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About Me

Julie Storr


Independent Speech and Language Therapist

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I thoroughly enjoy my job and believe my dedicated and meticulous approach ensures a high quality service that can be tailored to meet the individual needs of every child and family. I wholeheartedly believe that parents know their child better than anyone and I enjoy working with and empowering them to help their child reach their communication potential.

After having children of my own, I also now understand how vital it is to receive timely support and intervention should there be any concerns regarding any aspect of your child’s development. This has made me more determined to provide a prompt and friendly service!


After achieving 3 A Levels in French, Biology and Chemistry, I decided to pursue my love of language and science by training to be a Speech and Language Therapist. After four years, I graduated from Newcastle University in 2004 with a BSc Hons Degree in Speech and Language Sciences.


My first post comprised a paediatric special needs and mainstream caseload in South Tyneside, where I worked until 2007. I then moved to Lancaster and continued to work with children in mainstream schools and community clinics.

​​After having my second child in July 2012, I decided to leave the NHS to set up independently. I am now based in Laversdale (a village near to Brampton and Carlisle), where I live with my husband and two children.

I have experience of working in a variety of settings, including mainstream schools, nurseries, special schools, a language unit, an autistic unit and community clinics. I enjoy working as part of a team and believe regular liaison with other professionals involved in a child’s care is crucial (e.g., NHS therapists, teaching staff, Health Visitors, Educational Pscyhologists).

  • registeredThe Association of Speech and Language Therapists in Independent Practice (ASLTIP),
  • The Royal College of Speech and Language Therapists (RCSLT)
  • The Health and Care Professions Council (HCPC).
  • I have a clear DBS (formerly CRB) check and can provide the relevant documentation during the initial consultation.

Professional Development

I am committed to continuing professional development activities (e.g., reading relevant research articles, attending training courses, peer supervision) to ensure my knowledge and skills are maintained and expanded upon.

I am also a member of

  • The Speech Clinical Excellence Network North East (SCENNE),
  • North East Regional Dysfluency Clinical Excellence Network (NERDCEN)
  • The North East Speech and Language Therapists' Association (NESTA),
  • The North West Association of Speech and Language Therapists in Independent Practice group.


All therapy offered, therefore, is based on current theory and best practice. The training I have received includes the following:

  • Hanen: It Takes Two to Talk parent programme - designed specifically for parents of young children who have been identified as having a language delay.
  • Nuffield Dyspraxia Programme – used to manage Developmental verbal dyspraxia/Childhood apraxia of speech and other severe speech disorders.
  • Swindon Dysfluency Training - detailed therapy programmes for children and young people who stammer.
  • Lidcombe Training - a treatment designed specifically for children younger than 6 years who are stammering. However, it can also be effective with older children. The programme is conducted by the parents after being trained by the therapist. Parents are trained to give feedback to their child when they stammer and also during 'smooth' talking.
  • Picture Exchange Communication System (PECS) - an augmentative training package that allows children and adults with autism and other communication difficulties to initiate communication.
  • Palin Parent-Child Interaction Therapy (Palin PCI) - a programme for children up to 7 years who are stammering. It is designed to help parents identify what they are already doing to help support their child’s fluency and to improve the family’s confidence in managing their child’s stammer.
  • Safeguarding Children Level 3
  • Social Stories - Social stories model appropriate social interaction by describing a situation with relevant social cues, other's perspectives, and a suggested appropriate response. The stories are also used to acknowledge and praise accomplishments.