Eight Years, One School: The Lasting Impact of a Words First Therapist

Collaboration in Action: A Whole-School Approach to Communication

When Claire Newby joined Words First as a newly qualified Speech and Language Therapist in 2016, she was drawn by the opportunity to work directly with children—delivering intervention, not just conducting assessments. Fast forward eight years, and Claire has not only grown into a leadership role as a Team Lead, she has also become a deeply valued member of the Lilian Baylis Technology School (LBTS) community.

A Journey of Growth

“I feel very lucky that Words First has grown in size and scope alongside my own professional development,” Claire says. “From mentor to supervisor, to Clinical Specialist, and now Team Lead—it’s been a journey of continual growth.”

Amanda, Words First’s Director and Founder, placed Claire at LBTS in September 2017.

“She felt the school’s child-centred ethos—which aligns with one of Words First’s most important core values—would be a good fit for me, and she was absolutely right,” Claire adds.

Starting with three days a week, she quickly became a cornerstone of the Learning Support team.

Leadership, Legacy, and a Lasting Partnership

Claire’s journey at LBTS has been shaped not only by her own commitment and skill, but also by the unwavering support of the school’s leadership. The foundation was laid by former Head Teacher Gary Phillips and former SENDCo Jake Gladman, who both recognised the potential of embedding Speech and Language Therapy into the fabric of school life. Their early support helped Words First and Claire become fully integrated members of the LBTS community.

Today, current Head Teacher Karen Chamberlain continues to support this vision—facilitating the use of school spaces for training and meetings that benefit both LBTS staff and the wider Words First team. Claire is proud to follow in the footsteps of Shima Yazdi, a Words First therapist who was based at LBTS for several years before Claire took over. Remarkably, LBTS has had only two therapists in over 11 years—a testament to the strength and continuity of the partnership.

Embedded in the School Community

Over eight years, Claire has worked with three SENDCos and two Head Teachers.

“LBTS has always welcomed me and accepted me as part of the team—from including me in their Christmas outing to the SENDCo seeking my advice about students,” Claire shares. “It’s a rewarding part of my role to have two teams—the one at Words First and the one at LBTS.”

Claire runs regular training for the Learning Support department and maintains an open-door policy. Weekly meetings with Learning Mentors (LMs) allow for collaboration and strategy sharing.

“We can more effectively support the students from the therapy room to the classroom,” she explains.

Teaching Assistants who attend training on the Words First Approach consistently give positive feedback, including Claire’s two SaLT-focused HLTAs, Lachin and Kristy, who have both shared glowing responses via recent questionnaires. This shared commitment to training and development is one reason the school has maintained such high standards.

Building Capacity, Extending Reach

Claire introduced a model where Higher Level Teaching Assistants (HLTAs) deliver targeted interventions under her supervision, expanding capacity and allowing her and fellow SaLT Rianna to focus on complex cases.

“It’s been one of the most effective partnerships with school staff,” Claire says.

She also co-developed a sensory movement programme with Tasos, the Words First Clinical Specialist for Sensory Integration.

“We support students to understand how and why we use these strategies. Staff report increased focus, and students value the chance to regulate.”

This structured, evidence-based approach aligns directly with Ofsted’s praise for LBTS:

“All pupils, including pupils with SEND, are taught the same ambitious curriculum. Leaders provide intensive support and make carefully planned adaptations for pupils with SEND. These include a sharp focus on reading, the explicit teaching of vocabulary, and speech and language therapies. Pupils with SEND build the knowledge and skills they need for the next phase in their education or training.”

SENDCo Sabah Quazi praises Claire’s balance of strategy and responsiveness:

“Claire works responsively to meet needs ‘in the moment’, while also thinking strategically. Her longevity at LBTS means she’s developed expert knowledge of our students. The Learning Mentors trust her, and through collaboration with the Words First OTs, she’s embedded sensory strategies across the school. She also gives me the opportunity for professional dialogue—I really value that.”

Real Impact, Real Stories

“When a Year 10 student told me she finally understood why all our work together mattered, and thanked me—it stayed with me,” Claire reflects. “It wasn’t just the gratitude, but the understanding of why that made it powerful.”

Claire’s whole-school training on the Zones of Regulation is now a cornerstone of LBTS’s approach. Teachers use the shared language to help students recognise and manage emotions—during lessons and in staff training.

Another successful approach has been supporting students within the school’s nurture classes—smaller, more gradual-paced learning environments. Claire liaises with the class teacher to understand the focus of the lesson and then creates speech and language-based activities that help reinforce key concepts. This allows her to consolidate learning in a way that complements the lesson and supports students’ access to the curriculum.

Looking Ahead

LBTS has consistently demonstrated excellence in inclusive education. It was first awarded an Outstanding Ofsted rating in 2013 (an upgrade from its previous ‘Good’ rating) and again in a more recent inspection dated 22 February 2023. The school continues to evolve and lead in inclusive practice.

On 13 February 2025, Head Teacher Karen Chamberlain announced that LBTS had been accredited with the Inclusion Quality Mark and awarded the prestigious recognition of ‘Centre of Excellence’.

As LBTS welcomes more students with higher levels of need and expands its specialist provision, Claire’s role continues to evolve.

“Although I’ve been at LBTS for 8 years, every year has brought new challenges that push me to be creative and continually grow my therapy ‘toolbox’. It’s a truly motivating place to work.”