In some parts of England, Wales, Scotland and Northern Ireland families are being told that their child’s independent Speech and Language Therapist (SLT) can no longer access their school, not because another service is in place, but because of blanket policies about who is permitted on school sites.
For families, this can mean a child who has built a relationship with a trusted therapist suddenly loses access to that support. Therapy programmes are disrupted. Progress stalls. And parents are left searching for answers.
We want to explain what is happening, reassure you about the professional standards all SLTs are held to, and tell you what ASLTIP is doing about it.
Yes – and to exactly the same standard as any other registered SLT.
All Speech and Language Therapists must be registered with the Health and Care Professions Council (HCPC). This applies equally to therapists working in the NHS, employed directly by schools, and those working independently. Registration requires:
Employment setting does not alter these requirements. An independent Speech and Language Therapist working with your child meets the same regulatory bar as one employed by the NHS.
In a number of reported cases, schools and education authorities have introduced policies that restrict site access based on a therapist’s employment status rather than their qualifications or the needs of the child. These are blanket policies, applied regardless of whether any alternative provision exists to fill the gap.
This is not, in most cases, a safeguarding issue. Independent SLTs hold the appropriate enhanced background clearance for the nation in which they work (DBS in England and Wales, PVG in Scotland, AccessNI in Northern Ireland) They adhere to the same professional standards as their NHS and school-employed counterparts. The policies appear to be administrative in origin, but their impact on children and families is very real.
Many schools continue to work positively and collaboratively with independent therapists. This issue appears to relate to specific local policies rather than a universal approach.
For many children, consistency matters enormously. A child who has developed trust with a therapist, who is midway through a programme, or whose communication needs require close collaboration between home, school and therapy – that child stands to lose a great deal when access is abruptly removed. In practice this can mean:
Where no alternative provision exists, a child may be left without any speech and language support at all.
These policies can also create significant difficulties for families who are only just beginning to seek support. If your child has recently been identified as needing speech and language therapy, or if you are trying to arrange provision for the first time, access restrictions can mean:
Early intervention matters. Delays in accessing qualified support, for whatever reason, can have lasting consequences for a child’s communication, learning and confidence.
If you are in the process of finding a therapist for your child, ASLTIP’s directory allows you to search for registered independent SLTs by location and area of specialism.”
Schools have responsibilities for safeguarding, site security and operational management, and they can set policies about visitors. However, decisions about access should be reasonable, clearly explained, and focused on the child’s needs.
If your child has a statutory plan (EHCP in England, IDP in Wales, CSP in Scotland, or a Statement of Special Educational Needs in Northern Ireland), the local authority or educational body has legal duties in relation to the provision set out in that plan. If restricting access affects the delivery of that provision, this should be addressed promptly with the school or local authority.
If your child does not have a statutory plan, schools still have duties to support children with additional needs. Where independent therapy has been arranged, it is reasonable to ask:
Open communication is often the first and most effective step. Many situations can be resolved through discussion and clarification.
If you are unsure about your child’s rights or how to approach the conversation, you may wish to seek independent advice.
ASLTIP is the professional association supporting and representing independent Speech and Language Therapists across the UK. We are engaging at national level, working with education stakeholders and policy leads across England, Wales, Scotland and Northern Ireland, to understand the scale of this issue and to address it constructively.
We are gathering evidence from our members about where and how these policies are operating, so that our engagement is grounded in real experience. We recognise that local contexts vary and that many schools value the work of independent therapists deeply. Our aim is not confrontation but clarity, ensuring that decisions about access are made on the basis of children’s needs, not employment status.
We understand how unsettling it is to have your child’s support disrupted without warning or explanation. If your child’s therapist has been refused access to their school, here are some steps you can take:
You are also welcome to contact ASLTIP for information or guidance. We are here to help.
Email: office@asltip.com
Every child deserves access to the support they need, provided by qualified professionals. That principle does not change depending on who signs a therapist’s payslip.
Written by Laura Whittall
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