What is WellComm? 

WellComm is a Speech and Language Toolkit for Screening and Intervention in the Early Years that plays a crucial role in identifying children with potential language difficulties and offers a range of customised intervention activities to help support their language development.

Easy to administer and score, the screening tool uses a unique traffic light system to help practitioners understand the child’s current level of speech and language and to provide a pathway for action, ensuring every child gets the support they need.

 Consider referral to a specialist service for further advice/assessment

 Extra support and intervention required

 No intervention currently required

 

Click the link below to see how we use Wellcomm at Belfield

https://youtu.be/A66ygxQ2xW8

 

Below are some links about how to help your child's language development pre-school

1 year olds - https://youtu.be/hD07YuCvkKo

2 year olds - https://youtu.be/gZpOT-SzT28

3 year olds - https://youtu.be/UXHNEUqXvfk

Please remember that the video clips above are only as guidance and your child may be at a different stage of development to that indicated by the age next to the video.

 

Wellcomm is split into a number of different units - below are the units that we work on in school and some examples of how you can help your child at home to support the learning going on in school.

 

CLICK ON THE UNIT TO DOWNLOAD THE ATTACHED GUIDANCE AND LINKS TO VIDEO CLIPS

 

3.1 - Learning to make sense of the world through play

3.2 - Using songs and rhymes to learn single words / the names of body parts

3.3 - Learning what ‘doing’ words (verbs) mean

3.4 - Understanding sentences with two key words

3.5 - Understanding the words only (no cues and out of routine!)

3.6 - Putting two early words together

3.7 - Using one word to describe an action

3.8 - Naming more everyday things

3.9 - Using/copying actions in rhymes and songs

3.10 - ‘Talking about what I have seen or done’

 

 

4.1 - Remembering two things at a time

4.2 - Using simple describing words (adjectives) in sentences

4.3 - Understanding that 'no' plus an object is an early negative

4.4 - Learning to talk through play

4.5 - Understanding more complex instructions

4.6 - Understanding and using doing words (verbs) in simple sentences

4.7 - Using ‘in’ and ‘on’ at the simplest level

4.8 - Adding ‘ing’ to describe an action

4.9 - Understanding and using pronouns: ‘I’, ‘you’ and ‘we’

4.10 - Learning to use ‘big’ and ‘little’

 

 

5.1 - Understanding ‘in’, ‘on’ and ‘under’ at the simplest level

5.2 - Learning to remember and then say the names of two things

5.3 - Learning to play with a friend

5.4 - Learning the names of colours

5.5 - Learning the meaning of ‘where’

5.6 - To encourage the use of three-word sentences

5.7 - Using ‘under’ in a simple game

5.8 - Beginning to use ‘what’ and ‘where’

5.9 - Understanding what things are for

5.10 - Using simple plurals / plural forms

 

 

6.1 - Understanding and using pronouns: ‘he’ and ‘she’

6.2 - Understanding ‘behind’ and ‘in front’

6.3 - Understanding the negative form

6.4 - Understanding functions of body parts

6.5 - Playing sociably and learning to share

6.6 - Developing expressive language

6.7 - Understanding and using verbs in the past tense

6.8 - Generating ideas about the function of objects (semantic links)

6.9 - Understanding ‘why’ questions

6.10 - Learning to remember and then say the names of three things

 

 

7.1 - Role play

7.2 - Understanding ‘many’ and ‘few’

7.3 - Understanding ‘long’ and ‘short’

7.4 - Learning the meaning of ‘why’

7.5 - Understanding ‘first’ and ‘last’

7.6 - Understanding and using four-word sentences

7.7 - Using comparatives: ‘bigger’, ‘longer’ and ‘smaller’

7.8 - Understanding opposites: ‘wet’/‘dry’

7.9 - Understanding and using pronouns: ‘his’ and ‘her’

7.10 - Linking sentences using ‘because’

 

 

8.1 - Learning the meaning of ‘when’

8.2 - Understanding that things that go together are not always the same

8.3 - Understanding that things that go together are not always the same

8.4 - Understanding post-modified sentences

8.5 - Understanding sentences containing ‘either’ and ‘or’

8.6 - Using an increasing range of prepositions: ‘behind’, ‘in front’, ‘next to’ and ‘between’

8.7 - Understanding emotions from facial expressions

8.8 - Understanding question words using stories

8.9 - Learning to remember and then say five things

8.10 - Using superlatives: ‘biggest’ and ‘tallest’

 

 

9.1 - Understanding which day comes next

9.2 - Understanding passive sentences

9.3 - Identifying an increasing range of emotions and feelings in ourselves and others

9.4 - Beginning to understand idioms

9.5 - Predicting what might happen next

9.6 - Understanding periods of time

9.7 - Remembering more and more information

9.8 - Using category names and explaining the differences between things in the same category/finding the odd one out

9.9 - Making inferences using idioms

9.10 - Talking about things that are going to happen (the future tense)