate

• Develop comprehension through discussion, questioning, and AAC-supported responses

Reading is taught for both pleasure and purpose, helping pupils understand signs, labels, routines, and real-life information.

Writing at Barrs Court School

Writing provides pupils with another way to communicate their thoughts, feelings, and ideas.

Pupils may:

• Explore early mark-making using sensory materials

• Develop handwriting, typing, or AAC-based written communication

• Write for real purposes such as requesting, recounting, sharing feelings, or creating stories

• Use adapted tools including symbols, writing frames, keyboards, or digital devices

All forms of writing are valued and celebrated.

What Will My Child Experience?

English learning may include:

• Sensory stories, drama, role-play, and shared reading

• Communication-rich environments with symbols and visual supports

• Reading and writing through everyday routines such as snack time, cooking, travel, or play

• Opportunities to communicate through speech, AAC, signing, gestures, or technology

• Structured, predictable lessons that support regulation and confidence

English lessons are supportive, engaging, and carefully paced to meet pupils’ needs.

How Do Teachers Plan English Learning?

Teachers plan English carefully to meet the needs of each class and individual pupil. Planning allows staff to:

• Break learning into small, achievable steps

• Spend longer on meaningful skills

• Use repetition and overlearning to secure understanding

• Adapt learning based on pupil response and interest

English learning is personalised, flexible, and responsive.

How Is Progress Shared?

English progress is not measured through traditional tests alone. Instead, staff focus on:

• How pupils engage and communicate

• How they show understanding

• How their confidence and independence develop

• How they apply communication and literacy skills in real-life situations

Progress is shared with families through photos, short videos, observations, and comments using Evidence for Learning, so learning is clear, visible, and meaningful.

Want to Find Out More?

You can download our full English Strategy below. This explains how English is taught across the school, how learning is adapted across pathways, and how we support every pupil to develop communication, language, and literacy skills that matter for life.