Not only children with diagnoses of language disorder, ASD, dyslexia, ADHD and dyspraxia struggle to process classroom instructions and access the curriculum. Many disengaged mainstream children are also labouring with undiagnosed language processing difficulties masked by fluent speech and poor attention. Maggie will demonstrate a unique model of language acquisition that has helped teachers, parents and LSAs develop a greater understanding of the process of language development - and recognise when things go wrong. Implications for classroom performance are discussed, together with practical strategies for making classroom language more accessible. These include a whole-school approach to developing active listening skills. When implemented, perhaps the most immediate effect is seen in improved self-esteem of your pupils.