Speech and language therapy shaped around your school
Every child is different. Every school is different. That’s why Interactions provides one comprehensive Speech and Language Therapy service, shaped around the needs of your pupils, staff and setting.
There are no fixed packages or menus of support. We take the time to understand what your school needs and design the service around it.
One service.
Built around your priorities.
Schools rarely come to us with one straightforward problem to solve. You may have an increasing speech and language therapy caseload, pupils with complex needs, staff who need practical guidance or EHCP reports to complete. Often, it is a combination of these things.
You do not have to arrive with a defined brief or choose from a list of services. Together, we identify your priorities and decide how our time and expertise can be used most effectively.
Your school will have a dedicated speech and language therapist who gets to know your pupils, staff and setting, supported by the knowledge and expertise of the wider Interactions team.
A service that begins with understanding
Our partnerships usually run across the academic year, giving us time to build trusted relationships, manage your school’s speech and language therapy caseload and respond to new priorities over time.
1. We listen
We begin by talking to your SENCO or school lead about your pupils, staff and priorities. This helps us understand what is already working and where support is most needed.
2. We assess
We build a clear picture of each child’s communication profile and how it affects learning and school life. This may include specialist assessment, observation and discussion with staff.
3. We plan and provide support
We agree priorities and put a clear plan in place, from direct therapy and classroom strategies to reports, staff coaching and training. We provide the plans and resources staff need.
4. We review and adapt
Needs do not stay the same throughout the year, so neither does our support. We review progress, respond to new concerns and adjust our focus with your school.
What could support look like in your school?
Every Interactions partnership is different. Depending on the needs we identify together, your service may include some or all of the following.
This is not a list of separate services to select from. It is the range of support available within an Interactions partnership, used according to what your pupils, staff and school need.
Speech and language therapy assessment and diagnosis
Specialist assessment to understand a child’s speech, language and communication needs, identify barriers to learning and recommend what will help.
Individual and group therapy
Evidence-based intervention selected according to the child’s needs, with careful consideration of how new skills will be used beyond the therapy session.
Classroom observations and practical strategies
Observation within the learning environment, followed by realistic recommendations that help pupils communicate, participate and access the curriculum.
Individual support plans and resources
Clear plans, targets and practical resources so staff understand what a child needs and how to support them.
Staff coaching, modelling and training
Practical guidance for teachers, support staff, key stages or whole-school teams, shaped around the needs of your setting.
EHCP contributions and professional reports
Assessment findings, professional advice and clear reports to support Education, Health and Care Plan processes and school decision-making.
Curriculum differentiation
Advice on adapting teaching, instructions, resources and classroom communication so pupils with SLCN can participate more fully in learning.
Collaborative planning and ongoing advice
Regular communication with SENCOs, teachers and school leaders, with family liaison and contributions to wider meetings where appropriate.
Time used where it can make the greatest difference
The number of children a therapist sees in a day will vary. Sometimes the most valuable use of that time is to assess several pupils. Sometimes it is to carefully unpick one complex communication profile, observe the child and make sure staff know what to do next.
We do not measure the value of speech and language therapy by the number of appointments completed. We look at the quality of the work and the difference it can make to communication, learning and everyday school life.
Every recommendation is based on professional judgement and evidence. If direct therapy is appropriate, we will explain why. If staff training, classroom changes or another form of support would have greater impact, we will say so.
Schools are investing valuable time and public money in our service.
We take that responsibility seriously.
A safe pair of hands, even when needs are complex
Speech, Language and Communication Needs rarely exist in isolation. A child may also be experiencing difficulties associated with autism, trauma, sensory regulation, literacy, executive function, anxiety or behaviour.
Our expertise in Speech and Language Therapy remains the starting point, but we consider the wider factors affecting the child’s communication, learning and experience of school. We do not shy away from complexity, and we will be honest about what we believe will help.
Frequently asked questions about speech and language therapy services for schools
How does speech and language therapy support work in schools?
Speech and language therapy support in schools begins with understanding the setting, the pupils who need support and the provision already in place.
Through an Interactions partnership, your school has a dedicated speech and language therapist who works with your SENCO or school lead to manage the caseload, assess children’s needs, agree priorities and provide an appropriate combination of direct therapy, staff support and practical classroom strategies. Support is reviewed and adapted as priorities develop throughout the academic year.
How often will a speech and language therapist visit our school?
Most Interactions partnerships run throughout the academic year. A therapist may visit weekly, fortnightly or at another agreed frequency, depending on the size of your setting, your speech and language therapy caseload and the level of support required.
We’ll discuss your school’s needs and agree a level of input that works for your pupils, staff and setting.
Can a speech and language therapist manage our school’s SLCN caseload?
Yes. As part of an Interactions school partnership, your therapist can manage your speech, language and communication needs (SLCN) caseload, including referrals, parental consent, appropriate record-keeping, assessments, support plans and reviews.
Your therapist will communicate with relevant staff and provide the plans, resources and professional guidance they need. This takes some of the pressure away from the SENCO while ensuring pupils receive consistent, carefully coordinated support.
Can schools refer a child directly to a speech and language therapist?
Yes. Schools can refer children directly to their Interactions Speech and Language Therapist once a partnership is in place and parental consent has been obtained. A referral does not need to go through a GP or NHS service.
We provide clear referral and consent processes and can advise school staff if they are unsure whether a child’s communication needs should be assessed.
Does a child need a diagnosis to receive speech and language therapy support?
No. A child does not need an existing diagnosis to be referred for Speech and Language Therapy support within an Interactions school partnership.
Your therapist can assess the child’s communication profile, identify their needs and recommend appropriate support. Where appropriate, this may include a Speech and Language Therapy diagnosis.
Does speech and language therapy in schools include direct therapy and staff training?
Yes. Depending on the needs identified, support may include individual or group therapy, classroom observations, staff coaching, modelling, training and practical classroom strategies.
Working with staff helps children use their developing communication skills throughout the school day—not only during a therapy session.
Can a speech and language therapist contribute to an EHCP assessment or review?
Yes. A Speech and Language Therapist can provide professional assessment findings, advice and clear reports to support an Education, Health and Care Plan (EHCP) needs assessment, plan or annual review.
Where appropriate, your therapist can also contribute to meetings and collaborative planning around the child.
Do you provide one-off speech and language therapy assessments for schools?
Interactions primarily works through ongoing school partnerships rather than standalone assessments. This allows your therapist to understand the setting, build relationships and develop the provision as new priorities emerge.
If your school has a particular assessment or reporting requirement, please contact us to discuss what you need.
Talk to us about your school
You may be reviewing your current speech and language therapy provision, managing an increasing SLCN caseload or concerned about particular pupils. Whatever has prompted the enquiry, we can begin with what you are seeing in school.
Tell us what is happening, and we’ll help you turn those concerns into clear priorities for speech and language therapy provision.