The need for speech and language therapy services for children and the benefits of work going on in the counties schools is something that many of us may not be aware of.

Yet, the Royal College of Speech and Language Therapy notes that

“Over 50% of children in socially deprived areas may start school with impoverished speech, language and communication skills” (Locke, Ginsborg, Peers, 2002)

and also that

“children who had poor vocabulary at age 5 were at age 34 one and a half times more likely to be poor readers or have mental health problems and more than twice as likely to be unemployed as children who had normally developing language at age 5.” (Law, 2010)

This highlights the great importance of the work that speech and language therapists do, working closely with local health boards and county councils to provide the best services to the community.

Carolyn works as a Speech and Language Therapy Assistant (SALTA) in schools throughout Pembrokeshire, helping to build the confidence and skills of children who struggle with conditions such as autism, dyslexia and other communication and behaviour issues. SALTA’s are employed by the Pembrokeshire County Council Inclusion service.  Carolyn’s interest in speech and language therapy began with her work with children in local primary schools.

“I have worked with children since gaining my NNEB (nursery nurse) qualification and have worked in various primary school settings, but especially enjoyed working with children with autism within a specialist setting.

Some of the children had little or no speech and required intervention. This was directed by specialist NHS speech therapists who visit schools and would require the child’s individual programmes to be implemented in the school day.

I enjoyed this side of my role within the day-to-day life in school and when an opportunity became available to work for the local authority I obtained  an interviewed and luckily got the job.”

Carolyn works within school settings with children ranging from nursery to secondary school, but most often primary school. She explains the work that she does alongside other authorities.

“The work is directed by speech therapists working for NHS, although I am employed by the local authority, this is a shared role. My job also covers work with other services such as behaviour, social communication teams and shortly with children with dyslexia.

It is a diverse role and incorporates training school staff to enable them to carry out the work needed for children within the week, this ranges from specialist speech and language work on individual programmes with children with speech problems and conditions, possibly with no or limited speech, to group work to cover a variety of needs from listening and attention to language skills for older children.

I enjoy the variety the job gives me and allows me to use differing skills I have gained. Training is an ongoing process to keep up to date with constant new strategies and interventions.”

Carolyn notes the many challenges she faces when working with children who need assistance with language and speech therapy, and in finding the right help for them.

“The challenges I face range from helping children to listen and attend in groups or school, to specialist speech work, enabling a child to make sounds through to speaking in general conversation, or language such as work with prepositions, verbs, pronouns, understanding instructions, the list goes on.

Each need is individual, and it is my job to use skills and activities suitable to help the child succeed. This in turn promotes confidence, understanding or to be understood and general wellbeing of the child/ children. This is not always straight forward; it is best to have a versatile outlook and be able to adapt targets and outcomes to find something that is successful.

I liaise very closely with other professionals, especially the speech therapy team for Hywel Dda trust.”

The rewarding side of Carolyn’s job means she can help children to gain confidence and skills, which they can take on to later life. As she says

“The rewards that come from this job are various and sometimes can be exceedingly small steps, but seeing children overcome their challenges, however small they may seem, to enable them to lead lives as their peers do is rewarding. Hearing that they are able to thrive in their environment makes it worthwhile.”

Unfortunately, the impact of Covid 19, as with many local services, had a huge impact on the way Carolyn and local authorities could deliver services to those that need it most. Yet they did their best to adapt to changing circumstances and find new ways of working together to continue to provide support in the most difficult of times.

“We as a team have had to adapt and overcome challenges from working closely with children to opening our service to be accessed online. We have adapted our activities to enable us to assess and deliver therapy online by way of apps and making PowerPoint presentation and games and using other services to make therapy and assessments as engaging as possible.

My role is very hands on by using games and activities, so the children enjoy their therapy, this is not easily transferable through a computer screen.

We have undertaken the training of staff and parents/care givers to help the children within the home setting.”

In future, Carolyn says she hopes that services can continue to help those who need it and that speech and language therapy can be recognised more widely for its benefits and impact on young lives.

“I hope that the service is still of value to people that need it, and it is recognised as a worthwhile service.

Sometimes the impact of speech and language needs are not seen, but the knock-on affect it can have on behaviour, self-esteem, socialising with friends and adults, feeling included and valued are often overlooked. The daily impact on a person can be huge.

To have intervention as soon as it is recognised is needed, and an awareness by other professionals is essential.”

If you’re wondering how your child can access these services, Carolyn points out that support is already in place to spot the early signs of childhood development

“Our service is accessed mainly through school by way of referral. This can be from health visitors to school staff. Children are screened routinely in school, this is something that is also essential, and if further help is needed the referral process takes place.”

Pembrokeshire County Council note that every mainstream school has a trained Speech and Language Therapist available to them. They may be further supported by advisory teachers, speech and language therapy assistants (SALTAs), ASC support workers and specialist speech and language therapists.