During this COVID-19 pandemic there may be changes in the way some of our services work. Contact the service directly to check how services are being delivered and follow their advice.
Some of our services now offer video consultations. You should speak to your clinician if this is something you would like them to consider. You can find out more about video consultation here.
Contact the ward you wish to visit in advance for guidance and instructions for a safe visit.
You can read some general NHS guidance on visiting healthcare inpatient settings.pdf [pdf] 89KB
If you need help in a mental health crisis during the COVID-19 pandemic outside office hours please contact our crisis team: Help in a crisis
For other medical advice and support contact your GP or visit NHS 111
Only visit your local Emergency Department for serious life-threatening conditions that need immediate medical attention including persistent severe chest pain, loss of consciousness, acute confused state, severe breathlessness, severe blood loss, serious burns or suspected stroke.
If you listen carefully to a young child talking, you will notice that their speech is different to adult speech. This is because children develop speech sounds gradually over time. Sounds such as /m/ and /b/ usually develop earlier, whereas sounds such as /ch/and /r/ develop later. Not all children develop the same speech sounds at the same age but they usually develop in a particular order.
Some children may not be able to use a specific sound or sounds in their speech; others struggle to co-ordinate the movements of their lips and tongue to accurately sequence sounds to make words.
Children with speech sound difficulties have patterns of errors in their speech and it may be difficult to understand what they are saying. They might
It is completely normal for young children to replace trickier sounds with ones they find easier to say. However, some children continue to show these error patterns as they get older, this is known as delayed speech development. If a child has error patterns that are not typically seen in younger children we refer to this as a speech sound disorder.
Speech and language therapy aims to:
If you are concerned that your child’s speech sounds are not following the typical pattern, are developing much more slowly than expected or if people frequently struggle to understand what they are saying, it may be helpful discuss this with the Healthy Families Team or your child’s nursery or school. They will be able to help you to decide whether to make a referral to the Children’s Speech and Language Therapy Service.
Speech sound disorder (SSD) is a term used to describe a range of difficulties that some children experience pronouncing sounds in words. Other terms used to describe speech sound disorders include speech delay, speech impairment, developmental verbal dyspraxia and phonological delay or disorder.
Children with speech sound disorders often show patterns of errors in their use of consonants and/or vowels in words. They may miss or replace specific sounds or groups of sounds and this can make it difficult to understand what they are saying.
For most children with speech sound disorders there is no known cause. Sometimes speech sound disorders can be associated with another condition such as cleft palate, hearing impairment or global developmental delay. For some children speech sounds are their only area of difficulty, but some also experience difficulties with language development (using and understanding words in sentences).
Phase out use of bottles and dummies as soon as possible. Children need to experiment with moving their tongue and lips in order to learn to make and use new speech sounds.
When speaking to a child with a speech sound disorder:
Help your child to learn about speech sounds by:
For children who attend school or pre-school/nursery settings, it can be helpful to set up a home-school diary so that parents can include information about things that the child is likely to talk about (for example, what has happened over the weekend / names of important people /significant events) so that staff can have some clues about what the child may be saying. Staff can also give updates about what the child has done in their day so parents can understand more easily when the child gets home. This can help to give a context and potentially reduce frustration.