The Balanced System® Prove It! is a platform developed to help capture evidence of impact and outcomes for speech, language and communication support and showing how change is being made for children and young people, their families and carers and the people that support them.

ProveIt! will be made available to a wider audience April 2024 - currently pilot evaluation is taking place.  If you wish to register interest to have early access to ProveIt! you can access at

Prove It! is based on the same structure as the Balanced System® Framework with the Five Strands outcome areas at universal, targeted and specialist levels.

In Prove It! there are four types or levels of evidence for how effective the provision or support has been.  These are presented below in reverse order from 'best evidence' to 'least useful evidence'.

The ideal goal is to be able to measure Impact - to prove that something has made a real difference.  

This isn't always possible and so the other levels of evidence are included in Prove It! as well.  

These are:

Quality: whether a provision is good

Reach: whether the provision gets to the right people or the expected numbers of people or places in the area

Input: recording how much of a provision happened

The tools in Prove It! help with capturing evidence to suit the provision being measured.  A speech and language therapist or other professional will set up the tools for an area and invite parents, carers and professionals to share their observations.  This will then make it possible to look at the impact for an individual, a small group such as a class or a larger group such as a school or whole area.

Family Support

How can I prove that parents have confidence, knowledge and skills to support their role as a key communicative partner for their child?


How can I prove that environments for all children are enhanced to support all children to understand and express themselves effectively?


How can I prove that the wider workforce is confident and competent to support children with speech, language and communication needs?


How can I prove that children's speech, language and communication needs are identified early and effectively?


How can I prove that children receive support to help them make progress in their speech, language and communication?