Please too consider supporting evidence (can include IEP’s, TAM minutes, integrated review and ASQ’s) to coincide with your ‘plan, do and review’. This ensures that a ‘request for more help’ reaches us at specialist level in line with the ‘right support at the right time.'

It provides information, resources, and links to services that can support children and families in the Plymouth area.

Family Hubs support families from pregnancy, through childhood, and up to age 19 (or 25 for those with special educational needs and disabilities).

• Incredibly years – Basic programme

Incredible Years Autistic Spectrum and Language Delay

Workshops

• How to understand and support my child's communication using visual resources

• How to understand and support my child's behaviour using visual resources

• How to understand and support my child's play and social skills

• How to understand and support my child's everyday transitions

• How to understand and support my child's emotions

Input from the Health Visiting Service

• Contact with the allocated health visitor for the child.

• Consideration for integrated review and ASQ assessment

Tel: 01752 434008

Email: livewell.phnadminhub@nhs.net

Website: https://www.livewellsouthwest.co.uk/childrens-services/health-visiting

Tel: 01752 434008

Email: livewell.phnadminhub@nhs.net

Website: Health Visiting | Livewell Southwest

A Family Health Worker can support:

• Behaviour

• Sleep

• Diet

• Routines

It helps families see what support and activities are happening each week.

All sessions run from 1.30pm - 2.30pm.  

We request a donation of £5 for each half-term play plan towards the materials used. 

For further details or to book a session, please contact Emma at Woodlands School: elawrence@woodlands.plymouth.sch.uk 

General enquires - Livewell.childrens-sl@nhs.net

Training Enquires - livewell.childrens-sltraining@nhs.net -

Phone Number: 01752 434844

Speech & Language | Livewell Southwest

• Livewell triage conversation / telephone call

• Concerns relating to expressive and receptive speech, language and communication

  
  

  
  

• Coordinate support – bring together early years staff, specialists, and parents to plan consistent support for a child.

• Share information and expertise – ensures everyone involved understands the child’s needs and strategies that work.

• Monitor progress – review what’s working, adjust approaches, and make decisions collaboratively to benefit the child.

•  Please Note - TAM/TAF or EHAT should other professionals be involved i.e. Health Visitor, Family Support Worker

It shares free resources, events, blogs and training to help improve early childhood practice and children’s learning across the South West.

• ASQ (Ages & Stages Questionnaire) – a parent-completed developmental screening tool:

  • Initial ASQ identifies a child’s current developmental level across communication, motor, problem-solving, and social skills.

  • Review ASQ (where relevant) tracks progress over time and highlights areas needing extra support.

• Developmental reports / assessments – ideally at least two:

  • An initial report documents baseline skills using a shortened Developmental Journal or similar tool.

  • A review report evaluates progress, updates goals, and informs planning for further development.

• Purpose: Tracks children’s speech, language, and communication development in early years settings.

• Monitoring: Allows practitioners to identify strengths, emerging skills, and areas needing support over time.

• Planning & Support: Helps staff plan targeted interventions, share progress with parents, and measure the impact of strategies on children’s communication.

These sessions can provide advice and support on: 

• Individual children in your setting.  

• Communication supportive environmental advice. 

• Communication aspects of the OAP. 

• General communication and language queries. 

  
  

Please be aware that if you are discussing a child, you have consent from parents before the virtual drop-in. 

https://calendly.com/jkemp-plymbridge/eyclst-drop-in-sessions  

It helps parents and early years practitioners record progress, identify needs early, and work together to plan the best support for the child.

• Tracks children’s communication development and milestones in early years settings.

• Supports early identification of needs and helps plan targeted support.

• Guides planning and parent partnerships by showing progress and next steps.

Please keep an eye out on the Early Years Bulletin for future training dates and use the website to learn more.

Welcome!

How a padlet works...

Scroll across to find the section relevant to you:

• Universal Support

• Targeted Support

• Evidence

• Training Support

Then scroll up or down within each section to see the resources we have put together.

Clicking on a picture in the box will either take you to a word document, image, video or webpage.

When you have finished, click the X in the top left hand side to come back to the Padlet to find more information.

You can also right click on the text and select read aloud if needed.

3 IEP “Plan, Do, Review” cycles

1. Plan: Completed IEP or support plan outlining the child’s needs, targeted goals, and strategies agreed with parents and professionals.

2. Do: Observation notes, intervention records, or activity logs showing the strategies being implemented with the child.

3. Review: Updated IEP, progress report, or multi-agency meeting minutes evaluating outcomes and next steps for the child.