01Occupational Therapy
Building independence in everyday life
- Avoids or is distressed by messy play, certain clothing textures, grooming or food textures
- Covers ears at ordinary household or classroom sounds
Our therapies
Six disciplines. One coordinated plan.
Children rarely need help in only one area. Each discipline below is offered here, and where a child works across more than one, the therapists share goals so the programmes reinforce each other.
At a glance
Which therapy addresses what
A quick orientation. The assessment determines which discipline — or combination — is appropriate for your child; you don't need to decide in advance.
| Therapy | Primarily addresses | A typical sign |
|---|---|---|
| Occupational TherapyBuilding independence in everyday life | Sensory processing differences · Fine motor and handwriting difficulty · Gross motor and coordination delays | Avoids or is distressed by messy play, certain clothing textures, grooming or food textures |
| Speech TherapyFinding a voice, and being understood | Late talkers and language delay · Unclear speech · Stammering and fluency | Few or no words by around 18 months, or not combining words by around two years |
| ABA TherapyUnderstanding behaviour, teaching skills | Autism spectrum disorder · Challenging behaviour · Skill acquisition | Limited or no functional communication of wants and needs |
| Special EducationTeaching that adapts to the learner | Specific learning disabilities · Reading and writing difficulty · Intellectual disability | Reading, writing or number skills well behind classmates |
| PhysiotherapyStrength, movement and postural control | Delayed motor milestones · Cerebral palsy · Low muscle tone | Motor milestones noticeably behind expected age |
| Speech & HearingDiagnosis and management of communication and hearing | Suspected hearing loss · Unexplained speech delay · Recurrent ear infections | Does not turn to sound or respond to their name |
The parent journey
From first call to
progress report
Six defined stages. Nothing is committed to until findings have been explained to you.
- 01
Functional Assessment
A detailed developmental history and structured, age-appropriate assessment. The therapist establishes exactly where your child is across the relevant domains — and explains it to you in plain language.
- 01.1Developmental and family history
- 01.2Structured, age-appropriate assessment
- 01.3Direct observation in play and task
- 01.4Findings explained to parents the same day
- 02
Goal Setting
Findings are turned into specific, functional goals — agreed with you, and prioritised by what would make the biggest practical difference to your child's day rather than by what is easiest to measure.
- 02.1Goals written in functional terms
- 02.2Prioritised together with parents
- 02.3Discipline and session frequency decided
- 02.4Baseline recorded for later comparison
- 03
Therapy Sessions
Regular one-to-one sessions in a purpose-equipped space. Activities are graded to sit just beyond what your child can currently do — challenging enough to build skill, achievable enough to sustain confidence.
- 03.1One-to-one, around 45 minutes
- 03.2Play-based and developmentally graded
- 03.3Progress recorded each session
- 03.4Difficulty adjusted as skills consolidate
- 04
Monthly Review
Progress is checked against the agreed goals on a regular cycle. Where something is not moving, the approach changes — reviews exist to make decisions, not to confirm that work is continuing.
- 04.1Measured against baseline, not impression
- 04.2Goals advanced, held or rewritten
- 04.3Approach changed where data says so
- 04.4Discussed directly with parents
- 05
Parent Training
You are shown the strategies your therapist uses and how to apply them at home. This is not an optional extra — how consistently strategies are used between sessions is one of the strongest predictors of progress.
- 05.1Hands-on coaching, not just handouts
- 05.2Strategies built into existing routines
- 05.3Short, realistic home programmes
- 05.4Questions answered as they come up
- 06
Progress Reports
Written summaries of what has been worked on, what has changed and what comes next — usable with schools, paediatricians and other professionals involved in your child's care.
- 06.1Clear written record of change
- 06.2Shareable with school and doctors
- 06.3Next-phase goals set out
- 06.4Continuity if care is transferred
Take the first step
Book a functional assessment
Send a request with a few details about your child and the centre will contact you to confirm a time. If you would rather speak to someone first, call or send a WhatsApp message — that is often the quickest way to get an answer.
Opening hoursMonday – Friday 9:30 AM – 7:30 PMSaturday 9:30 AM – 3:00 PMSunday Closed