Speech and Language UK’s Skills Discovery Tool
Review your skills. Discover your next steps. Top up your training.
What is the skills discovery tool?
The skills discovery tool is an online self-assessment that will help you discover and develop your skills, knowledge and confidence in supporting children and young people’s speech, language and communication skills.
The tool allows you to:
- review your knowledge and skills
- identify areas for development
- access tailored training and learning recommendations
- plan the next steps in your professional development.
After completing the tool, you'll receive a personalised results page showing competency statements you have answered “No” to. These highlight areas where you may wish to develop your knowledge, skills or confidence. You'll also be directed to relevant training and resource pages to support your learning and development.
Our skills discovery tool covers all aspects of supporting children and young people’s speech, language and communication skills - from creating communication-supportive environments and identifying needs early, through to providing additional support, working in partnership with others and improving practice across settings and services.
Who is the skills discovery tool for?
The skills discovery tool is for anyone who works with children and young people aged 0 to 25.
We developed the skills discovery tool in consultation with partners from England, Wales, Scotland and Northern Ireland. Together, we made sure it reflects the experiences and needs of professionals working across the UK.
The tool is for you if you work in:
- early years settings, including childminders
- primary and secondary schools
- colleges and further education settings
- health services
- children's and young people's support services
- social care
- youth and community services
- voluntary and third-sector organisations.
Whether you work directly with children and young people, or indirectly through supporting colleagues and families, the tool can help you develop your knowledge, skills and confidence in supporting children and young people’s speech, language and communication development.
We developed the skills discovery tool in consultation with partners from England, Wales, Scotland and Northern Ireland. Together, we made sure it reflects the experiences and needs of professionals working across the UK.
Is the skills discovery tool suitable for my professional level and role?
The skills discovery tool is designed for professionals working at different levels and in a wide range of roles. It supports progression through three levels: core, enhanced and lead practice and improvement.
Core
Core
The core level focuses on the foundational knowledge and skills needed to support speech, language and communication development for all children and young people. It is suitable for anyone whose role involves working with children and young people, regardless of experience level.
Enhanced
The enhanced level focuses on developing additional knowledge and skills to identify risk factors and early concerns, provide targeted support, and work in partnership with others to support children and young people with speech and language challenges. It is suitable for those who want to build on the core level and develop their practice further.
Lead practice and improvement
The lead practice and improvement level focuses on supporting and developing the practice of others, leading improvement activities, and strengthening speech, language and communication support across a team, setting, service or organisation. It is suitable for professionals whose role includes providing advice, guidance, training, mentoring or leadership. Because it includes competencies relating to both practice leadership and service improvement, not every competency at this level will be relevant for every role.
How do I use the skills discovery tool?
All professionals start at core level. Only progress to higher levels if:
- you have answered ‘yes’ to all competency statements at your current level; and
- progressing to the next level is relevant to the responsibilities and boundaries of your role.
Each level contains between 16 and 20 competency statements, which you answer “Yes” or “No” to.
Some competency statements focus on what you know and can explain. Others focus on what you do in practice.
Answer each statement based on your current practice. If you're unsure whether you can consistently demonstrate a skill or area of knowledge, select "No". This will help ensure you receive the most relevant recommendations for your development.
The skills discovery tool is intended to support reflection and professional development. There are no pass or fail scores.
Mailing List
Stay up-to-date with our latest news via email by signing up to our mailing list.
Contact Us
Speech and Language UK
Unit A The Cube Building
17-21 Wenlock Road
London
N1 7GT
Unit A The Cube Building
17-21 Wenlock Road
London
N1 7GT
General enquiries
020 7843 2510
info@speechandlanguage.org.uk
Media enquiries
media@speechandlanguage.org.uk
Empty space, drag to resize
Speech and Language UK is the operating name of I CAN Charity, a registered charity in England and Wales (210031) and Scotland (SC039947), which is a company limited by guarantee registered in England and Wales (00099629). Registered address: Unit A The Cube Building 17-21 Wenlock Road London N1 7GT
With thanks to our late patron the late Queen Elizabeth II
The skills discovery tool may recommend training, resources and organisations that can help you develop your knowledge and skills. Before investing your time or resources, consider whether a course, programme or approach is right for you and the children and young people you support.
When considering training or an approach, ask yourself:
- Is it based on current research and evidence?
- Are the claims realistic and proportionate?
- Are the trainers suitably qualified and experienced?
- Can the approach be adapted to different children, young people and contexts?
- Does it encourage professional judgement rather than promoting a single solution for every child, young person or situation?
Be cautious if training or an approach:
- promises quick, guaranteed or dramatic results
- claims to work for every child or young person
- relies mainly on testimonials, social media popularity, influencer endorsements or personal stories rather than evidence
- discourages questions, critical discussion or scrutiny
- lacks transparency about qualifications, costs, evidence or outcomes.
Use your professional judgement, review the evidence and always consider whether an approach is appropriate for the children and young people you support.
What Works database
If you want to explore the evidence behind speech, language and communication programmes, we recommend using our What works database.
It brings together information about a wide range of programmes and approaches and summarises the evidence available for each one.
Endorsed by the Royal College of Speech and Language Therapists, our What Works database can help you make evidence-informed decisions.
The database does not tell you which programme to choose. Instead, it helps you understand the available evidence so you can combine it with your professional judgement and knowledge of the child or young person.
Formal training is only one way to develop your knowledge, skills and confidence. You can also learn through:
- observing or shadowing colleagues, including speech and language therapists
- coaching, mentoring and peer support
- supervision, appraisal and professional discussions
- reflecting on your practice through activities such as:
- recording yourself (with appropriate consent)
- keeping a reflective journal
- seeking feedback from colleagues, children, young people and families
- professional networks and multi-agency working
- reading professional guidance, research and evidence-informed resources
- applying new learning in practice and reviewing its impact.
The most effective professional development often combines formal training with opportunities to practise, reflect, receive feedback and learn from others.