We provide services to education settings from Nursery to Post 18 settings. We recognise the challenges both the children and the education setting face with SLCN (speech, language and communication needs).  We strive to support education settings and schools using a child centred bespoke service.

Working in close collaboration with the young people themselves, the staff teams and the parents reduces the impact of SLCN on a child's day to day life. The setting of functional and meaningful goals ensures that we are working on the areas that matter most.

This involves a process of some or all of the following:

  • Formal and informal assessment of pupils’ speech language and communication difficulties.

  • Supporting the set-up of the environment through "Environmental Health Checks" to foster greater communicative competence for the young people across the setting

  • Working with learners in a groups/ individual sessions / or in class who’s communication difficulties are having the greatest impact on the following areas:

    • Forming and maintaining friendships

    • Developing independence and life skills

    • Achieving emotional well being

    • Accessing learning and getting needs met

    • Reaching their full potential

  • Meeting statement/ EHCP requirements in the most functional and meaningful way.

  • Skilling up teachers and teaching assistants to be able to carry over speech therapy work throughout the week.

  • Joint planning with teachers to ensure communication levels are considered throughout the curriculum.

  • Inputting into school target setting.

  • Liaising with and empowering parents, and supporting them to generalise strategies into the home environment.

  • Implementing, producing and embedding evidence based strategies to help tackle the greatest areas of need in the school at an environmental/individual/ targeted level.

  • Specific training tailored for your setting.

Some key challenges we recognise at different stages of education which we aim to support:


Preschool settings may be the first time that a SLCN is picked up. We know that as soon as the child’s needs are recognised and they receive the right support, the greater the outcome will be.


This may be the child’s first experience of structured teaching which may highlight various SLCN. If help has not been received prior to this, or as soon as a need is identified, the gap will quickly grow between the child and their peers.


Transitioning to secondary school can be a daunting prospect for all children, the curriculum becomes more complex and social demands increase. There is a greater need for independence and academic success. This will all contribute to the young person being able to achieve their full potential in adulthood. This is our last opportunity to ensure that young people get the most from their education placement and receive the right support for their SLCN.

Special School/specialist provision:

Special schools often work with the more complex children and the school team have existing specialist knowledge in their field. This is where specialist speech and language therapy skills are needed and a more complex and intricate decision making process needs to take place.