Supporting Early Years Settings

At Thrive Communication Therapy, we deliver bespoke speech and language therapy services directly to early years settings, tailored to both the learning environment and the individual needs of the children.

Settings have the flexibility to access the specialist support they require, working with the team to create a service to address identified needs at a universal, targeted, or specialist levels.

We offer early years settings a consistently high-quality speech and language therapy service including :

  • Screening tools to identify areas of need and inform effective intervention strategies ensuring no child is overlooked and that intervention can begin as early as possible.

  • Bespoke training sessions for inset days, staff meetings or specific staff members.

    Focusing on areas that are relevant to your setting and giving you the tools to make changes to achieve the quick wins and long term goals.

  • Direct and indirect therapy provided 1:1 or in groups.

    Staff training to lead interventions and support the implementation of intervention as part of the curriculum

  • Audits and in-classroom support for your nursery environment.

    Whether you are looking to create communication supportive environments, embedding a new oracy approach or exploring regulation across your setting, we can support your staff teams directly in the classroom.

  • Specialist assessments to explore a child’s communication profile fully.

    Reports to support EHCP applications or onward referrals as required.

  • We know how important parent/carer relationships are to school and we greatly value building trusted networks with our pupil’s families.

    We offer parent training and liason sessions including: coffee mornings, attendance at parents evening, 1:1 meetings with parents, training sessions online and in-person.

What services do Thrive Communication Therapy provide in early years settings?

Our dedicated speech and language therapists deliver tailored support to meet the specific needs of your primary school setting. Services can be provided at a universal, targeted, or specialist level, depending on your requirements.

  • Universal speech and language therapy focuses on promoting communication and language development across the whole class or setting. This level of intervention supports both parents and staff by providing guidance, strategies, and resources to help them effectively nurture children’s speech and language development. 

    To maximise your time and increase the impact for all children we focus on the whole setting provision.
    This includes input such as:

    • Whole school staff training 

    • Classroom auditing and action plans

    • Support for policy development e.g Emotionally friendly settings and Trauma-informed behaviour

    • Integration of SALT intervention principles in to the curriculum

    • Support provided indirectly to all students in the school

    • The promotion and development of communication-friendly environments across school

    • The provision of advice, signposting, and training to improve awareness and understanding of SLCN

  • Targeted intervention focuses on developing specific knowledge and skills to support children with speech, language, and communication needs. This level of support increases awareness and equips adults with effective strategies to meet children’s individual needs. Targeted speech and language intervention may include:

    • Screening tools and systems to support staff to identify children with speech and language communication needs. (SLCN) 

    • Providing training for teaching assistants to deliver evidence based group interventions across different ages for students with SLCN

    • On-going support for teachers and support staff 

    • Direct involvement of Speech and Language Therapist to assess and Monitor children with suspected SLCN

    • Specific training courses covering topics relevant to the children in your school

  • Our team provide specialist intervention for children within the setting who have identified specialist needs that require direct input from a speech and language therapist. Intervention is delivered in collaboration with school and parents to support carryover and generalisation of skills, and may include:

    • Specialist support and advice for individual students

    • Intervention for children with significant and complex SLCN

    • Support with referrals into the Social Communication Pathway

    • Support with EHCP

    • Specialist assessments and reports.

    • Specialist support and advice to monitor progress with a specific speech, language and communication difficulty

    • Specialist support for the use of Augmentative and Alternative Communication (AAC)

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