Our Commitment
Core Services
Assessment
We offer detailed assessments tailored to each child’s individual needs. Drawing from a wide range of standardised and non-standardised tools, we establish a clear baseline to inform meaningful target setting. This personalised approach enables us to measure the impact of intervention effectively and ensure progress is tracked over time.
Report Writing
Following an initial assessment or review, we provide a written summary report for schools and parents/carers at no additional cost. The report outlines the child’s assessment results, targets, and gives individual recommendations—including referrals to other agencies where appropriate. This ensures service users can track progress, measure the impact of our support, and maintain a clear record of the help each child has received.
Assessment and Report Writing for EHCP Assessment
We provide comprehensive assessments and written reports to support Education, Health and Care Plan (EHCP). Our role within EHCP assessment is to provide detailed evidence of a child’s speech, language and communication needs and the support required to help them access education. EHCP reports are more detailed than the summary reports provided following routine assessment and include in-depth findings, clearly defined targets, and specific recommendations, including the impact of their needs on learning, communication and social development. An additional charge applies for EHCP reports, based on our hourly rate.
Therapy
We offer schools the option of a regular service delivered by a named speech and language therapist, providing consistency for both staff and pupils. Therapy is delivered directly by a qualified SLT using evidence-based approaches in both service delivery and intervention. Carryover activities and resources are provided to be delivered by the teaching assistant between sessions. Schools can choose a service from one session per week during term time, up to a level that meets their specific requirements. Each package is designed to meet the establishments needs and budget, ensuring the most thorough and effective support possible within available resources. This package is one of the most popular with current schools, for headteachers and SENCOs, this model offers reliable access to specialist input, improved continuity of care, and a collaborative approach to meeting pupils’ speech, language and communication needs.
Consultative Service
Our consultative service offers schools regular input from a named speech and language therapist on a less frequent basis—such as monthly, half-termly, or a set number of sessions per year. This flexible model supports assessment, target setting, and review for a specific number of pupils, alongside staff consultation and advice. We provide a programme of work with high quality resources to support school staff to work on the targets. This service can also be used to carry out EHCP assessments where needed. Ideal for schools with fewer pupils with speech, language and communication needs (SLCN) or more limited budgets, this service ensures access to specialist support while maintaining a cost-effective approach.
Training
We offer a range of training options to support staff development in speech, language and communication. This includes ongoing training for teaching assistants as part of our regular in-school service, as well as bespoke training packages for staff groups within a setting. Popular topics include Introduction to SLCN (ideal for staff new to the area or schools seeking a shared knowledge base), phonological awareness, language intervention approaches, vocabulary learning, sensory regulation in the context of communication, supporting dysfluent children, and neurodiversity-affirming approaches to communication development. All training is delivered by qualified speech and language therapists and tailored to meet the needs of your setting.
Clinical Area Services
Speech Sound Disorder
Speech Sound Disorder (SSD) refers to difficulties with the production of speech sounds, which can affect a child’s clarity and intelligibility when speaking. Children with SSD may substitute, omit, distort or add sounds, making it harder for others to understand them. These challenges can stem from motor-based issues (such as childhood apraxia of speech) or from difficulties learning the sound system of language (phonological disorder). Early identification and support are vital, as SSD can impact a child’s confidence, participation in learning, and social interaction. Speech and language therapists work closely with schools and families to assess needs and provide tailored interventions that promote accurate sound production and improved communication.
Developmental Language Disorder
DLD is a lifelong condition that affects how children understand and use spoken language, without an obvious cause such as hearing loss or other medical diagnoses. Children with DLD may struggle with understanding and using vocabulary and sentence structure as well as following instructions. These challenges can impact learning, social interaction, and emotional wellbeing. Assessment by a qualified speech and language therapist is essential to identify the nature of the difficulty and guide effective support. Therapists work closely with schools and families to help children develop their communication skills and access the curriculum.
Language Difficulties Associated with Other Conditions
Language difficulties often occur alongside other developmental conditions such as learning disabilities, autism spectrum condition (ASC), hearing impairment or attention-related challenges. These may affect a child’s ability to understand language, express themselves clearly, or engage in social communication. The nature and severity of difficulties can vary widely. Speech and language therapists play a key role in assessing each child’s unique needs and providing tailored strategies that promote inclusion, participation, and confident communication across educational settings.
Speech, Language and Communication Needs (SLCN) in Bilingual Learners
Bilingualism does not cause speech, language or communication difficulties. Many children successfully learn more than one language and may take time to develop proficiency across both. However, bilingual children can also experience SLCN, just like children who have one language. These needs may affect understanding, expressive language, or social communication, and should not be confused with typical patterns of second language acquisition. Assessment by a qualified speech and language therapist is crucial to distinguish between language difference and language disorder. Therapists consider the child’s abilities across all languages spoken and work collaboratively with families and schools to provide culturally sensitive, targeted support that promotes confident communication in both home and educational settings. Paid interpreter services may be required to support this assessment.
Social Communication Difficulties
Social communication refers to how children use language to interact with others—such as taking turns in conversation, understanding body language, using appropriate tone, and adapting language to different situations. Children with social communication difficulties may struggle to interpret social cues, maintain conversations, or understand the unspoken rules of interaction. These challenges can affect friendships, classroom participation, and emotional wellbeing. Social communication difficulties may occur on their own or alongside other conditions such as autism spectrum condition or developmental language disorder. Assessment by a qualified speech and language therapist is essential to identify specific needs and provide tailored support. Therapists work with schools and families to develop strategies that build social understanding, confidence, and meaningful interactions.
Dysfluency
Dysfluency affects the flow and rhythm of speech, with stammering (or stuttering) being the most common presentation. Children with dysfluency may repeat sounds or words, prolong sounds, or experience blocks where speech temporarily stops. These disruptions can vary in frequency and severity and may be influenced by multiple factors which detailed assessment can identify. Dysfluency can impact a child’s confidence, classroom participation, and overall communication. Early referral to a qualified speech and language therapist is always advised, as early intervention is associated with more fluent speech and a better understanding of the complexities of the condition for the child, family and educational staff.
Augmentative and Alternative Communication (AAC)
AAC refers to tools and strategies that support or replace spoken communication. It includes a wide range of approaches—from simple systems like gesture, signing, and picture exchange, to high-tech solutions such as speech-generating devices and communication apps. AAC can be used by children who are non-speaking, minimally verbal, or whose speech is difficult to understand. Speech and language therapists play a central role in assessing communication needs, selecting appropriate AAC systems, and supporting their successful use across home and educational settings. They work closely with families, schools, and other professionals to ensure AAC is personalised, accessible, and empowering—helping children express themselves, participate in learning, and build meaningful interactions.