Child C has phonological delay and along with English as a second language (EAL). He has attended the setting for almost 2 years and has made little progress in the communication and language area of the early year’s foundation stage curriculum, however, he is developing at a reasonable rate in other areas. Child C’s teaching staff often find understanding him very difficult and he is often asked to repeat himself which causes much frustration. Child C’s receptive language is also much delayed. After being give a simple instruction he will wander off and do something else and is often asked several times if he would like a snack or to play outside.
