For Schools
Speech and Language Therapy Support for Schools
Specialist, practical support to strengthen communication, inclusion, and outcomes across your setting
See how Speech Leap works alongside schools to create meaningful impact in the classroom.
Why Communication Matters in School
Communication plays a fundamental role in learning, relationships, behaviour, and future life chances.
When speech and language needs are identified and supported effectively, pupils are better able to access the curriculum, engage confidently in the classroom, and build relationships with their peers.
Schools today are seeing increasing numbers of pupils with communication needs – making structured, specialist support more important than ever.
Did you know?
On average, 2-3 children in every classroom have a language disorder that impacts their learning.
At Speech Leap, we work alongside schools to ensure that these children receive timely, evidence-based support that makes a measurable difference
How We Support Schools
Every school is unique. We offer flexible support packages tailored to meet the specific needs and priorities of your setting.
Comprehensive Assessment
Thorough assessments to identify strengths and areas of need, with clear written reports, targets and practical recommendations to guide next steps.
Targeted Intervention
Individual and small-group therapy delivered in school, designed to develop communication skills and improve access to learning.
Staff Training and Professional Development
Bespoke training sessions to support teaching staff with practical strategies they can implement immediately.
Communication-Friendly Environments
Support for schools to develop inclusive environments by embedding core communication strategies across the whole setting.
Neurodiverse Affirming Practice
We work in a way that affirms and celebrates neurodiversity, promoting inclusive practices that recognise and respect individual differences.
Parent Workshops
Friendly, informative sessions that help parents support communication skills at home through everyday routines and play.
Dedicated Therapist
A consistent therapist across the year to ensure continuity and a strong relationship with children, teaching staff and parents.
Collaborative Working
Coordinated, joined-up support for pupils through collaborative working with SENCOs, teaching staff, and NHS therapists.
Impact & Reporting
Individual tracking through measurable targets alongside our whole-school impact reports which highlight progress made and outcomes achieved across your setting.
Words That Made Us Smile
Download Our Prospectus
Interested in learning more about our bespoke packages of support? Download our prospectus to learn how we can support your school.
Let’s Work Together
Trusted by schools across Cheshire and Greater Manchester, we pride ourselves on delivering high-quality, responsive support tailored to each setting. We are known for being approachable, knowledgeable, and committed to building strong, collaborative partnerships.
Your Questions Answered
Still have questions? Get in touch.
1) How does your service work in school? ↓
Our support is tailored to your setting. At the start of each half term, we hold a provision meeting to review needs and agree shared priorities. This may include assessment, intervention, staff training, parent workshops, or whole-school support. This structured approach ensures our provision remains responsive, focused, and aligned with your school’s goals.
2) How are pupils identified for support? ↓
Pupils can be identified by the SENCO or teaching staff. We support schools to use universal screening tools such as WellComm and Language Link, to highlight children who may require more in-depth assessment. We work collaboratively with school staff to prioritise pupils, ensuring those with the greatest need receive timely support. Parental consent is always obtained before assessment or intervention begins.
3) Do you support EHCP applications and annual reviews? ↓
Yes. We provide written advice, assessment reports, and progress updates to support EHCP applications and annual reviews. Because we work with pupils regularly, we develop a detailed understanding of their strengths, areas of need, and the strategies that will make the greatest difference. Our reports are clear, comprehensive, and designed to provide practical evidence for planning and review meetings.
4) How do you measure impact? ↓
We use measurable targets and structured progress tracking to monitor individual pupil progress. In addition, we provide whole-school impact reports to highlight outcomes achieved and the difference our support is making across your setting. These reports can be shared with senior leaders, governors, and business managers to demonstrate value and evidence the impact of provision.
5) Do you work alongside NHS Speech and Language Therapy Services? ↓
Absolutely. We work in partnership with NHS Speech and Language Therapy teams to ensure joined-up, coordinated support for pupils. Our aim is always to complement existing services, bridge any gaps in support, and strengthen overall outcomes. With consent, we’re happy to liaise directly and share reports or therapy plans to ensure consistency.
6) How many pupils can you see in a day? ↓
The number of pupils we can support in a day depends on the type of service being delivered, such as comprehensive assessments, individual therapy, or small-group intervention. We prioritise quality and meaningful progress over volume, ensuring each pupil receives focused, personalised support.
For assessments, we typically carry out one to two comprehensive assessments per day, allowing sufficient time for detailed evaluation, discussion, and report writing. For intervention days, we may have six to seven intervention sessions, seeing pupils individually or in small groups, depending on the needs of the school.
7) Do you offer one-off or short-term support? ↓
Yes. We understand that some schools require targeted or short-term support. We offer individual pupil assessments, DLD assessment and diagnosis packages, and standalone training sessions with follow-up input where appropriate.
For schools seeking more sustained provision, we also provide half- and full-day weekly packages of support tailored to your setting.
For more information about our short-term and standalone options, please request a copy of our Schools Prospectus.
8) What happens after we get in touch? ↓
We begin with an initial conversation to understand your setting, priorities, and current provision. From there, we outline suitable support options and provide clear next steps. We can arrange a visit to your setting and share our Schools Prospectus, which provides detailed information about our service model and partnership packages.