Session fees start at £85 per hour for privately paying families. Fees vary depending on the type and location of session, including associated travel and room hire costs. Fees for commissioned services, including sessions funded by Local Authorities are available on request.

Assessment reports range between £150 and £750 depending on the scope and depth of assessment required.

Reduced rates may be available for families receiving Universal Credit. Please get in touch to discuss options.

It’s usually best to start therapy with a deaf or hard of hearing child as soon as hearing differences are identified. The early years are a unique "window of opportunity." Because of the brain’s incredible neural plasticity, this is when the foundations for listening and language are most easily built. However, brain plasticity thrives best when a child feels safe and happy. My goal is to help you navigate this time in a way that feels helpful and hopeful. I do this by:

• Protecting Your Space: You are a parent first, not a therapist. It is essential to simply enjoy your child and be mindful of how many people you invite into your private family life.

• Fitting into Your Flow: Therapy works best when it is not a "programme to implement," but a way of being that fits gently into your everyday routines and play.

• Prioritising Connection: The most powerful tool for your child’s development is the attunement you share. When we build on your natural bond, we turn ordinary moments into opportunities to learn and grow.

Yes! Even if your child is not deaf, therapy can make a big difference for children with glue ear (also called otitis media with effusion), which can temporarily reduce hearing and affect speech, language, and listening skills.

Here’s how I can help:

• Listening support – I help your child make the most of the hearing they have, noticing which sounds are tricky and practising strategies to follow conversations in noisy environments like classrooms.

• Language development – Glue ear can affect speech clarity and vocabulary growth. I guide you and your child in building words, sentences, and confidence in communication.

• Practical strategies at home and school – I coach parents, teachers, and key adults on ways to support your child’s listening, understanding, and participation in daily activities.

• Confidence and social skills – Even temporary hearing loss can impact a child’s confidence. Depending on your child’s age, I give them the tools to manage their environment and self-advocate so they feel more able to join in conversations and interact with peers.

Therapy is embedded in play, routines, and everyday school activities so your child’s listening and language skills develop alongside their peers, while key adults learn how to support them effectively.

Therapy paired with appropriate hearing technology (if required) helps your baby get the very best access to sound and build strong foundations for listening and communication.

I help you confidently manage and troubleshoot your baby’s hearing devices, and support you to understand their audiogram so you can make the most of residual hearing, make sound meaningful.

Using your preferred communication approach, I help you integrate listening and early conversation into everyday routines like feeding, nappy changes, and play, coaching you to notice and respond to even the smallest communication attempts and strengthen connection.

I work closely with your Teacher of the Deaf and Audiologist, sharing real-life observations about what your baby responds to at home to guide fine-tuning or technology decisions, ensuring they have the best possible access to speech.

Therapy helps maximise your toddler’s ability to listen and communicate during the critical early years of language development, when the brain is most ready to build the neural pathways needed for language.

I work closely with your Teacher of the Deaf and Audiologist to ensure your toddler has the best possible access to sound through their device(s). By observing how your child responds to sound in daily situations, I can share feedback that helps inform device fine-tuning and the support they receive.

I partner with you to create meaningful opportunities for your child to learn to listen and communicate in everyday life. Through coaching and guidance, I support you to use strategies that help your child progress from sounds to words, words to phrases, and phrases to sentences. Together, we build language through conversation, storytelling, and play, while also developing early self-advocacy, peer interaction, and confidence to support independence and readiness for school.

Sessions can take place in nursery/preschool or at home so all the key adults in your child’s life feel confident supporting your child’s listening and language development.

If you would like to find out more, please get in touch.

As children grow, their listening and communication needs evolve. Therapy for school-aged children focuses on supporting language, social skills, and confidence in both academic and everyday settings.

I work with your child to:

• Enhance listening and comprehension – helping them follow instructions, understand conversations, and access classroom learning.

• Develop language and communication skills – expanding vocabulary, building sentences, and improving clarity in speech.

• Support social interaction – practising peer communication, group participation, and early self-advocacy.

• Boost confidence and independence – helping your child take an active role in class, manage challenges, and express their needs.

Therapy is integrated into school and home routines, using activities, play, and everyday interactions to make learning practical and meaningful. I also collaborate with teachers, support staff, and parents so all key adults are equipped to support your child consistently across settings.

This approach helps your child thrive socially, academically, and emotionally, while ensuring their listening and communication skills continue to grow.

As young people move towards adulthood, the focus of my work shifts. My role takes the form of coaching and problem-solving, helping teenagers navigate their world with greater independence and confidence.

• Building a Positive Identity: Being a teenager is a journey of self-discovery, and deafness is a significant part of that tapestry. I hold space for the "big" questions:

  The "In-Between" Space: Navigating the feeling of living between the hearing and deaf worlds.

  From loss to difference: Shifting the narrative from "hearing loss" to a positive sense of deaf identity, ensuring they feel confident in how they navigate the world.

• Owning the Technology: I work on the transition from parent-managed hearing to individual responsibility. This involves helping teenagers to understand their own audiogram, troubleshoot their devices and manage their audiology appointments. I help them to practise how to clearly explain their needs to teachers, employers, friends and effectively problem-solutions.

• Social Communication and Friendships: The social world of a teenager moves fast. I work on higher-level strategies for "incidental language"—the rapid-fire conversations in noisy hallways, busy cafés, or group settings. We focus on the skills needed to manage group dynamics, nurture friendships, and navigate communication breakdowns.

• Professional and Academic Readiness: We also work on specific goals the teenager may want to improve, such as public speaking, navigating relationships or building the communication skills needed for successful interviews.

• Energy Accounting and Sensory Health: Listening with hearing differences requires intense cognitive effort, which can lead to significant auditory fatigue. We use "energy accounting" to treat their listening energy like a bank account—identifying "high-cost" activities and planning for "low-cost" recovery. By recognizing the signs of sensory overload, they can create healthy boundaries and participate fully without reaching burnout.

Sessions are individualised and look different for each family, depending on the age, stage and needs of your child or young person. They can take place in person at home, in community settings or at nursery, school or college.

Online sessions are also available and can be scheduled flexibly around your child or young person’s routine.

Sessions typically last 60 minutes, and take place weekly or fortnightly.

At the start, we’ll take a few minutes to check in on how things have been going, and I’ll ask what you or your young person would most like to get from the session.

For younger children, your sessions will focus on equipping you with practical strategies to maximise your child’s listening and communication using your chosen communication approach.

Whenever possible, I’ll follow your child’s interests, use their own toys, and weave goals into everyday activities.

At the end of the session, we’ll write down the main takeaways for you to take home and share with your child’s educational setting so we can all be working on the same goals.

Sessions with teenagers are usually carried out on a 1:1 basis so they are able to take more ownership of their sessions and identify the key areas they would like to work on. Parents are kept informed of goals and given strategies to support their teen as necessary.

My role is to support you in the communication approach you choose for your child and family. If you’re unsure which approach feels right, I’m very happy to explore the options with you and think them through together so you can make an informed choice. The most important thing is that you find an approach that genuinely reflects your values, and meets your family’s needs.

Working collaboratively with your child’s multidisciplinary team is my preference, as it helps me understand your child more holistically and do my job well. That said, I also understand that some parents prefer to wait until they feel confident they want to commit to therapy before involving other professionals. We can move at a pace that feels right for you and your family, and revisit collaboration whenever you’re ready.