Experienced West Midlands based speech & language therapy

Experienced speech & language therapists,
based at the heart of the midlands

Working in Birmingham, Sandwell, Dudley, Telford and beyond !!


Remote CPD, teletherapy and virtual support available


"First Class Provision" "Nicki is fabulous, the children absolutely love her!’


"Really enjoyed this training, it felt like we are in a virtual staff room! "


Welcome to Soundswell - bespoke Speech & Language Therapy services for children and young people

Early help is crucial.    Nurseries and Early Years settings are ideally placed to narrow the gap between the most disadvantaged children and their peers.

Models of working in Nurseries vary according to need and to what you, our EY colleagues, see as your priorities.  Here is a flavour of what we are currently doing.

Via training sessions, large or small, informal or more formal, in class groups or with the therapist working directly alongside staff showing how to support particular children, Soundswell speech and language therapists can help with any/all of the following:

  • making you self sufficient in universal screening and interventions
  • providing strategies to support children with SLCN difficulties or those who are at risk of falling behind
  • Demonstrating how to work with children whose attention and listening skills are behind (and getting in the way of learning)
  • Individual assessment, intervention & support for children  with the most significant difficulties
  • Demonstrating how the language you use impacts on teaching and learning
  • Making the most of non-verbal prompts and cues
  • Boosting vocabulary
  • Understanding the importance of memory skills
  • Contributing to the identification and management of children with more generalised SEN
  • Running Parent workshops
  • Transition management for any child with a need

Feedback from one of our nurseries :

‘Nicki is fabulous, the children absolutely love her!’






Soundswell provide services that are tailor-made for your setting

There are no exclusion criteria- we see any child with a communication difficulty

Using our unique ‘toolbox’ approach we work with you to develop a bespoke model that meets your needs within available budget.  We will help to:

  • identify SLCN in the SEN population and across the whole school
  • equip and support you to manage the majority of cases, leaving only the most complex in need of specialist support from a therapist
  • provide impact measures for individual children
  • support whole-school targets as required
  • raise standards in speech and language by skilling the workforce to improve the communication environment for all children


Our service includes:
• Assessment, Advice and Support for staff working with SEN/SLCN children
• Written feedback, reports, targets, programmes, contributions to ITPs and  EHCPs
 Therapy for identified children in 1:1 & group settings
• Liaison with any/ all others involved in supporting children 
• Delivering a range of training for different staff groups

We can also put you in touch with Occupational Therapy Services.

Contact us for more information



SLCN impacts on educational, social & behavioural outcomes, compromising future life-chances.  

Models of working in secondary settings vary. Soundswell interventions and approaches can raise attainment across the board.  Here is a flavour of what we are currently doing.

Via training sessions, large or small, informal or more formal, in class/year groups or as empirical learning – i.e. therapist working with student/s with TAs as observers: Soundswell speech and language therapists can help with any/all of the following:

  1. Individual assessment, intervention & support for students with the most significant difficulties, at crucial points on their educational journey
  1. Systematic pre-tutoring of ‘question’ vocabulary from year 7 (here are a very few examples: not at all easy to define ‘name/label, describe, explain, hypothesize, reason, predict’
  2. Concept development (i.e. vocabulary) – which shows us how we should teach them (being able to name or label is the last stage in the process!). 
  3. Demonstrating how adult language impacts on teaching and learning (too much? too fast? too long?)
  4. Making the most of non-verbal prompts and cues
  5. Memory skills
  6. Being confident that you know how much language your students really understand?
  7. Reducing the impact of poor literacy skills
  8. The language students need to be successful at maths (yes, really!)
  1. Oracy: developing students as optimum communicators, helping them understand the importance of speaker/listener roles for a range of functions (such as social skills & interviews)
  2. Contributing to quality transition support, both for year 7s and leavers


No longer the ‘Cinderella’ of speech and language therapy services, we have an enthusiastic  team with the right skill-set to work with the most complex problems delivering a quality service  across a number of special schools in the city.

Our model offers a phased approach with transparent aims and objectives so that you are in control of both budget and outcomes.

Phase 1: initial activity.

We will deliver an agreed intensive number of days so that a complete picture is available fast:

  • Classroom observations throughout the school to not only indentify areas for development but also to highlight existing good practice
  • Playtime and lunchtime observations so that as far as possible every communication opportunity is covered
  • The identification of individual children whose communication strategies (and opportunities) are not being maximised for whatever reason – and plans put in place to improve things
  • Sign-posting to appropriate training & resources

At the end of phase 1 you receive a comprehensive report identifying priorities for phase 2

Phase 2:  

  • Inset days
  • Twilight sessions
  • student-focussed empirical learning -  which lends itself well to the nature of speech and language therapy interventions and techniques

Aims, outcomes and impact are clearly identified.

Phase 3:  flexible & focussed entirely on the on-going needs of each individual setting.






If you work in Early Years look at our nurseries page for ideas which are working in settings across the city.

Perhaps you are looking for ideas to support KS3 & 4 students: check out our secondary schools page to see how we can help. 

For colleagues in special schools click the tabbed page to see if these ideas might work for you.

If you can’t find what you want, invite us to design a package to suit your budget and the needs of your setting.  Here are some things which might sound familiar:

  • you have specific children with persistent difficulties such as speech sound problems - often the most tricky for school staff to support.  If still unresolved by the end of Reception, much valuable time has been lost.  If this is your priority, we will deliver therapy to those children who are very unlikely to get better without professional help. 
  • you would like an agreed number of visits over one/two/three term/s but are worried about how that would work:  we deliver sessions at intervals to suit you and will not commit you beyond your current financial planning.
  • you are concerned about how many children probably need help: we can offer you an intensive block of time so that you can scope need very quickly.
  • you want to see evidence that your investment has been worth it: we in-build ways to measure impact.
  • your TA workforce has shrunk and there is no longer the capacity to support SLT programmes: we work with you to get targets into the classroom.

Via training sessions, large or small, informal or more formal, in class groups or with the therapist working directly alongside staff showing how to support particular children, no matter what your priorities are, at universal, targeted or specialist level (or perhaps a mix of all three), we will design an affordable package to meet the needs of your setting.






In many schools budget constraints have seen a significant reduction in the TA workforce.  The luxury of continuous and sustained support for speech and language (SLT) programmes is largely a thing of the past.  Whilst lamentable, this is now a fact of life and in order to maximise the service we provide we would emphasize two important points:

  • Staff training and ownership, to implement prevention strategies at Universal level becomes more and more important if valuable (and increasingly scarce) TA time is to be used to best effect
  • Specialist tier 3 speech and language therapy is increasingly in demand as those children with significant and persistent (particularly speech) difficulties (which will not get better without professional input) cannot access the help they need


How speech and language therapists help Covid patients 






Wednesday 25 August 2021

Covid – don’t take your eye off the ball!

Of course we are still ‘thinking about Covid’ but probably not as much or as often. We can be forgiven for perhaps thinking about it in terms of booking a holiday abroad or planning trips to conce...