PIVATS Speech and Language Review
As a SENCO, one of the persistent challenges in supporting pupils working below age related expectations in language and communication is not a lack of goodwill or intent, but a lack of genuinely usable guidance. Many resources tell us what children cannot yet do, far fewer show staff what to do next, and fewer still manage to do this without tipping into either oversimplification or clinical overload.
Taken together, the PIVATS Language and Communication materials address that gap thoughtfully and pragmatically.
What stands out immediately is that these documents are clearly written by people who understand classrooms as they actually are. The Listening and Understanding, Talking and Communication, and Extension Pack do not present language development as a neat linear ladder, but as a complex, overlapping process that requires repetition, consistency and adult skill. The emphasis on modelling, wait time, responsive interaction and meaningful repetition reflects current evidence-informed practice, but crucially it is translated into actions that staff can realistically embed into daily routines.
For SENCOs, the value lies in how the materials bridge assessment and provision. Milestones can sometimes risk becoming a recording exercise unless staff are confident about how assessment outcomes should shape teaching. Here, each area is anchored by practical strategies that align clearly with specific developmental indicators. This makes it far easier to move from “this is where the pupil is” to “this is what we will do differently tomorrow”, which is often the point at which teams struggle.
The Extension Pack strengthens this further by offering depth without becoming unwieldy. Strategies such as objects of reference, now and next boards, choice making and early interaction work are explained with enough detail to promote consistency across staff, while still allowing for professional judgement. The language used is reassuringly explicit about the need for repetition, adult modelling and shared understanding, which is particularly helpful in settings where multiple adults support the same pupil across a day.
I also welcome the clear acknowledgement of limits. The documents do not overclaim, and they are explicit that pupils with persistent or disordered speech, language and communication needs will require specialist input alongside these approaches. This matters, because it protects SENCOs from being sold the idea that universal or ordinarily available strategies alone can replace specialist assessment or therapy.
From a whole-school perspective, these materials work well as a shared reference point. They support SENCOs in coaching staff, justifying provision decisions, and evidencing thoughtful, developmentally informed practice without requiring staff to wade through dense theory. They are particularly useful for early years, SEND units and specialist provision, but there is clear transferability into mainstream classrooms where pupils are working at earlier developmental stages.
Overall, this is a practical, well-structured and professionally grounded set of resources that respects both the complexity of language development and the realities of school life. For SENCOs looking to strengthen the link between assessment, provision and everyday practice in language and communication, this is a sensible and credible place to start.