Information for Schools 

During the Covid-19 pandemic, Jenny Roder at Toddler2Teen Speech and Language Therapy can provide a temporary or permanent online service delivering therapy support to children, while they are at their home or school.


As Lockdown is gradually lifted, more children will begin to attend school. However, it may be the policy of some schools to limit the number of outside essential key workers entering their school. Children with EHCPs can be supported through online speech and language therapy sessions with an Independent Speech and Language Therapist.


Teachers and teaching assistants can also be offered online support from Jenny Roder who can provide speech and language therapy updates for ongoing programmes, either temporarily while NHS personnel are redeployed, or on a permanent basis. Liaison between NHS providers, Education providers and parents would be essential to enable this process.


Frequently Asked Questions:


Will Jenny Roder provide a free consultation to SENCos and Headteachers?


Yes, a free online consultation can be given to discuss the type of intervention needed, the costs of such delivery and to organise how it will be completed. Specific children’s needs can only be discussed with the parents’ written permission


How is speech and language therapy delivered?


During the Covid-19 pandemic, online sessions are completed using Zoom, Microsoft Teams or the preferred system of the school, with the parent and teaching assistant participating in the session.

I support children in mainstream education by working alongside their teaching assistant, teacher and/or parent. Invitations to parents and staff to participate in speech and language sessions is actively encouraged and resources are shared whenever this is possible.


What experience does Jenny Roder have in delivering online speech and language therapy?


The therapist has undertaken training with Dr Rebecca Matthews, who was one of the first speech and language therapists to provide Skype therapy and who completed her doctoral research in online delivery of therapy.

The therapist has delivered online therapy during past summer school holidays to support parents of clients who needed advice. During the Covid-19 crisis, online sessions have been provided each week to many clients.


What experience does Jenny Roder have in delivering speech and language therapy in a classroom?


I have worked for many years as the coordinator and specialist therapist for children attending speech and language units attached to mainstream schools.


I have also had the privilege of working full-time for several years in a classroom, team teaching the whole breadth of the curriculum to children with moderate learning difficulties who had additional speech and language difficulties.


One of my favourite times in my career has been the one day weekly intervention for two terms provided at a wonderful, rural primary school. The school headteacher and I applied for and were successful in attaining additional funding to deliver speech and language therapy to five reception aged children. This joint venture was an absolute pleasure to complete and it showed how therapy and teaching could overlap to the benefit of all the children. The therapy provision spread through the school as the reception children progressed and advice was sought from all year groups. I have very fond memories of my time there and was saddened when the funding couldn’t be renewed.


Are therapy tasks relevant to the classroom and curriculum demands?


Therapy tasks are closely linked not only to the child’s individual targets but also to the curriculum topics in class. Teachers are encouraged to email the therapist directly or via the SENCo before the session, to note any specific language based problems that they have observed during their mainstream lessons.


In response to this information the therapist will modify or design tasks that will help the child to acquire the missing skill. Sometimes this is a Maths concept such as higher/lower, a science concept such as properties of materials or a PSHE gap such as issues related to communicating with peers.


Understanding language and expressing ideas are core to accessing the curriculum and essential for a happy, communicating young person.


Does speech and language therapy at Toddler2Teen have anything to offer children who have a diagnosis as having Autistic Spectrum Condition?


Yes. Jenny Roder is a highly-experienced speech and language therapist who has over ten years’ knowledge of using the Social Thinking Framework devised by Michelle Garcia-Winner. Older primary aged children and secondary aged students have benefitted from this approach in individual sessions with close liaison with school staff and parents. The liaison is essential to make the teaching points relevant to the child/student.

Small group sessions have been successful involving students across year groups in both primary and secondary school settings. This also allows the cost of the intervention to be shared across student provision funds.


Does the therapist provide small group intervention for children who have speech difficulties?


Yes. It is possible for up to four key stage 1 children to attend a speech and language therapy group at school and up to five in key stage 2, if there is a teaching assistant present and if the children’s attention is sufficiently developed to enable group working.


Does the therapist provide small group intervention for children who have good reading skills but poor comprehension skills?


Yes. This group of children are often not identified by school testing until year 4 but respond extremely well to targeted speech and language therapy intervention. The therapist has a particular interest in this client group and would encourage schools to contact her. A small project was completed by Jenny Roder in a primary school with five year 6 children, all of whom improved their percentile test scores on comprehension of spoken narrative over the school year.