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Learning from effective practice: Every child is heard in Tameside

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One of the strengths identified during our recent inspection of Tameside Youth Justice Service was how speech and language therapy (SALT) was embedded across the service. Rather than operating as a specialist function in isolation, communication needs were understood and responded to by staff throughout the organisation, with specialist support available when needed. This helped children to participate in assessments, contribute to planning, and engage more effectively with interventions.

Inspectors consistently saw the impact of the speech and language therapist in assessing, planning and delivery, including: 

  • individual advice and consultations with youth justice practitioners
  • undertaking assessments and producing specialist reports and communication passports which guided communication and engagement with children
  • the adaptation of planning and intervention tools through the use of story boards, visual aids or talking mats
  • the provision of individually tailored SALT interventions with children to build their skills and understanding
  • delivering training on communication strategies to the professional network supporting children. This was a particular strength when considering and adapting to children’s neurodiversity, experiences of care and trauma histories and ensured every child could understand, participate and be understood. 

The approach demonstrates several features that we look for during inspection. Effective youth justice services understand children’s individual strengths and needs, involve them meaningfully in decisions about their lives, and adapt interventions so that children can engage and benefit from them. By building communication-friendly practice into everyday work, Tameside was able to support these outcomes consistently across the service. 

The learning also extends beyond youth justice. The service shared speech and language expertise with schools, social care and other partners, helping to create a more consistent approach to supporting children across the wider system. It is a good example of how adapting professional practice to individual needs can improve engagement, strengthen participation and help services deliver against key inspection standards.