Services

Collaborative working

At Learning Talking, we believe that the most effective speech and language support happens when therapists and school staff work in partnership. We collaborate closely with teachers, support staff, LSAs, and SENDCos to integrate communication strategies across the school day. Our therapists provide coaching, modelling, and practical tools to build staff confidence in supporting children’s speech, language, and communication needs in real time. Through regular liaison, joint planning, and shared problem-solving, we ensure that support is tailored, sustainable, and fully embedded within the school’s everyday practice.

Our services

Well-known for providing reliable, highly-respected speech and language therapists, the team’s mission is to deliver a complete package of services to meet the needs of the setting.

Flexibility

Learning Talking offers a flexible service that can adapt to each school’s needs. Sometimes our role is mainly consultative – we support school staff by offering advice, strategies, and resources to help children in the classroom. When we have capacity, we also work directly with children, providing tailored one-to-one or small group sessions. This balanced approach means we can offer the right support at the right time, whether that’s working hands-on with a child or helping school teams build their own skills and confidence.

Evidence Based Practice

At Learning Talking, we use evidence-based approaches to guide our work. This means we draw on proven methods and the latest research to provide the best support for children. Our practice is informed by well-established programmes such as the Nuffield Dyspraxia Programme for speech sound difficulties, Word Aware for building vocabulary, Colourful Semantics for developing sentence structure, and Blanks Levels of Questioning to support understanding and reasoning skills. We also use approaches like Shape Coding to teach grammar in a clear, visual way. By using strategies with strong evidence behind them, we can offer effective support that helps children make real, lasting progress.

Frequently asked questions

What is the process for identifying students who need speech and language therapy?

Schools play a key role in identifying children who may need speech and language support. Teachers and staff usually refer children through the school’s SENDCo, who helps coordinate support. Sometimes, we also use whole class screening tools to help schools spot children who may need extra help with communication. This early identification means support can be put in place as soon as possible.

How is therapy delivered within the school setting?

Much of the intervention is delivered by school support staff who know the children well and work with them regularly. Our therapists provide these staff members with a personalised programme of targeted activities that can be carried out in one-to-one sessions or small groups. The activities are designed to be fun, practical, and easy to fit into the school day. Therapists offer training, resources, and ongoing guidance to make sure the support is effective and well-matched to each child’s needs. This team approach helps children make steady progress in a familiar and supportive environment.

What communication needs do you address?

We support a wide range of speech, language, and communication needs. This includes children with Developmental Language Disorder (DLD), who may have ongoing difficulties understanding and using language. We also work with children experiencing situational mutism, where they find it hard to speak in certain settings, such as school. Our service supports children with speech sound disorders, helping them develop clearer, more confident speech. We also work with children who have communication differences linked to autism, supporting their individual communication styles and helping them build meaningful interactions. Our approach is always tailored to each child’s unique needs.

How do you collaborate with teachers and caregivers?

Collaboration with school staff and caregivers is key to successful speech and language support. By working closely with teachers, support staff, and families, we can share strategies, set shared goals, and make sure children get consistent support across school and home. This joined-up approach helps children make better progress and feel fully supported in all areas of their life.

Do you need consent from parents before you see a child or young person?

Yes, we always seek consent from parents or guardians before working directly with a child. For young people aged 16 and over, we follow NHS guidelines and seek their consent directly, respecting their ability to make decisions about their own care. We keep families informed and involved throughout the process to ensure the best support for each child or young person.

Do you provide training for school staff?

Yes, we offer a variety of training options to support school staff in meeting children’s communication needs. This includes “in the moment” coaching, where therapists work alongside staff during everyday activities to provide practical tips and guidance. We also use video-based learning to offer flexible, accessible training that staff can revisit as needed. In addition, we run inset training sessions tailored to the school’s specific needs, covering key topics and strategies. Our goal is to build confidence and skills so staff feel equipped to support all children effectively.