Primary Talk ensures that all school staff provide a ‘communication supportive environment’, meaning the whole school environment will be conducive to good communication. Teachers and staff are taught how to use the right methods to support typical communication development as well as supporting those with disabilities. For example, staff are trained to make the most of every speaking opportunity with a child to increase vocabulary and understanding. The use of visual aids, props, natural gestures and sign to improve comprehension and enhance story telling and lessons is mastered as part of teachers’ Primary Talk training. Adult language is simplified and repetition used to ensure all children can understand. Primary Talk also ensures that schools involve parents and provide them with the information they need to support their child’s communication development at home. Primary Talk gives teachers the skills, knowledge and confidence to identify and support those children who are struggling with communication and need extra help. School staff are trained on deciding at what stage they need to refer a child to a therapist and who then works together with the teachers to support the specific educational needs of that child. In order to embed good practice, Primary Talk does not only consist of training, but includes an accreditation system that schools work towards. For most mainstream schools, ‘supportive’ level accreditation makes a significant difference to practice and enables teachers to meet the needs of most children. However, schools also have the opportunity to receive more specialist training and achieve ‘enhanced’ or ‘specialist’ level accreditation. These settings are equipped to provide the intensive, specialist support that children with moderate to severe SLCN require in an inclusive setting. Accredited status lasts for three years and is subject to annual ‘health checks’.