Welcome

Articulation therapy helps children to produce correct speech sounds, increasing their intelligibility. The process involves physically producing a sound, syllable or word.

Therapy centre around language skills help children to be able to construct complex sentences with words such as: 'after, while, unless, however, otherwise,  and although'.

We work on sequence and recount. By providing strategies to help children retell an event in chronological order with detail e.g. what they did at school or on the weekend

Support them with following instructions with 3 or more parts e.g. 'go get your reader, find a partner and read quietly'. 

Provide children with skills and strategies to make and keep friends, solving playground problems, understanding humour and sarcasm.

Phonological awareness therapy will support a child to understand words are made up of smaller units such as syllables and sounds. Teaching a child to segment the sounds (break them up) and blend the sounds (put them back together), identifying initial, medial and finals sounds, as wells rhyming words.

Helping children to understand social communication rules, the rules that we follow when we talk, such as; 'turn taking, opening/closing circles of communication, facial expressions or gestures to show how we feel, how to let someone know when we change the topic, staying on topic, knowing how much to say. Social communication skills include 3 main skills: 

• using language to greet, inform, request, ask questions, comment
• changing language depending on the situation and listener, e.g. talking differently to a child, how much to say when recounting a story depending on how much someone already knows, talking differently to adults compare to peers that are the same age
• following rules on conversation, e.g. taking turns, staying on topic, saying it in a way so people understand, using gestures, eye contact and body language, knowing how close to stand when talking,  

Supporting children to meet developmental milestones, by providing the child with opportunities to interact with others and the environment (please have a look at our communication mile stones).

We strive to provide therapy that is individualised to the child and their family. Working together to build upon each child's individuality, their strengths and weakness, as well as their supportive network. Whether it be room to move (run, crawl, jump, push buttons, squish, kick roll) or some where quiet, pictures to communicate to, AAC output, we will work with the parents to provide the best possible therapy for the child.

• understand approximately 10 words
• respond to their name
• understand greetings and gestures 
  • e.g. 'hi' and 'bye bye'
• recognise a few familiar people and objects
  • e.g. mummy, daddy, bottle
• make eye contact
• start to use sounds, gestures and say a few words
• continue to babble
• copy different sounds and noises

• understand up to 50 words and some short phrases
• follow simple instructions 
  • e.g. kick the ball
• point to familiar objects when named
• point to some pictures in familiar books
• say 6 to 20 single words 
• copy lots of words and noises
• name body parts
• use object to pretend play

• follow simple two part instructions
  • e.g. give me the shoe and sock
• respond to simple 'wh' questions
  • e.g. 'what' 'where' 'who'
• point to several body parts and pictures in books when named
• understand when an object is 'in' and 'on' something
• say more than 50 single words
• put two words together
  • e.g. 'bye teddy', 'no car'
• say 'no' when they do not want something
• use most vowel sounds and a variety of consonants
  • e.g. m, n, p, b, k, g, h, w, t, d
  • start to use 'mine' and 'my'

• follow more complex two part instructions
  • e.g. give me the teddy and throw the ball
• understand simple 'wh' questions, such as 'what' , 'where' and 'who'
• understand different concepts of 'same' and 'different'
• sort items into groups when asked
  • e.g. toys vs food
• recognise some basic colours
• say four to five words in a sentence
• use a variety of words for names, actions, locations and descriptions
• ask questions using 'what', 'where' and 'who'
• talk about something in the past, but may use '-ed' a lot
  • e.g. 'he go-ed there'
• have a conversation, but may not take turns or stay on topic

• answer most questions about daily task
• understand most 'wh' questions, including those about a story they have recently heard
• understand some numbers
• show an awareness that some words start or finish with the same sounds
• use words, such as 'and, 'but' and 'because , to make longer sentences
• describe recent events, such as morning routines
• ask lots of questions
• use personal pronouns and negations
  • e.g. he / she, me / you, don't / can't
• count to five and name a few colours

• follow three part instructions
• understand time related words
  • e.g. before, after, now and later
• start thinking about meaning of words when learning
• understand instructions without stopping to listen
• begin to recognise some letters, sounds and numbers
• use well formed sentences to be understood by most people
• take turns in increasingly longer conversations
• tell simple, short stories with beginning, middle and end
• use past and future verbs correctly
  • e.g. went, will go
• use most speech sounds, but still may have difficulties with 's', 'r', 'l' and 'th'