1. Speech and language therapists play a unique role in identification and assessment of children and adults with fluency disorders impacting on communication. The ability to diagnose the specific fluency disorder, associated consequences as well as retained communication abilities are unique skills of speech and language therapists. 2. Difficulties with communication are a predominant feature in reducing access to education, employment, peer relationships and social integration having a significant impact on quality of life. Speech and language therapist will assess the impact of the disorder on the individual situation. 3. The severity of the fluency problem is not linked to the severity of the overt presentation. 4. Improved communication has an impact on literacy, social skills, peer relationships, employment opportunities, self-confidence and behaviour 5. Early referral is advocated and associated with better outcomes in young children. However, fluency disorders may not become apparent until later in life, and access to services should be available at any point. 6. Persons with fluency disorders should have access to speech and language therapy in the local service, with access to specialist therapists who may be based elsewhere. 7. Children and adults with fluency disorders need regular review. Intervention needs to respond to the particular needs of the individual and further therapy may be required at significant transitions in the individual's life. 8. Advisory and educational programs for parents, teachers and carers should be part of speech and language therapy services. 9. Management of the difficulty with fluency, quality of life, self and family management are key drivers in speech and language therapy 10. There is research evidence that the Lidcombe program is effective in improving fluency. Features from this programme have been reported to be beneficial. 11. As part of all service delivery there is emerging practice and developing roles. Within Fluency this might include increasing agreement among practitioners for the need for early intervention, agreement on best practice for children, young people and adults, the development of good care pathways and increasing evidence of clinical based research evidence on effective practice.