Helping children express themselves since 1988

Geraldine with two Student Patients

Fully certified by professional institutions

Concerned about how your child’s speech or language is developing?

Maybe you don’t feel they are socialising with friends as well as you’d want. Or that their difficulties are impacting on their school achievements. Whether or not your child has had or is currently having N.H.S therapy, you may feel you’d like them to have more help. Whatever the reason, I’m happy to help.

Young Boy Playing A Game
‘Tom’s social skills improved greatly as a result of the regular lessons. He was able to analyse his own responses and have a better understanding of how to interact with others. He has just finished Year 11 and values the friendships he has made with the other students and has even organised a social event. This is a major change from when you first met him. We are grateful for all your support.”

Patient Testimonial

My services

Step One

Initial Contact

Email me with a brief description of your concerns. I will contact you shortly; sending you my terms and conditions. We can then decide together whether a formal or informal assessment is appropriate and arrange a time for our first appointment.

Step Two

Initial Assessment

I can provide a formal assessment with standardised scores. I can then provide you with a detailed report on the results. With younger children, I often find an informal assessment is more appropriate. This involves playing and chatting with your child whilst I listen to their speech and language, estimate their levels of comprehension and observe their play and interaction skills. Whichever type of assessment we choose, you will have time to explain fully your concerns and what you hope to achieve through speech therapy.

Step Three

Therapy

Most lessons are provided weekly but this, again, is something we will decide together. Lessons will continue for as long as your child needs them. Sometimes, I will suggest a break if I feel they need time to assimilate what they’ve learnt so far before I move onto something new. I have a wealth of games and worksheets that I use to make the learning fun and varied and provide practise activities in between lessons. Many of my children have online games and activities that have been tailored to their needs. They can access their pages to play games or watch instructional videos any time they like. I have an extensive online programme which covers all aspects of social skills from pre-school to late teens. My older pupils value their zoom lessons; they can work in privacy, from the comfort of their home. Some even ask for lessons to continue when they are away on holiday!

Step Four

Feedback and Liaising

I regularly provide written feedback, usually by email, to you, the school and any professionals in your child’s life (with your permission, of course). I see myself as very much part of your child’s ‘team’ so will attend school or nursery meetings liaise with teachers, classroom assisstants, O.T’s and physiotherapists and, of course, your N.H.S. SaLT.

Fun + Practise + Rewards = Achievement

“I would be very happy to recommend you to anyone. The most significant thing I found when I first called you was the relief of finding someone who was genuinely interested in my child's development.  Geraldine showed a genuine interest and understanding of my child's language problems; it gave me hope that he could learn ways to compensate for some of his diificulties. Geraldine's holistic approach underpins his learning, it’s not just teaching him set phrases from a list that can then be ticked off. During his time under Geraldine's guidance, J-C has grown in confidence and developed his language skills leading to much more constructive participation in school and at home.Geraldine's skill at making the sessions fun means my son doesn't see it as work, " we just play games", but the results clearly indicate that he is learning effectively.”

Young Patient Holding Certificate

“I would be very happy to recommend you to anyone. The most significant thing I found when I first called you was the relief of finding someone who was genuinely interested in my child's development.  Geraldine showed a genuine interest and understanding of my child's language problems; it gave me hope that he could learn ways to compensate for some of his diificulties. Geraldine's holistic approach underpins his learning, it’s not just teaching him set phrases from a list that can then be ticked off. During his time under Geraldine's guidance, J-C has grown in confidence and developed his language skills leading to much more constructive participation in school and at home.Geraldine's skill at making the sessions fun means my son doesn't see it as work, " we just play games", but the results clearly indicate that he is learning effectively.”

About Me

I have worked as a speech and language therapist ever since qualifying in 1977. I simply can’t think of a career I’d prefer to be doing! I have a special interest in autistic spectrum and speech and language disorders but even after over 40 years, every new child I work with is special. I have an enhanced DBS check, am a registered member of the Royal College of Speech and Language Therapists and the Association of Speech and Language Therapists in Independent Practice and am registered with the Health Professionals Council.

Portrait of Geraldine

My Experience

I have worked in hospitals, community clinics, nurseries, primary and secondary schools and schools for children with special educational needs. Like all speech and language therapists, I regularly keep up to date with developments in the profession and meet with colleagues to share our particular skills. I have always worked with a wide age range from 2 year-olds who usually receive therapy in the form of parental guidance to young adults preparing for university.

Lessons

I can offer lessons at schools, via zoom or at my practise in Foxton where there is easy, free parking. Whether the lessons happen at home, school, via zoom or in my bright and sunny speech therapy room, fun is the aim. Relaxed, happy children are open to learning. To quote one of my pupils: “We don’t work; we just play games!” But behind all the fun, I will be using evidence based therapy approaches to progress your child as much and as quickly as possible.

School and Family

As children spend far more time at school or with their family than they do in speech therapy lessons; offering advice and support to all the child’s key adults is an important part of my approach. I will offer regular feedback explaining what we have been doing and why (in person or via the phone or email). Along with the feedback, there will be some fun activities for practise between lessons.

‘Thank you so much for all the marvellous work you have done with the children. They have all benefited hugely’

Landscape photo of Therapy Room

Patient Testimonials

“We would like to thank you for your valuable time and wonderful work. S has come on in leaps and bounds this term and I know we are all proud of her. Thank you for your teamwork. We are most grateful.”
“Geraldine has always been firm with me even when I tried to wriggle out of doing things! I always looked forward to seeing her and feel I achieved a lot. Without her, I wouldn't have been getting As in my English, I'm sure.”
“My heart sank when I was told that, amongst all the problems we faced, speech would be a considerable problem. Luckily, Geraldine was recommended by our physiotherapist and we have never looked back. Geraldine has a unique gift for tailoring sessions to capture attention and maximise potential. Her charm is magical and I would recommend her to anyone needing help with their speech.”
“Thank you so much for all the marvellous work you have done with the children. They have all benefitted hugely.”
“I don't think Sean would be where is today without your additional and excellent input.I would not hesitate to recommend your services.”
“Robert very much enjoys his lessons with you. Many thanks for the dedication that you put in with him.”
I often find myself thinking with gratitude to the speech therapy sessions which you gave to Matthew.  As a preschool child aged 4 he was largely unintelligible to all but myself and his older brother.  We were used to interpreting for other people.  He had a number of issues which you addressed in a fun way.  He used to enjoy playing games and having undivided attention for forty minutes! I admired the level of concentration you were able to achieve from Matthew and you knew just how to motivate him. It was also great that you gave us exercises to practise in between sessions. With a lot of perseverance on all sides, Matthew made massive improvements so that he was far more understandable when he started school.  That was a huge relief as we had been worried that his speech would have an impact on him socially and in the classroom.  With continued input he achieved his goals. He still needs occasional reminders but knows what he has to do! He has flourished at school and has recently had a leading part in the year 5/6 production of Barnum.  His diction was so loud and clear that he was the only lead role not to need a microphone!  He played the part of ringmaster and perfectly delivered tricky lines announcing  'a droll divertissement, a cavalcade, a caravan of cataclysmically  comical clowns'.  He had a similar lead role as narrator in a year 4 production. Addressing his profound speech issues before he started school ensured that his confidence remained intact and he embraces all that life has to offer.  His relationships with peers and staff are great and I attribute a lot of that success to the help he received when he was a frustrated four year old who could not make himself understood.He recently played the part of ringmaster and perfectly delivered tricky lines, announcing  'a droll divertissement, a cavalcade, a caravan of cataclysmically comical clowns'
“As my cerebral palsy really affected my speech Geraldine was my speech therapist from the age of two until I was eighteen. My parents were told that my Cerebral Palsy would probably prevent me from having the necessary muscle control for clear speech. Geraldine adapted her professional practices to that of a two year old, joining me in a Wendy house for my first session. I progressed from just being able to make phonological sounds to communicate my basic needs; to articulating clearly enough to attend mainstream education and university. Sixteen years of Geraldine’s therapeutic support, guidance and encouragement gave me not only the practical skills to make myself clearly understood but also the confidence to believe that I have worthwhile things to say and should be heard. As a young child who wasn’t expected to verbally communicate, I have built a career speaking to audiences internationally and produce my own podcast. Thank you Geraldine, for helping me to find my voice.”

Leo

Intersectionality Coach & Speaker

When Geraldine first started working with Oliver (when he was 2 years old), he couldn't make any sound other than 'bbb'. Everything was 'bbb'. We had tried other speech therapists before to no avail. He wasn't a straightforward case, being a very premature baby (13 weeks early) and he had a number of related problems to do with co-ordination and concentration.Within 6 weeks of working with Geraldine, he could speak in full sentences and she has worked with him over the past 12 years both on his pronunciation and on his articulation and confidence. He is now recognised as one of the top achievers in English, both written and spoken, in his school.I cannot recommend her too highly. She has made an enormous difference to Oliver's life.

Oliver's Mum

Position, Company name

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Two Patients Smiling