About Us

We operate a private service with a close working relationship with schools, parents other health professionals.  We provide therapy in the clinic in our sensory gyms as well as providing therapy in the community such as at childcare, kindergarten and in schools.  We are excited to be working with children and their families in the locations that work for everyone.

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The practice was developed to provide personalised and quality service and invention to children and families with a range of social emotional and developmental challenges.  Children of all ages and stages are welcome.

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The therapy practice incorporates the DIR®/Floortime™ Model of intervention developed by Dr Stanley Greenspan MD and Serena Wieder PhD, with a specialist understanding of the impact of sensory processing difficulties, sensory integration difficulties, regulatory issues and motor development and how these difficulties impact a child’s ability to relate and communicate with others and follow the path of typical development.  Along with this we look at home the impact of the child’s differences and how they affect the child with what they need to do each day.

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We focus on a child’s development to find the underlying cause impacting their ability to move forward and address these using a range of developmental interventions, strategies and skills-based training.

We can help with:

• Sensory Integration Disorders

• Fine and Gross Motor skill delays

• Play and social skill delay

• Autism and Aspergers Syndrome

• Developmental delays

• Attention Deficit Disorders

• Social Emotional Development

• Behaviour and Regulatory challenges

• Prematurity or Birth Trauma

• Picky eaters and Problem feeders

• Learning Difficulties

• Handwriting Challenges

• School Readiness

• School support services

• Any other developmental issue or concern

• Aquatic Occupational Therapy.

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As a neurodiversity affirming practice we believe that all types of brain (neurotype) are valid, and some people have a type of brain that is different from most people.  We do not view autism, ADHD and other neurodivergent brain types as disorders, but as a difference.

When we work with children we always ensure that relationship and connection is the central key to all learning and that sessions are based in the child’s interest.  When we work on social skills we ensure that all communication is valid and core central aspect of the social skill development is helping a child relate and connect with others.

We believe that with the right supports, a child can flourish.  It is every individual’s right and the world’s responsibility to learn what an individual needs to be supported to be the best version of themselves.  We use identity first language, unless an individual prefers to be referred to in a different way.