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
Chatty Bats is an impactful language development programme for children age 3 to 5 years old. It uses a robust dialogic reading methodology, linking engaging Clickety Books stories with a structured ten week programme of language activities. The pack contains detailed lesson plans, story books and puppets, which engage young children and develops their understanding and use of language.
Chatterboxes are big boxes of games and activities to support listening, understanding and talking for 3 to 5 year old children. In the boxes are games, books and toys, plus over 50 activity cards written by experts to support children’s language. Activities are designed to be used flexibly and linked to themes commonly taught in the early years.
Get ready for Phonics
“Get ready for Phonics” is a targeted intervention to support phonological awareness and vocabulary learning, both of which are strong predictors of reading in young children. Aimed at children aged 4-6 years, this intervention provides a structured programme of interactive activities for children who are struggling with these important foundation skills for phonics and reading.
Language Legends 1
Language legends is a targeted intervention for children with language difficulties in key stage 2, written by experts around a well known story. Children make excellent progress in their understanding and use of vocabulary and wider language skills following the intervention. All activities and materials are provided for small group work and there are also fully animated and captivating PowerPoints available to be taught at a class level.
Code breakers supports children in years 7 and 8 with language difficulties. It can be delivered across an academic year as a “Communication Curriculum” or as a language intervention. Pupils attend lessons designed to develop understanding, use of language and improved interaction between peers. Outcomes evidence significant impact on overall progression.
Language Legends 2
We have developed a second version of language legends following positive outcomes from version I and requests from our schools. As with version 1, it supports vocabulary, understanding and use of language and collaborative talk. This version follows tried and tested principles and is based around a new book ‘There’s a boy in the girls’ bathroom’ supporting language and exploring the themes of the book.
“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
”Thank you for your training, it really got us all thinking and talking about children’s language and the impact it’s having on their learning. We can see how these interventions are really going to impact on our children. The support with interpreting the assessment data has been brilliant.”Special Educational Needs Co-ordinator
“We are starting to see improvement in the children already. The children in the language group are making brilliant progress; we now have a much better idea of who needs what and what we can do about it.”Claire Chambers, Reception Class Teacher
“Children who enter school with good language skills have better chances in school, better chances of entering higher education and better economic success in adulthood.”Quote “International Centre for Language and Communicative Development”
We know from research that around 50% of children in areas of disadvantage have speech, language and communication needs that may affect their learning, social and emotional development.
Statistic “Many children benefit from early targeted support”