Qualifications

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.

Experience

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).

• The 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 (I am also secretary of this group),
• The North West Association of Speech and Language Therapists in Independent Practice group,
• Member of the Down Syndrome CEN,
• Member of the Natural Language Acquisition (NLA) trained Clinician Registry

Training

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.
• Meaningful Speech Course - Natural Language Acquisition and learning how to identify, assess and work with Gestalt Language Processors.
• 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.