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.
“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 North
“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”
Wendy has always impressed me with her grasp of the issues and her ability to communicate complex ideas effectively. The work she produces is always of the highest calibre from inception to execution.Lysa Schwartz, CEO Makaton Charity
“The ability to use spoken language effectively has to be learned; and even highly intelligent people may not have learned how best to use talk to get things done”Quote “Professor Neil Mercer, Emeritus Professor of Education at the University of Cambridge”
In 2016 only 12% of pupils with Speech, Language and Communication Needs achieved expected standards in Reading, Writing and Maths at the end of primary school, compared to 53% of all pupils.
Often, the focus in school is on reading and writing, but without strong spoken language, children will struggle to do well.Statistic “SLCN impacts on attainment”