High-Quality Adult Interactions

At St Michael’s C.E. Primary School, high-quality adult interactions are central to our Early Years practice. Every interaction is a teaching opportunity. Adults observe, listen, respond and support children in the moment so that learning is moved forward in a way that matches each child’s needs, interests and stage of development.

Adults use interactions to help children secure strong foundations, particularly in communication and language, personal, social and emotional development, physical development, early literacy and early mathematics. Through carefully timed support, adults help children develop vocabulary, sentence structure, confidence, independence, self-regulation, problem-solving and deeper thinking.

How Adults Move Learning Forward

Adults support children by following their lead, responding to their communication, modelling and extending language, introducing and revisiting vocabulary, scaffolding learning and encouraging children to explain their thinking.

Staff also use interactions to narrate play, ask purposeful questions, support problem-solving, address misconceptions, model turn-taking and emotional vocabulary, and provide challenge or additional support where needed.

High-quality interactions happen throughout the day, including during continuous provision, enhanced provision, directed activities, routines, story times, outdoor learning and play.

Foundations for Language

We use Little Wandle Foundations for Language interaction techniques to support children’s vocabulary, sentence development, turn-taking and confidence as communicators.

Adults use strategies such as tuning in, pausing, listening, commenting, repeating, extending, wondering, naming, making links and giving choices. These approaches give children time to think, respond, practise new language and develop their ideas through sustained back-and-forth conversations.

Responsive Teaching and Assessment

High-quality interactions also support assessment and responsive teaching. Adults use what they notice during play, routines, directed activities and provision to identify next steps, adapt support, plan enhancements and address gaps.

This ensures that teaching is responsive, inclusive and ambitious for all children, helping them to build the confidence, language, knowledge and skills they need to flourish in Early Years and beyond.