Speech and Language Therapy

About us:

Louise Wallis-Jones (Lead Therapist) worked for 15 years in mainstream schools and a child development service within a large, triborough NHS trust.  She spent the past four years working in an autism resource base in a mainstream secondary school, where she set up and delivered the SALT service to students aged 11-16.

 

Gemma Wallington was previously based in a special school working with secondary aged students with a variety of diagnoses and learning difficulties. It was here that she gained an interest in autism which she is continuing to develop here at Holmewood.

 

Our aims:

  • Supporting students to fulfil their communicative potential and develop confidence and self-esteem.

  • Developing the students’ ability to understand and regulate their emotions, so that they feel calmer and have the tools to manage their own responses to situations or stimuli.

  • Promoting social communication skills and autism awareness within the wider school.

  • Enabling students to access the curriculum, learn and make academic progress.

  • Supporting the students and staff to learn about autism and specifically, what autism means to them.

  • Developing staff understanding and application of effective communication and teaching strategies for a range of learning styles.

  • Developing the students’ insight into their own learning profile so they can use specific strategies to support learning and recall.

 

Our approach is based on the principle that students’ communication skills are best developed through interaction with the people who are most familiar to them, in everyday situations.  We endeavour to achieve these aims by working collaboratively with school staff, families and carers. Students are involved in target setting and review in order to support ownership of their needs and promote generalisation of skills outside school to the home and wider community.

 

Our role:

  • Assessing students’ language and communication strengths and needs, at least annually.  New students will participate in initial assessment which will be completed within the first half term of them being in school where possible.  Assessment will involve a combination of the following:

    • Observation in a range of situations (e.g. structured classroom activity, unstructured playground or assembly observation) using the SCERTS (Social Communication Emotional Regulation Transactional Support) Framework;

    • Discussion with parents and school staff.

    • Informal or formal assessment as appropriate.  Formal assessment may include use of the Social Language Development Test (SLDT), Clinical Evaluation of Language Fundamentals (CELF) UK 5, Renfrew Action Picture Test, British Picture Vocabulary Scales.  There are other assessments available for students requiring more detailed speech or language assessment.

    • Following assessment, the findings will be summarised in an accessible report format.  This will be shared with the pupil’s family, school staff and multidisciplinary team (MDT).

  • Setting termly IEP targets in collaboration with staff and parents/carers where appropriate.

  • Supporting staff to make environmental modifications in order to optimise access to classroom activities and to promote communication opportunities in the classroom and playground.

  • Providing informal and formal training to staff.

  • Contributing to relevant school policies e.g. communication and behaviour policies.

 

Direct Intervention:


Speech and Language Therapists are able to give advice and where appropriate provide direct (1:1 or group) intervention to target one or more of the following areas:

  • Attention and listening skills

  • Social communication and interaction skills

  • Emotional regulation

  • Receptive and expressive language skills

  • Thinking, reasoning, memory and problem solving skills

  • Specific approaches to working with autistic students including SCERTS, TEACCH, Social Stories, Comic Strip Conversations, Zones of Regulation and Social Thinking.

  • Developing independence

  • Developing confidence and self esteem

 

The SALTs also work within the classroom, providing support to a targeted student or the whole class and modelling strategies for staff.

 

Please contact Louise Wallis-Jones and Gemma Wallington with any feedback, questions or concerns regarding your child’s SALT input at THSL.

The Holmewood School is a trading name of Cavendish Learning (London) Ltd, registered in England and Wales. No 09622592. Registered Office 14 Waterloo Place, London SW1Y 4AR. www.cavendisheducation.com

Copyright ©2019 Cavendish Education Ltd

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