Speech and Language
At Market Field we aim to ensure that all students can effectively express themselves and engage in meaningful and functional interactions.
Our Speech and Language Therapy team
Our Speech and Language team work across the school supporting children with a range of speech, language and communication needs. These needs can include; attention and listening, understanding spoken language, being able to express wants and ideas, abstract language skills such as verbal reasoning and problem solving, narrative skills, and social skills.
Each class is assigned a Speech and Language Therapist who will carry out observations, formal and/or informal communication assessments as appropriate for each individual, set bespoke targets and write reports for pupils with Speech, Language and Communication Needs on their EHCP. If a parent, carer or teacher has any concern about a pupil’s communication, they are able to refer them to the Speech and Language team. Parents/carers are also able to contact the Speech and Language Therapist for their child via Class Dojo.
Please see our Care Pathway for more information on referral, assessment and intervention.
How is therapy delivered?
All children have access to the Speech and Language Therapy team whilst at Market Field and we strive to work closely with classroom staff so that children’s communication needs can be supported throughout the school day. This is done at three levels; universal, targeted and specialist and can be achieved either directly (i.e. with a therapist) or indirectly (i.e. with a therapy assistant or a trained member of classroom staff).
All pupils receive universal support. The Speech and Language Therapists provide advice and training to classroom staff to support them to create learning environments which nurture developing communication skills. This includes training staff to adapt their own communication skills; ensuring that the language of the curriculum is being made accessible; and adapting the classroom environment through use of visuals (e.g. Makaton signing, symbols, visual timetables, now/next).
Many pupils will receive therapy at a targeted level. Targeted input addresses a specific communication need identified by a teacher and/or Speech and Language Therapist. This can take the form of:
- Communication targets for the pupil and an annual review report written by the Speech and Language Therapist
- Inclusion in targeted groups (e.g. Lego therapy, attention and listening, vocabulary)
- Specific advice and strategies to be used by staff and parents to meet a specific need (e.g. transitions, to support classroom learning or access to the curriculum).
- Social stories written for a specific need.
Some pupils receive therapy at a specialist level. Pupils who receive therapy at this level tend to have very complex or rapidly changing speech, language or communication needs. Typically this input will take the form of:
- Communication targets for the pupil and an annual review report written by the Speech and Language Therapist;
- Specialist advice and strategies updated regularly in step with the pupil's rate of progress (e.g. support introducing new vocabulary into a pupil's communication system);
- A bespoke communication programme, with therapy delivered either directly (by the therapist) or indirectly (by a therapy assistant or a trained member of classroom staff).