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Licensed Tutors

Welcome to the Speech and Language UK Learning Centre! On this page, we will share news/updates with you. As we are creating these pages, you will find more information on this page in the next couple of weeks.

Programme resources

All your licensed tutor materials are available in the programmes resources tab in the top navigation bar. Each programme has a tutor resource section at the bottom of the page. Only you, as a licensed tutor can see this section.

If you cannot see your resources, please get in touch with us at info@speechandlanguage.org.uk.

Visit the Programme Resources pages here

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Tutor evaluation

After your tutor training with Speech and Language UK, please complete this tutor evaluation form to provide us with feedback about your training. When you have submitted the evaluation, you will receive your certificate for training.

Tutor Map

If you would like be on the tutor map, please complete this form given below. This map helps us share your information when settings get in touch with us about training.

Join the Licensed Tutor Facebook Group

If you would like to join our Facebook group, please click on the button below. We advertise information about settings who would like training.

Book a training

Book onto one of our tutor training dates below, or download the Speech and Language logo using the button below.

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Speech and Language UK
Unit A The Cube Building
17-21 Wenlock Road
London
N1 7GT

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020 7843 2510

info@speechandlanguage.org.uk

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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.

Visit our What works database

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.