A Day in the Life of a Speech and Language Therapist

At Timeout, our dedicated clinical team forms the cornerstone of the support we offer. These professionals are unwavering in their commitment to assisting our children as they overcome challenges and develop essential skills for a brighter future. To provide an insight into this vital work, we followed Lorna Wilson, Lead Speech and Language Therapist, as she navigated her day.

Lorna heads a specialised team of four, comprising another therapist and two assistants. Together, they underpin the speech, language, and communication provision for the children within our schools. Her day is meticulously structured, balancing planning, direct intervention, and collaboration, all with the central aim of ensuring that every child finds their voice.

Lorna Wilson Lead Speech & Language Therapist

The Morning: Preparation and Administrative Duties

Well before the pupils arrive, Lorna’s day is underway. The early morning offers invaluable time for preparation and administrative responsibilities. During this period, she reviews the schedule, manages correspondence, and coordinates with fellow members of the clinical team to arrange therapy sessions.

A notable aspect of Lorna’s role occurs behind the scenes. “The most effective sessions are those that are thoroughly pre-planned and informed by evidence-based practice,” she observes. High-quality intervention is never improvised, but rather the result of careful design. She sets clear objectives for each session and selects activities that draw upon a child’s particular interests, thereby fostering engagement and facilitating progress.

Crucially, this planning does not occur in isolation. Lorna collaborates closely with support staff and carers to ensure a holistic approach. By involving all those connected to the child, the strategies developed in therapy are reinforced consistently in the classroom, at home, and throughout daily life. This collaborative ethos is fundamental to the Timeout philosophy.

The Core of the Day: Therapy and Assessment

With the school day underway, Lorna commences the core component of her role—direct clinical work with the children. Sessions are conducted on an individual or small group basis, utilising the dedicated clinical spaces available in each of our schools. “We are fortunate in that each of our schools features accessible clinical spaces, designed to foster a supportive environment,” she remarks.

Employing a Dual Approach to Assessment

To fully appreciate each child’s unique needs, Lorna and her team employ both formal and informal assessment techniques.

• Formal Assessments: These are standardised tests, administered in a uniform manner, allowing for accurate scoring and benchmarking of a child’s abilities in relation to developmental expectations.

• Informal Assessments: Recognising that some children may find formal testing challenging, Lorna also utilises informal strategies. Such assessments could include structured games or activities to evaluate a child’s ability to follow instructions, understand questions, or use specific vocabulary. These child-led activities often yield a more authentic representation of a child’s communicative abilities.

“Certain children may experience difficulties with wholly formal assessments, as these are typically adult-led. Consequently, we often employ a blended approach,” explains Lorna. Through this flexibility, a comprehensive understanding is achieved, identifying issues ranging from speech sound difficulties to challenges with comprehension, sentence construction, or social communication.

Observing in Context

Therapeutic work is not confined to the clinical setting. At times, the most profound insights arise from observing a child within their everyday environment. Lorna may spend time in the classroom or playground, observing interactions between the child, their peers, and staff. These observations provide valuable context—revealing spontaneous speech and language skills that standardised assessments may not capture.

CLINICAL TEAM TIMEOUT

The Afternoon: Documentation and Multi-Disciplinary Collaboration

Following the conclusion of the school day, Lorna’s responsibilities continue into the afternoon. This period is devoted to administration and record-keeping, both critical to the delivery of safe and effective care. She diligently documents each therapy session, her clinical rationale, and plans for future interventions, as stipulated by her professional regulatory body.

The afternoon is also allocated to drafting reports for parents and staff, as well as preparing formal annual review documents. Clear and concise communication in these reports ensures that all involved parties remain fully informed regarding a child’s progress and ongoing needs.

A particularly valued aspect of practice at Timeout is the regular multi-disciplinary team meeting. Lorna frequently participates in these sessions alongside teachers, psychologists, and other relevant professionals. “We continually consider the team around the child; effective collaboration is a hallmark of our approach,” she shares. Such meetings guarantee that all professionals are united in purpose and able to contribute their expertise to the child’s support system.

“It is essential to involve parents, carers, psychologists, among others,” Lorna emphasises. “A significant aspect of my role is sharing knowledge so that together, we are best placed to support the child.” This dedication to empowering the entire network surrounding each child is integral to Timeout’s therapeutic approach. By uniting individual efforts, we ensure every child is provided with the greatest possible opportunity to thrive.