C&D Independent Speech & Language Therapy have an ongoing successful partnership with more than 40 specialist and mainstream schools.
We work closely with SENCos, Inclusion Managers and local authorities to support children in your setting who have speech, language and communication difficulties. We have a great deal of experience working with education providers offering assessment and the following intervention approaches:
Working with teaching staff to ensure the child or young person is constantly surrounded by people who know how to:
Focusing on those children where universal input is not enough. Targeted at children and young people known to have a SLCN (or at risk of developing such needs) and/or where there is a risk of educational, emotional or other difficulties arising as a result of their SLCN.
For children with known SLCN, targeted level support generally involves the Speech and Language Therapist:
Children receiving targeted levels of therapy may still require direct input from a Speech and Language Therapist if they are not showing progress.
Input provided to those children and young people with complex SLCN requiring detailed programmes or to those who have not responded to universal and/or targeted provision. The child sees a Speech and Language Therapist individually or in a group and then has periods of targeted work as detailed below where they do not see the therapist.
Government policy places a strong focus on early intervention of speech, language and communication difficulties; without this, children are at risk of lower educational attainment, behavioural problems, emotional and psychological difficulties, and poorer employment prospectsC&D Independent Speech & Language Therapy were observed during a DfE inspection in November 2014 and deemed to be outstanding.
“To achieve outstanding Ofsted status the early years provision must have an extremely sharp focus on helping children to acquire communication and language skills” (Ofsted, 2012)
“Communication and language is a prime area of learning and development that must shape educational programmes in Early Years settings” (EYFS, DfE 2012)
Therapists have enhanced DBS checks.