Read our latest report for Speech Bubbles. We are delighted to share our results!
Speech Bubbles is a targeted, year-long, evidence-based intervention for children in Key Stage 1 who display a speech, language, and communication need.
The programme meets children’s needs by working on three core areas of communication:
- Receptive language and how children understand the communication around them.
- Attention – listening, watching, and turn-taking.
- Expression – how children communicate what they need/want/think.
Bounce Theatre is the theatre partner delivering Speech Bubbles in Wandsworth. We delivered Speech Bubbles in two schools this year, delivering 40 sessions and supporting 29 children.
Teacher assessments showed that 90% of pupils involved in Speech Bubbles improved their learning, speaking and listening skills this year.
Teacher assessments showed that 86% of pupils involved in Speech Bubbles improved their emotional behaviour and conduct behaviour skills this year.
Teacher comments revealed that they had noticed improvements back in class in 100% of Speech Bubbles children.
Speech Bubbles is monitored and evaluated robustly – the pre and post assessments mark the changes in the children’s behaviour and attainment in school. However, there no defined benchmark of communication success that all children must hit or a grading system that measures success. Speech Bubbles recognises the journey to effective communication isn’t linear and there isn’t a one-size-fits-all approach.
Here are three small stories that champion the value of the programme.
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Child A
Child A was referred because they had hearing loss which had knocked their confidence and meant they were shy to speak in the classroom. This was impacting the child’s learning and led to him being behind the expected stage.
Child A was reluctant to participate in Speech Bubbles. The practitioner started to offer them the chance to lead the chant and to model games to the other children. Over a number of weeks, they built a relationship of trust. Child A became willing to take risks and, by the end of the project, was comfortable to play a female character in the story square activities.
Teaching staff commented that Child B is now a completely different child from the start of the project. The sessions have led to him coming out of his shell back in the classroom. He has since demonstrated confidence in volunteering, going first in group activities, and participating with ideas in small group activities.
“A completely different child from the start.” Class Teacher
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Child B
Child B was referred because of limited vocabulary and struggling to communicate using proper sentences.
At the start of Speech Bubbles, Child B would spin around or wonder around the space without joining in. The practitioner introduced a fidget cushion to the story square which improved Child B’s ability to focus and listen to instructions at the start of the session. She also brought in visual objects for games which also contributed to Child B’s focus – as there were concrete objects to use to apply to storytelling.
The school TA who attends sessions commented that “Child B has made amazing progress during Speech Bubbles. Their concentration has increased and their prior inability to stay still has lessened since incorporating a fidget seat into our sessions. Child B has been able to listen and repeat what everyone has talked about and can add to group discussion with their own ideas and interests.”
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Child C
Child C was referred because of limited vocabulary, and they found it difficult to concentrate and communicate their feelings which lead to difficulties sharing roles or tasks between peers.
At the start of Speech Bubbles Child C would only engage if there was a game that they could win. They were quick to tears if they felt they weren’t winning. The practitioner introduced a fidget cushion which allowed Child C to sit and focus during group activities. She also introduced visual objects which gave Child C a concrete focus in the sessions. Initially all children played with fidget toys as part of their storytelling. She then switched to using one shared object. They focused on “what are you doing” and “how you are doing it.”
The TA in attendance noted that “Child C has made impressive progress in Speech Bubbles and back in the classroom. They responded well to the practitioner incorporating different props and games into the sessions which helped them focus. They were able to express feelings and emotions in multiple ways; being able to explain why someone might feel a certain way after something has happened.”
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Communication is fundamental to health and wellbeing. The impact of Speech Bubbles in
building core communication skills will undoubtedly benefit these children across the schools throughout their school careers. Improved attention and oracy will enable all children to better articulate their thoughts, feelings, ideas and needs in the classroom – to sustain a positive relationship with learning. Bounce Theatre is proud to have been part of this transformative journey and we look forward to continuing our collaboration, helping even more children unlock their potential through the power of communication.
For further information about Speech Bubbles, delivered by Bounce Theatre, and the possibility of getting involved, please email Louise: louise@bouncetheatre.com
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