Stanbridge Earls School
CISCO Academy

Stanbridge Earls

Building confidence - achieving success at Stanbridge Earls School

Speech and language therapy

We have a highly specialist Speech and Language Therapy team at Stanbridge Earls School consisting of 7 speech and language therapists ( SLTs) and a speech and language therapy assistant. All of our therapists are qualified registered members of the Royal College of Speech and Language Therapists and are registered with the HPC (Health Professions Council).

Speech and language therapy is an integral part of Stanbridge Earls School. Over half the children who attend the school attend speech and language therapy sessions. Speech and language therapy encompasses support for and development of a broad range of skills. We work with children who have a range of speech, language and communication needs including expressive and receptive language difficulties and social communication impairments.

Our therapists are skilled in assessing the speech, language and communication needs of pupils including those with specific language disorders, verbal dyspraxia, auditory memory, processing and phonological awareness difficulties and social communication disorders. We use a range of standardised assessment tools, language and communication inventories and formal and informal observations in order to identify a pupils specific needs, recommend a level of input and set regularly reviewed and updated ‘Individual Language and Communication Plan’ (ILCP) targets. Students are taught in several settings including individual lessons, small groups and classroom support. There is regular liaison between speech and language therapists and teaching staff to encourage the generalisation of learned skills.

Small group speech and language therapy sessions enable us to develop communication skills in a social environment and are also used as a way of generalising skills learned in 1:1 situations to small group situations. Group members are selected because they all need work on a particular communication skill and are of a similar level to each other. Groups are led either by two SLTs or by an SLT and an assistant with 3-4 pupils in each. They can focus on specific social communication skills. Pupils receive direct child centred input to develop aspects of their social communication skills identified as causing them difficulty. For example:

  • Listening and taking turns to talk.
  • Establishing and maintaining good friendships.
  • Using appropriate body language and interpreting nonverbal messages.
  • Understanding, expressing and interpreting emotion words.
  • Interpreting and responding appropriately in social situations.
  • Using language that is appropriate to the situation or audience.
  • Identifying, rating and working towards resolving problems through effective communication.
  • Developing empathy.
  • Understanding and using assertive communication skills.
  • Developing confidence and self-esteem.

We also run language enrichment, functional communication and discussion groups. The group curriculum is tailor-made for the individuals in the group. The small pupil to therapist ratio means there is lots of flexibility in terms of choosing appropriate activities to develop skills for each group member.

In addition to individual speech and language therapy sessions which may, for example, target understanding or use of specific language structures, or social skills groups which target the development of interactive language skills, therapists are able to support and advise class teachers on the learning environment and the implementation of support strategies to facilitate access and inclusion. Therapists are able to provide support and advice on communication issues that may impact upon interaction, behaviour and relationships throughout the pupil’s school day. To facilitate this, ‘SPLAT’ weeks are held twice a term. These are dedicated weeks when speech and language therapists deliver input and support through:

  • Classroom observation and support.
  • Visits and support to boarding houses.
  • The development and implementation of individual pupil communication profiles including key support strategies.
  • Collaborative working in lessons with our colleagues in Occupational Therapy, the Accelerated Learning Centre, the Maths Learning Centre and Personal and Social Development (PSD).
  • Pupil observations support and input on out of school events such as PSD trips.

A detailed annual report is provided for all pupils. The pupil’s identified and on-going language and communication needs are discussed together with details and interpretation of recent assessment. Outcomes of targets set and delivered throughout the year are also provided and reviewed and classroom strategies are detailed. Recommendations are made for speech and language therapy input over the following year and therapy targets outlined.

Useful Links

ICAN - The Children’s Communication Charity.

AFASIC - Support for parents and carers with speech and language impairments.

The Communication Trust - Campaigning voice for children with speech, language and communication needs.

www.autism.org

 

Stanbridge Earls School CISCO Academy

SPEECH AND LANGUAGE THERAPY

Accelerated Learning Center (ALC)
Stanbridge Earls - occupational therapy