Babies and early years

Start with shared attention

Follow what your child notices. Join their play, copy their expressions and give them time to respond. Use language they can access to describe what you are doing together.

Everyday moments can become enjoyable conversations: washing hands, finding a favourite toy, sharing a picture book or noticing a dog in the park.

Plan accessible language now

Ask the Teacher of the Deaf and speech and language therapist to describe how your child will access language at home and in their early years setting. Support should include understanding and expression, rather than measuring speech sounds alone.

• Ask about family BSL learning and access to fluent language models.
• Discuss spoken language support if this is part of your family’s approach.
• Share all the languages used at home.
• If your child has additional needs, ask about suitable visual, tactile or other communication support.

Choosing and working with a nursery

• Who will learn your child’s communication approach, and how will new staff be trained?
• How will staff notice missed communication during free play and group time?
• Where can your child see faces and signing clearly?
• How will hearing technology or a radio aid be managed where used?
• How will nursery build friendships and include your child in stories, songs and games?
• How will staff record access and development, and share concerns with you?

You can ask for support before an EHCP is in place. Discuss the setting’s SEND support and specialist input.

Local early support

Hearing and Vision Specialist Service can advise on specialist support for hearing needs. One Stockport Family Hubs offers broader family and early development support. The Stockport SEND Local Offer helps you find current early years services and childcare information.

Find contacts in the Stockport directory.

If development worries you

Keep examples of what you notice, rather than waiting until you can describe it perfectly. Discuss concerns with your child’s hearing team, health visitor, GP or specialist education team.

Ask for assessment that takes account of your child’s deafness, language access and other needs. Do not assume every difficulty is caused by deafness, or that hearing devices remove the need for support.