The Talking Base is a specialist
resourced provision attached to
Barrington Primary School for an
identified group children from Year R to
Year 6 with speech and language needs.

There are commissioned places for up to 10 children in The Talking Base.

The criteria for admission are as follows:

• The child should have an EHC Plan, indicating their primary need as Developmental Language Disorder (DLD), Speech Sounds Disorder or Language Disorder associated with other biomedical conditions.  It is not suitable for children whose primary need is Autistic Spectrum Disorder.
• The child may also have other associated medical conditions.
• There should be evidence that cognitive abilities are in line with children in a mainstream setting.  However further discussion with EP’s would be required to ensure children with SLCN, requiring RP are not excluded.  Children with DLD, speech sounds disorder or language disorder by definition will have verbal and literacy levels which are low or below that of mainstream peers.  Non-verbal cognitive abilities fall within the mainstream average range.
• There should be no primary hearing difficulties needing input from the Hearing Impairment Service.
• Social and emotional difficulties should not be the primary need of the child, although it is recognised that these may be a part of the underlying language disorder.
• All children in The Talking Base integrate into the mainstream school at Barrington for assemblies, lunchtimes, playtimes, music and other curriculum areas as appropriate, as well as whole school and/or peer group special events and activities.  Further levels of inclusion are arranged according to a child’s individual needs and circumstance.  Some subject inclusion is supported by resource staff, some is completely independently.  This is deliberate and carefully planned for, in order that pupils experience real-life opportunities and to apply and generalise skills, learning attitudes and self-help strategies.

   

  Referral for a placement in the Talking Base is sometimes made at the same time as the child’s EHC Plan is being written.  It may also be started at the Annual Review of a child’s EHC plan.

  The decision to place a child in a resourced provision is made by the local authority (Bexley), but the SENCo, Specialist Teacher, school Headteacher, Governors and Specialist Speech and Language Therapist are also involved.

  We have a very comprehensive transition procedure and package to help children prepare for moving into and out from our provision.

  The speech and language therapy provision at Barrington is currently 1.5 days  each week. Programmes devised by the NHS Speech and Language therapists are delivered throughout the week by specialist teaching assistants.

  Speech and Language therapy within the Talking Base aims to use a child’s strengths to minimise weaknesses and concentrates on areas of speech and language development in which a child is most likely to make change and progress in their overall ability to communicate.

  Therapy intervention may be direct or indirect and may be provided individually, in pairs or in small groups or within the classroom. Therapy targets are planned in collaboration with teachers, Talking Base staff and parents.  Teachers and therapists both recognise that sharing knowledge and skills enhances the role of each profession.

   

  The Talking Base aims to provide a high level of first hand experience for learning, particularly vital for long term memory, conceptual semantic links, comprehension and vocabulary development and clarification skills in students presenting with communication needs (e.g. visits to local shops etc). Regular “learning challenges” to calm, alert, re-energise or refocus attention control and enhanced opportunities to practise motor skills activities are an integral part of the school day.  Pupils with Occupational Therapy needs as quantified on their ECHP have access to an Occupational Therapist (OT) in school.

  We capitalise on, and enhance, pupils’ compensatory visual and kinaesthetic strengths, providing a highly multisensory learning environment, including Signalong and Cued Articulation signing systems, as well as symbols (e.g. Communicate in Print), real artefacts, images, photos, Shape Coding and interactive ICT, to augment communication and support comprehension, expressive language development and curriculum access.

   

  We aim to provide our pupils with life skills gained through experiences and learning opportunities including shopping trips, travel on public transport and basic self care.

  Our highest priority and guiding principle over arching all our practice is to ensure the emotional wellbeing of each and every child. Our ethos establishes trust within even the most fearful child (who may have experienced much communicative failure even while still at a very young age due to the hidden disability of Speech, Language and Communication Needs (SLCN)).  Our pupils feel safe to take learning and communication acquisition risks through the development of good self-awareness, ambitious but tenable personal targets, and excellent self-esteem building.

  Only then are pupils enabled to grow their gradually increasing confidence and independence, paving the way for accelerated progress towards fulfilling each child’s potential.

   

Please click here to see the progress and attainment tracking information for Talking Base

Attainment and progress tracking

Please click here to see our Spring Term newsletters:

TB Spring newsletter 2025 - KS1

TB Spring newsletter 2025 - KS2