Providing pro-active support for children and young people’s speech, language and communcation needs
Our bespoke speech and language therapy service improves the learning and inclusion of children with speech, language and communication needs.
Tasha Oglesbee
Our speech and language therapist, Tasha, has extensive knowledge and experience of working with children and young people with various needs. She can offer a range of bespoke support and interventions to support you and the children and young people in your school.
Tasha says, “The best way to support children and young people with communication difficulties is for speech and language therapists, teachers and parents/carers to work together.”
Bespoke Speech and Language Therapy Support
This effective approach helps to identify the communication strengths and needs of children at key points during their educational journeys. Ideally, can be undertaken to help inform transitions, for example, from EYFS into Key Stage 1; from Key Stage 1 to 2; and from Key Stage 2 to 3.
Bespoke assessments can be carried out, for example, if concerns have been raised in vocabulary, speech sound development, understanding of language, ability to use language to express needs or to explain or to explore strengths and needs in the area of social communication skills. A comprehensive assessment, often including observation and individual work will help to identify specific areas for development. Particularly useful for children who:
- Find understanding or using language difficult
- Have difficulties with fluency of speech
- Have difficulties with their voice
- Have SEMH needs as they can often have SLCN (some estimates up to 80%)
- Have difficulties in using speech that can be understood by others
Sometimes it can be difficult to know what speech sounds are expected at a child’s age and stage of development. A brief screening check will help to identify if there are any red flags and any need for support and intervention. This type of screening is most appropriate for children in EYFS and, ideally, should be undertaken in the Autumn term.
Early intervention is key. Children with speech sound difficulties never benefit from a ‘wait and see’ approach; this can have long term implications on speech develop and literacy skills.
Sessions are planned by Tasha and co-delivered with with TA support. The TA can then carry out the activities between Speech and Language therapy visits. Speech sound intervention works best with regular, short intervention sessions and then targets that are routinely support by everyday activities. This approach is ideal for children in EYFS and Key Stage 1 and should be started in the Autumn term.
Many children and young people with SLCN need support with understanding their strengths and difficulties. This then help them deal with what could be challenging situations e.g., how to say they don’t understand/ what they need to support them, and to make the most of their strengths.
This intervention can be delivered with an individual or a small group of young people, with TA support. The TA can then carry out activities between sessions and plan to integrate these into the classroom gradually, at a pace that meets the needs of the young person/people. This intervention is for children in years 5 and 6 and for young people in Key Stages 3 and 4.
Vocabulary knowledge is fundamental to understanding instructions, learning concepts, reading comprehension skills as well as using words to make requests and explain our ideas. Word Aware supports all children in developing vocabulary and word learning strategies.It can also be used to support small groups of children who need extra support in this area.
Tasha can support teaching staff to integrate Word Aware into whole school approach to vocabulary learning. Also, sessions a small group of children, with TA support, can be facilitated. The TA can then carry out activities between sessions. Word aware is a great way to support vocabulary development.
Getting the environment right is vital to help children access learning and social opportunities. When a classroom and the school environment support pupils with SLCN inclusion is increased and barriers reduced.
An approach that involves going through detailed checklists to highlight what is in place and what is needed, giving specific actions and then reviewing the plan.
Tasha can undertake a learning walk through school to explore the overall environment and/or strategies used by teachers to support SLCN. Working with you, Jo can then offer advice and support to help the development of your school environment and teaching practices so that you can create a rich speech, language and communication setting.
This approach is ideal for schools who want to reflect on how their environment supports children with SLCN and plan next steps to work towards further improvements.
Ever wondered how a Speech and Language therapist can help you and the children you support?
Well now you have the chance to find out more with a FREE 30 minute consultation with our Speech and Language Therapist, Tasha.
Get in touch to find out more.
Bespoke individual assessment and intervention
We can support students with a range of needs. From initial consultation, problem-solving and assessment through to intervention planning and review, we will work in partnership with you to find positive ways forward.
Bespoke intervention and support
From whole staff training to bespoke therapeutic interventions, we have developed a range of packages and support programmes to help children and young people who experience worries, stress and anxiety.
Bespoke staff training and development
From ADHD to Attachment, from Emotion Coaching to Staff Coaching, we provide training on a range of issues to support your learning and development. Every school is different which is why we create training packages bespoke to your needs.