A Day in the Life of a Speech and Language Therapist

Meet Rachel Reid-Fernandez

Rachel is a Speech and Language Therapist (SaLT) at One Education. She has studied at the University of Huddersfield and has experience in supporting children, their families and other professionals. She is passionate about ensuring every child’s voice is heard, helping them to make their own decisions based on their own needs and desires. 

Morning Routine

A day in the life of a Speech and Language Therapist in a primary school with a resource provision typically begins with a morning check-in with the SENDCo to see how everyone is getting on. I then say a quick hello to the children I’ll be working with that day, who start their morning together in one room. 

After checking my emails and organising the first session, I begin my 1:1 interventions with four children, each receiving a 30-minute session tailored to their Speech, Language and Communication Needs (SLCN).

Following each session, I spend around 15 minutes writing up notes, logging activities, and planning the next session, including preparing any resources, which usually takes me up to lunchtime.

Workday Insights

Between sessions, I often have time to complete parts of assessments for other children – either those I haven’t yet started working with or those whose targets I’m reviewing or adjusting. 

During the children’s lunchtime, I observe certain pupils to gather more information for their reports and reflect on next steps, particularly for Year 6 pupils, for whom I am currently preparing transition reports. 

For other children due for annual reviews, I use this time to gather evidence of progress and plan future support. Throughout the day, I try to update their reports, especially following observations or assessments, and I regularly check in with class teachers for brief but valuable updates on how the children are progressing.

Balancing Work and Wellbeing

If I know I have a long report to write or an extended stretch of admin ahead, I put on some music to help me focus. It helps me stay in flow while making the task feel a little lighter. Around 11:00 each morning, I take a short coffee break and catch up with the staff near the resource provision. These quick chats not only break up my morning but help foster a sense of community and shared purpose. It’s easy to get caught up in a long list of sessions, reports, and observations, so I’ve found these pauses to be really grounding!

Socialising with colleagues throughout the day is a small but meaningful part of my routine. Even a quick hello or short exchange as I pass someone in the corridor can bring a bit of brightness to a packed schedule. It reminds me I’m part of a wider team and not working in isolation.

When it comes to work-life balance, I make a conscious effort to leave work at work. That means not checking emails outside of working hours and avoiding the temptation to “just finish one more thing” at home. Having clear boundaries helps me recharge properly, so I can return the next day feeling refreshed and ready to give my best.

Wrapping Up the Work Day

After grabbing a quick bite to eat, I prepare for the afternoon group sessions, which usually only takes a few minutes as resources have been prepared in advance. I begin by collecting the children for an Emotional Regulation group session, where we spend 30 minutes exploring feelings through games, conversation, creative activities, and calming techniques such as yoga, stretching, and breathing exercises. We also discuss how our bodies feel different emotions, what triggers them, and what strategies can help in the moment.

Once I return those children to class, I run a Confidence Building group with six pupils. In this session, we focus on teamwork, self-esteem, and social interaction through games, collaborative activities, and reflective worksheets about their personal strengths and positive relationships. Sometimes we include role-play activities like running a pretend café, which helps the children explore social roles and build confidence. There are frequent opportunities for discussion and peer feedback, which are always framed positively.

At the end of the afternoon, I return the children to class, complete notes, log activities, update targets, and plan the next week’s sessions, including gathering or prepping any resources. I finish up any outstanding reports or observations before wrapping up the day and making a full plan for the following week.

Why I Love What I Do

As a Speech and Language Therapist, one of the most rewarding parts of my role is working with the same children each week and watching them grow in confidence, communication, and self-awareness. Building strong, positive relationships with them means our sessions often feel warm and fun, filled with games, conversations about their day, and genuine moments of connection. I also value the chance to collaborate with staff to ensure the children continue receiving the support they need, even when I’m not there. 

What keeps me motivated is knowing that without this input, both mine and that of other professionals, many of these children might not be given the opportunities they need to reach their potential. I care deeply about helping them build positive mental health, a strong sense of self-worth, and the communication skills they need to thrive.

If you would like one of our Speech and Language Therapists to support the staff and students in your school, please get in touch.