Perspectives from a Speech and Language Therapist Working in Devon
Introduction
Early speech, language and communication skills are at the very heart of children’s development. As a speech and language therapist working across education and early years settings in the UK, I witness every day how early support transforms children’s confidence, learning trajectories and long-term opportunities.
The Importance of Timing
Children’s brains are uniquely receptive to communication learning in the first few years of life. This early period of rapid neurological growth means that targeted support during the preschool years can be especially powerful, increasing the likelihood of meaningful progress in language skills and reducing the need for more intensive intervention later. Delaying support risks “cascade” effects, where initial speech or language difficulties contribute to broader academic, social or emotional challenges as demands increase in school and beyond.
Research and campaign work from UK organisations like Speech and Language UK emphasise that the timing of interventions, especially in nursery and early primary years, is key to helping children make strong progress with talking and understanding. (Speech and Language UK, 2024)
Evidence-Informed Practice
Across the UK, there is a growing evidence base showing that early, structured support can make a real difference:
Early Talk Boost programme trials: In research supported by the Education Endowment Foundation and evaluated by the National Foundation for Educational Research, children aged 3–4 who took part in the Early Talk Boost intervention made significant gains in talking and understanding words compared to children who did not receive the programme. (Speech and Language UK, 2025)
Nationally, initiatives such as the Early Language Support for Every Child programme have been funded to identify needs sooner and ensure timely speech and language support in early years and primary school settings. Government and NHS leaders highlight that early support improves wellbeing, development and educational attainment. (Department for Education & McKinnell, 2025)
Broader evidence shows that early communication challenges often correlate with later difficulties in literacy, numeracy, mental health and employment outcomes — reinforcing the need for early identification and intervention across contexts. (Speech and Language UK, Speech and Language UK launches new report: ‘Getting in early: Speech and language interventions that transform children’s lives’, 2024)
These studies illustrate an important point: early intervention doesn’t just help with today’s words — it builds the skills that underpin successful schooling and lifelong learning.
How Early Support Benefits Children and Families
For children:
- Improved speech and language skills and more effective communication with peers and adults
- Reduced frustration and improved emotional wellbeing
- Stronger readiness for school learning and participation in class activities
For families and settings:
- Practical strategies for parents/carers to support communication at home
- Teachers and early years practitioners gain tools to embed language support across daily routines
- Earlier identification enables more targeted planning, including appropriate referrals to specialist services where needed
Practical Resources for Families, Educators and Professionals
There are many high quality, UK-based resources designed to support early communication development, these include:
- Speech and Language UK – Resource Library: Resource library for educators - Speech and Language UK: Changing young lives
- NHS Speech and Language Therapy Services: Speech & Language | Livewell Southwest
A Collaborative Approach
Effective early intervention happens when parents, educators, health professionals and speech and language therapists work together. Sharing concerns, learning strategies and embedding communication support throughout the day ensures children are supported consistently across environments.
Recognising and responding early to communication needs helps children feel heard, understood and ready to engage with the world around them. Early intervention isn’t just about improving speech and language skills — it’s about opening doors to confidence, inclusion and future success.
Disclaimer: The views and opinions expressed in blog posts are solely those of the individual author and do not necessarily represent those of Plymouth Learning Partnership CIC. The content is provided for general information and educational purposes only and should not be relied upon as professional or legal advice. Plymouth Learning Partnership CIC accepts no responsibility or liability for any errors, omissions, or actions taken in reliance on this content. The individual author is responsible for ensuring that any third-party material used (including text, images, and media) does not infringe copyright. Plymouth Learning Partnership CIC does not accept liability for any unauthorised use of copyrighted material by the individual author.
