Our use of cookies We use necessary cookies to make our site work. Necessary cookies enable core functionality such as security, network management, website analytics and accessibility. You may disable these by changing your browser settings, but this may affect how the website functions. The cookies collect information in a way that does not directly identify anyone. For more information on how these cookies work, please see our privacy policy.

To agree to our use of cookies, click the 'Accept' button. No, give me more info

Warning of website maintenance - Sunday 14th August


Children/young people can present with difficulties in some or all areas of language (attention and listening, receptive language, expressive language, speech/articulation and/or social interaction).  Concerns about language development are often identified in the early years but can also be identified in school at a later date.

Concerns about speech and language can be identified in school in a number of ways - for example, teacher assessment, curriculum assessment and academic achievement.  As a general guidance principle, skills could be measured at below a standard score of 80 (or 80-85 over time with intervention) is likely to require additional support and intervention.

Usually, there should be evidence that teachers have made the reasonable adjustments outlined in the Quality First Teaching section have been made before individual intervention is considered.


If you have any feedback for this website, please tell us your thoughts.


For further information please see our disclaimer.

Contacting the chat service.

Please wait...
Chat with us
digital assistant