Service changes and visiting during the COVID-19 pandemic

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.

Support in schools

Guidelines state that Speech and Language Therapy should aim to support school-age children with speech, language and communication needs in school whenever possible, provided there has been legal guardian consent.

Speech and Language Therapy care is agreed with the school according to:

  • the needs of the child
  • the availability of resources in the school
  • discussion with school staff and parents/carers 

This grid shows what support Speech and Language Therapy can provide based on the support available in school:  

School/classroom/staffing resources Typical models of support
Support available from class teacher/subject teacher
  • General advice on strategies to support communication
  • Ideas for helping child to access school work, e.g: use of simple straight forward spoken language, visual support including use of pictures, objects, symbols, signs and gesture
  • Lesson aims and key words for lesson on board or handout
  • Contribution to Individual Education Plan (IEP)/ target setting
  • Liaison with Inclusive Education Service (IES)/ Inclusion Support Service (ISS)/ parents and carers /partner agencies
  • Training for school staff
Support available from class teacher/subject teacher and teaching assistant (TA) available in class

As above, plus:

  • Specific prompting re speech, language, communication targets e.g. remembering a specific speech sound, speaking slowly and clearly
  • Further opportunities for strategies, e.g. providing additional explanations, demonstrations of activities
  • More personalised use of signs and symbols
  • Use of direct or indirect modelling
Support available from class teacher/subject teacher and TA support shared with others in a group

As above, plus:

  • Increased opportunities for prompting, modelling and use of strategies within a small group
  • Specific group activities linked to literacy strategy and other curriculum areas
  • Group work, e.g. phonological awareness, vocabulary building, narrative, social communication
Support available from class teacher/subject teacher and specific allocated TA time

As above with increased focus on tailoring classroom learning, environment and communication strategies to child's individual needs.

Specific emphasis on:

  • Contribution to IEP/target setting
  • Liaison with IES/ISS/parents/partner agencies
  • Training for school staff
Support available from class teacher/subject teacher and specific allocated TA time

As above plus written programme of targeted activities to be carried out by school staff where the child's area of need is with linguistic skills e.g.

  • Phonology
  • Articulation
  • Word-finding
  • Spoken language

Taken from: Position Statement for Specialist Children's Therapy Provision (Speech and Language Therapy, Occupational Therapy and Physiotherapy) Models of Collaborative Practice in Mainstream Schools, 2005.

Training for school staff

The service is able to provide a range of training opportunities for staff working in schools with children with Speech, Language and Communication Needs (SLCN).

There are two levels of training available:

1. Linked to a package of care for a named child known to the SLT service

  • For parents
  • For specific (school) staff that work with that child

2. Whole school/staff groups

  • To support with a specific focus on the Speech and Language and Communication Needs (SLCN) in that setting
  • Bespoke training around specific SLCN in discussion with the SLT and the Head Teacher.

Information about training available for County school staff is available via the Nottinghamshire Local Authority “TADO” staff development brochure, SOLD services.

Staff based in Nottingham City should contact the SLT service directly to purchase a range of training.

In addition to training, it may be possible for schools to purchase SLT support that is additional/different purchase SLT support that is additional/different to what is provided as part of the NHS service. 



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