Support for children with autism, ADHD, developmental delays and related conditions, built around what each child can already do.
Neurodevelopmental conditions affect how the brain grows and works, and they usually show up in the early years: in how a child communicates, moves, learns, plays or manages behaviour. Two children with the same label can need very different support, which is why we always begin with a detailed functional assessment rather than with the diagnosis alone.
A diagnosis is made by a qualified clinician such as a developmental paediatrician, child psychiatrist or clinical psychologist. Our role is different and complementary: to understand exactly which skills your child has, which are emerging and which to build next, and then to teach them through behaviour therapy, ABA, occupational therapy and speech therapy, with every plan set by our Principal Consultant.
8 needs explained in plain language
These descriptions help you understand terms you may hear. They are not a diagnosis, which can only come from a qualified clinician.
Autism is a lifelong neurodevelopmental difference that affects how a child communicates, relates to others and experiences the world. Many autistic children have strong interests, prefer predictable routines and respond to sound, touch or movement differently. Therapy builds communication, social, play and daily-living skills around each child’s strengths, often using ABA-based teaching.
ADHD affects attention, activity level and impulse control in ways that are stronger than expected for a child’s age and that show up both at home and at school. A child may find it hard to wait, sit through a task or finish what they start. We work on routines, self-regulation, attention and organisation, and share practical strategies with parents.
Global Developmental Delay describes a young child, usually under five, who is significantly behind in two or more areas such as movement, speech, thinking, social or daily-living skills. It describes where a child is now, not where they will end up. Early, structured intervention across the delayed areas helps children build skills step by step.
A developmental delay means a child is reaching some skills later than most children of the same age, for example walking, talking or playing with others. A delay can be mild or more significant, and can affect one area or several. A detailed assessment shows which skills to work on first.
Milestones are skills most children reach within a typical age range, such as sitting, first words, pointing or joining two words together. When milestones arrive late, it is worth looking more closely rather than waiting. Our assessment maps the skills your child already has and the next ones to build.
Intellectual disability involves differences in thinking and learning, together with difficulties in everyday skills such as communication, self-care and social participation, beginning in childhood. It is identified by a qualified clinician through formal assessment. Therapy focuses on practical skills that increase a child’s independence at home, at school and in the community.
A Specific Learning Disability affects one particular area of learning, such as reading (dyslexia), writing (dysgraphia) or mathematics (dyscalculia), even when a child’s effort and overall ability are good. It usually becomes clearer once formal schooling begins. We build foundational literacy, numeracy and learning-readiness skills, and share strategies with families and schools.
Developmental Coordination Disorder affects how a child plans and coordinates movement, so everyday tasks such as dressing, handwriting, catching a ball or using cutlery take more effort than expected. It is not caused by a lack of practice or effort. Occupational therapy breaks these tasks into manageable steps and builds strength, coordination and confidence.
