Specialist speech and language therapy for children and young people, tailored to each child's strengths, needs and goals.
I provide specialist speech and language therapy services for children and young people, supporting a wide range of speech, language and communication differences. Every child is unique, so assessment and therapy are tailored to their individual strengths, needs and goals.
Services include individualised assessments, fun therapy sessions, parent coaching, school and nursery support and collaborative working with other professionals involved in your child's care. Whether your child needs support with speech sounds, language development, social communication or emotional regulation, therapy is designed to be engaging, practical and evidence-based.
Sessions can take place at my clinic, at your home or in school, depending on what works best for us all.
Initial assessments include parent case history, information gathering from parents and school, direct assessment with the child and observation of the child in their educational setting. Within the assessment process, we work together to discuss therapy goals.
Following this, I write a summary of strengths and differences alongside a recommended therapy plan.
Therapy takes place in the location which works best for the child and family. Sessions typically last 30–45 minutes. If therapy is taking place in an educational setting, support can be provided both in and out of the classroom. Therapy may also involve working closely with parents and carers.
Therapy can take place weekly, fortnightly or monthly. After each session, feedback can be provided.
Bespoke training packages are available upon request. Training can be delivered to school or nursery staff or to parents within your educational setting. Some examples of training include:
Please get in touch to discuss and for a personalised quote.
If you have any questions or would like to discuss whether speech and language therapy is appropriate for your child, school or nursery, please be in touch.
