Our programmes

A consultation with a developmental paediatrician to understand your concerns, discuss your child's developmental profile, and work out whether assessment or intervention would help.

This is where most families begin. You do not need a referral, a diagnosis, or a clear question. If something has been on your mind, that is enough.

Structured developmental monitoring and early support for babies and very young children, led by a developmental paediatrician.

The first years are the brain's most responsive period, which is why identifying a difficulty early and acting on it changes what is possible later. For some babies the risk is known from the beginning: infants born preterm, or who needed neonatal intensive care, or who had a complicated early course.

These babies benefit from close surveillance rather than watchful waiting. We track development across domains over time, pick up delays and deviations as they emerge, and begin stimulation and intervention at the point it will do the most good.

Individualised support for sensory processing and motor development, guided by assessment and by goals set with you.

Work in this programme may address sensory processing, fine and gross motor development, motor planning, coordination, balance and postural control, visual-motor integration, self-care skills, emotional regulation and functional independence.

Support for communication, tailored to a child's current abilities and to the communication that matters in their daily life.

Work may address understanding language, using language, speech sound development, social and pragmatic communication, and functional communication, including other ways of communicating where speech is not yet available.

Support for learning readiness and foundational academic skills, and for communication a child can use meaningfully in real settings.

Work may address learning readiness, pre-academic and academic foundations, attention and learning skills, classroom readiness, and support around school.

A structured group programme preparing children for the move into a mainstream or supported school setting.

Launchpad combines individual therapy input with group-based learning, so that children practise skills in the setting where they will need them. Classroom behaviours, following group instructions, sitting with other children, managing transitions, eating together and self-help skills all develop best in a room with other children in it.

The programme was previously called School Readiness.

Supported group sessions where children learn the things that can only be learned in the company of other children.

Some skills cannot be taught one to one. Waiting for a turn, reading the room, noticing that someone else is upset, joining a game already in progress, disagreeing without it ending badly, knowing where you end and another person begins. These develop through practice with peers, with an adult close enough to guide and far enough back to let it happen.

Sessions are structured and adult-guided, and typically work on:

• Peer interaction and making friends
• Turn-taking, sharing and cooperative play
• Group participation and following group instruction
• Conversation and social communication
• Empathy, and recognising how another child is feeling
• Understanding boundaries, personal space and consent
• Emotional regulation when things do not go your way
• Confidence in a group, including for children used to being the one who struggles

Individual support for emotional, behavioural, social and adjustment concerns, for both neurodivergent and neurotypical children and teenagers.

Sessions may address behaviour concerns, emotional difficulties, social challenges, self-esteem, academic stress and family adjustment. Where behaviour support is part of the plan, this includes positive behaviour strategies and work with parents on managing difficult situations at home.

A confidential space for adults to work through emotional well-being and personal concerns.

This includes parents. Parenting a neurodivergent child can bring stress, exhaustion and caregiver burnout, and support for parents, family relationships and long-term planning is part of what we offer, not an afterthought.

Developmentally guided therapy for children with motor or neuromotor concerns, according to individual need and clinical recommendation.

Early stimulation and neurodevelopmental therapy matter particularly for infants with an at-risk developmental profile from birth. Children who began life in neonatal intensive care benefit from close developmental surveillance and intervention where it is needed.