Top Exam Board Tips

Always link your practical examples to the individual child's assessed stage of development and specific communication goals.

When describing environments, reference the use of universally designed approaches (e.g., visual timetables) and personalised modifications.

In case study assessments, clearly state the steps you would take to raise concerns about SLCN, including safeguarding considerations if applicable.

Use the ‘plan-do-review’ cycle terminology to demonstrate a structured approach to supporting SLC development.

Use case studies or real examples to show how you have applied specialist guidance, emphasising the collaborative process.

When discussing child-centred practice, provide specific evidence of how you sought and acted on the child's views, using photos, communication passports, or observation records.

Link your practice to the social, emotional and cognitive domains explicitly in your written reflections or witness testimony to demonstrate holistic understanding.

When completing observation tasks, use a structured form with columns for context, what was observed, and how it relates to developmental norms; this demonstrates systematic assessment.

Reference established frameworks such as the Early Years Foundation Stage (EYFS) or ICAN’s milestones to ground your observations in recognized benchmarks.

In professional discussions, always link SLC development to broader outcomes, such as literacy readiness or peer relationships, to show holistic understanding.

Common Mistakes to Avoid

Assuming that simply talking more to a child will accelerate their language development without considering the quality and relevance of the interaction.

Overlooking the impact of the physical environment on communication, such as noise levels or lack of visual cues.

Failing to distinguish between delayed language and a potential speech, language, and communication need (SLCN) requiring specialist intervention.

Neglecting to involve parents and carers when planning support, leading to inconsistent approaches.

Confusing positive practice with simply praising the child, rather than using structured, strength-based strategies to develop communication skills.

Working in isolation from specialists: implementing strategies without seeking clarification or sharing progress, leading to inconsistency.

Overlooking the child's perspective: making decisions about support without involving the child or considering their preferences.

Focusing narrowly on speech and language targets while neglecting the impact on social interaction, emotional wellbeing, or cognitive engagement.

Key Terminology & Definitions

1. Understand the importance and the benefits of adults supporting the speech, language and communication development of children and young people.2. Be able to provide support for the speech, language and communication development of children and young people.3. Understand how environments support speech, language and communication.4. Be able to recognise, and obtain additional support for, children and young people who may have speech, language and communication needs.

1. Understand the concept of positive practice when working with children and young people with speech, language and communication needs.2. Know how to work alongside speech, language and communication specialists to use appropriate strategies and targets to support children and young people.3. Be able to place children and young people at the centre of professional practice when working with children and young with speech, language and communication needs.4. Understand how to work with others to support the social, emotional and cognitive needs of children and young people.

1. Understand the importance of speech, language and communication for children’s overall development.2. Understand typical speech, language and communication development in children and young people.3. Be able to identify typical speech, language and communication development of children and young people

1. Understand the speech, language and communication assessment process for children and young people who are learning more than one language.2. Understand the cultural issues of assessing and supporting the speech, language and communication development of children and young people who are learning more than one language.3. Be able to work with parents of children and young people whose home language is not English.4. Know how to work with others in order to support the speech, language and communication development of children and young people whose home language is not English.

1. Understand the links between language, behaviour, social and emotional development and mental wellbeing.2. Understand how to support positive speech, language and communication development for children and young people with social, emotional and mental health needs (SEMH).3. Understand how to adapt strategies and approaches to behaviour, social and emotional development and mental wellbeing to meet speech, language and communication needs.4. Know how to work with others in order to support the speech, language and communication development of children and young people with social, emotional and mental health needs.

1. Understand the importance of parental support for the development of speech, language and communication.2. Be able to work in partnership with parents to support their child’s speech, language and communication development.3. Be able to support parents to use activities and approaches to support their child’s speech, language and communication development.4. Understand the importance of working in partnership with parents of children with speech, language and communication needs and relevant professional agencies.

Nursing & Healthcare

OCN London

Vocational

Specification: 603/2595/1

The OCN-LONDON Vocational Nursing & Healthcare specification covers 6 topics with 0 learning objectives (603/2595/1). Use the topic browser below to explore subtopics, exam tips, common mistakes, and key terminology for each area of the course.

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6 units

Support Children and Young People’s Speech, Language and Communication Skills

This element focuses on the practical strategies adults use to facilitate speech, language, and communication (SLC) development in children and young people. It explores how purposeful interactions, environmental adaptations, and early identification of SLC needs contribute to effective support. Learners will develop skills to implement person-centred approaches and collaborate with families and specialists to enhance communication outcomes.