Improving handwriting, cutting with scissors, and other tasks requiring hand coordination.
Enhancing posture, balance, and coordination for physical activities, playground participation, and sports.
Helping children manage sensory sensitivities (e.g., noise, touch) to improve focus and self-regulation in the classroom.
Teaching daily living skills, such as dressing, eating, toileting, and personal hygiene, to foster independence at school.
Recommending tools or techniques to make learning environments more accessible, like adapted seating, pencil grips, or assistive technology.
Supporting children in developing emotional regulation, social interaction skills, and building self-confidence.
Helping with time management, task initiation, and completion, organizing materials, and maintaining focus during lessons.
Introducing and training children to use assistive devices such as slant boards, special seating, or sensory tools.
Implementing strategies to manage behaviours, such as calming techniques, to help children better engage in classroom activities.
Assisting with transitions between tasks or environments, such as moving between classes, adapting to new school years, or preparing for post-school life.
Suggesting changes in the physical environment (e.g., classroom setup) to improve accessibility and learning outcomes.
Working with teachers to implement strategies and accommodations for students with specific learning needs.
These services aim to promote participation, inclusion, and success for children with diverse abilities in school settings.
This can be carried out in line with playground safety. Inspecting playground equipment to ensure it is safe and accessible for all children, especially those with a disability . The same can be applied to school trips and going to new places for the first time.
Write detailed reports documenting the assessments, interventions and recommendations to support Progress Reports, End of Year reports and to support EHCP’s.