Parents
& Carers

Stammering

Also described as stuttering, dysfluency or non- fluency, stammering usually starts between the ages of two and five. Around 5% of children will experience some difficulty with fluency of speech at some point. Stammering is also more common in boys than in girls and can run in families.

Characteristics of stammering - you may notice your child:

  • Appears to get stuck when trying to talk
  • Repeats whole words, e.g. 'But ,but, but'
  • Repeats some sounds, e.g. 'Ccc can you'
  • Prolongs or stretches out sounds, e.g. 'Ssssssssssssock'
  • Exaggerates taking a breath before talking or appears to stop mid sentence
  • Makes other body movements whilst trying to talk, such as tapping their hand on their leg, stamping their foot or nodding their head.


Things you can do:

  • Try slowing down your speech when talking to your child, rather than asking them to slow down or to start again
  • Keep making eye contact with your child whilst they are talking, so they know you are listening
  • Use the same sentence length as your child
  • Try not to ask too many questions and put them on the spot.



You can obtain more information and advice from the British Stammering Association (BSA) website at  www.stammering.org. If your child is under 5 years, click onto 'under 5's' then 'Information for parents of children under five'. This is a really useful guide for parents.

If you think your child is stammering, it is important to seek help as early as possible - go to How to refer a child to the Speech and Language Therapy Service

 

 

Local Initiatives

Early Years Initiatives

Our Early years team are currently working together with the Assosciation of Greater Manchester Authorities (AGMA) to work to ensure the children in Salford have the best chance to be "school ready"

This includes a rollout of language screening of children at 18 months, 2 years and 3 years  using Wellcomm tool.

School Age Initiatives

This is an area currently under development. There are a number of exciting developments to look forward to in the upcoming months in regards to how we work in schools.

 

 Enhanced Services initiatives

 

The Enhanced Speech and Language Therapy (SALT) Service offer input across a range of Specialist and Mainstream Education settings in Salford and the surrounding area. We tailor a bespoke service for every setting based on specific requirements. This might involve universal input to all Nursery and Reception children, 1:1 and/or group interventions for children and young people in Key Stages 1-4 along with supporting schools to develop communication friendly environments and delivering bespoke training. We also work with other professionals and parents to support the development of communication skills in children. The SALT Enhanced Service is available in addition to the Core NHS Service at a cost. We work closely with schools to identify needs for that setting and measure outcomes of the interventions in place. For further information, please contact Fiona Taylor – fiona.taylor@srft.nhs.uk

 

I have found working with the speech therapist very beneficial. She helps me to set achievable goals for the children by coming into the nursery and interacting with the children and getting to know them. She talks to us on a regular basis and updates us on what targets she would like the children to achieve next. She teaches us new strategies to use with the children which we find really useful, we try to incorporate this into everyday activities. Parent’s often comment on how much they appreciate the advice from our therapist. They also comment on how much progress their children have made since visiting her. We don’t know what we would do without her!

Anneka Williamson, Children’s Centre Practitioner

“It brought different activities to his usual routine which he enjoyed and encouraged him to participate”

Parent

“I have two children who are supported by the speech and language therapy service. The therapists have lots of patience with my children. Both Christipher and Marcus have come on a lot. Marcus now has lots more confidence and he talks much more in the classroom. Christipher isn’t as stressed anymore, his therapist has taught me exactly what to do. If I need any help, she is very easy to approach. Before I try new things with Christipher I can check with her first. The therapist knows him very well. She has worked wonders with him. Without her, I wouldn’t know what to do.”

Nicola, Mum of Christipher and Marcus

"My son Lewis has been attending speech and language for a few years. He has come on briliantly and is more confident. His speech is so much clearer now. He also enjoys the sessions. Jean gives me loads of ideas about how to continue helping him at home. He gets work sheets to take home which also he enjoys doing. Lewis has a short attention span and can find it difficult to concentrate for long, but Jean makes it very interesting for Lewis and different every session."

Tracy, Lewis

"I am Megan’s mum. Megan was identified as having speech and language difficulties when she was at primary school. Since this time she has been supported by the Education Inclusion Service Speech and Language team. This has made a huge difference to the development of Megan’s speech and language. Not only do they support Meg, they also support the staff at the school in delivering the programmes that Megan needs. The team are also there to answer any questions that I may have and will send us regular information on Megan’s target’s, what they are and if she has achieved them. Megan enjoys the sessions that she attends at school and they are delivered at times that try not to impact too greatly on her daily school life."

Hayley Robinson, Megan

EPs and SALT frequently work together during Multi agency meetings to Clarify individual concerns and strengths. We develop joint objectives, that are regularly reviewed And evaluated to improve outcomes for children and YP. Parents and teachers comment that this work is effective and helps to increase their Understanding and knowledge. Jointly we increase schools capacity, through conversations and training, to meet the needs of their pupils.

Joanne Snee- Educational Psychologist

“I couldn't be happier Grayson has come on so much in these 6 weeks. It has helped 100%. Thank you so much”

Parent of Grayson