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Speech & Language Resources
Resources Introduction
We have a range of products and resources, which are evidence informed, with identified outcomes for children's language and wider learning. Our resources aim to support the speech, language and communication skills of all children, including those with SLCN.
We provide "off the shelf" resources as well as developing bespoke materials on request
Early Years Resources
Talking Tigers
"Talking Tigers" supports early listening, vocabulary, understanding and use of language for 3 to 5 year old children. It is an intervention for children with language delay and develops these skills through a range of activities linked to familiar picture book stories.
Chatterboxes
A set of 25 activities to support listening, understanding and talking for 3 to 5 year old children. The activities can be integrated into your daily routine, embedding good practice for supporting children's communication in the early years.
Get ready for Phonics
"Get ready for Phonics" supports the early phonological awareness skills needed for literacy, targeted at 4 to 6 year old children. It is an intervention for children struggling with early phonics and develops these skills through a range of activities.
School Resources
Get ready for Phonics
"Get ready for Phonics" supports the early phonological awareness skills needed for literacy, targeted at 4 to 6 year old children. It is an intervention for children struggling with early phonics and develops these skills through a range of activities.
Language Legends
Language legends is a targeted intervention for children in Key stage 2. It supports children with delayed language to develop listening and understanding, vocabulary and collaborative working between the children.
Communication Curriculum
Our communication curriculum supports children in years 7 and 8 with poor language skills. The children attend lessons designed to develop understanding, use of language and improved interaction between peers. Outcomes evidence significant impact on overall progression.
“I spoke to [child’s name] yesterday and she is so much clearer than before. I can understand what she is saying now. She still has a long way to go, but you can see the progress and it’s even impacting on her phonics – she’s moved up to a higher group.”
Kate Hunter, Key Stage 1 Lead Teacher“I am again so excited about the work that is planned and the potential impact it may have for our young people. Thanks for your enthusiasm Wendy, I am excited about the opportunities it will open to our students and the impact it will have in the journey of improvement for all at our school.”
Saira Luffman, Secondary Head Teacher“The children love coming to the sessions, even those boys who we thought really wouldn’t engage with it are so engaged in each session and actually working together. We can see changes in their language as the weeks go on and the boys themselves are commenting on the progress they are making.”
Secondary School HLTA“Our visiting consultants must be extremely experienced in their field at both child/school level and the wider national developments; Wendy ticked every box, and more! Her passion to improve the speech, language and communication of children and young people was clearly evident in every presentation she gave.”
Zena Martin, Director at Inclusive Learning NorthIn 2016, only 19.8% of pupils with SLCN achieved five or more GCSE grades A*-C including English and mathematics, compared to 63% of all pupils. This gap is wider than that for all pupils with SEN.
Our Communication Curriculum supports pupils to make significant progress in language; pupils acheived a 1.31 progress 8 score following the curriculum work.
Statistic “Pupils with SLCN need additional support”