Plain answers, before you reach out.

There are many possible indicators, and they need professional assessment rather than self-diagnosis. We'd caution against drawing conclusions from internet research alone, as that can delay the right intervention. If you suspect your child may have a learning disability or is struggling to reach milestones, it's worth seeking advice early.

Yes. We offer several delivery options. For children under three, home-based sessions are often the most practical — the child learns in familiar, comfortable surroundings, and parents can take part alongside them.

The main advantage is that a child learns in an environment where they feel safe and secure. Parents benefit too, by participating in sessions and sharing the experience with their child.

We recommend continuing until a child's overall development is at an age-appropriate, functional level — assessed holistically across fine motor, gross motor, adaptive, cognitive and social-communication domains, rather than any single measure.

Early Intervention supports children under the age of three who are at risk of poor outcomes due to diagnosed or undiagnosed disabilities or developmental disorders. It is family-centred and built around the strengths, concerns and priorities the family identifies.

EIPIC is a government initiative that can carry an average five-month waiting time. Home-based intervention works one-to-one in the child's home to address development concerns privately, without the extended wait, with a plan tailored to the individual child.

Yes. Early Intervention has been shown to be highly beneficial when a child is experiencing difficulty or delay in learning or development. Outcomes without intervention are generally worse across developmental areas.

Every child is unique, but children typically start to babble around six months and say their first words between 10 and 15 months. For children with delayed speech we focus on building communication, sometimes using visuals, gestures or assistive technology.

An Educational Therapist assesses a child's development and identifies the areas of concern preventing them from reaching expected milestones, then provides private sessions, school visits, coaching and parental consultation — all matched to the child and the family's goals.

A Level 1 Certified Handwriting Without Tears specialist teaches handwriting using the HWT curriculum and multi-sensory materials, and is qualified to formally assess a child's printing and create an individualised remediation plan.

No. Handwriting instruction benefits all children of varying abilities. It is additional support for any child having difficulty — for example, one who has developed an inefficient pencil grip or forms letters from bottom to top.

Consider it if a child has an inefficient pencil grip, hasn't developed hand dominance by Kindergarten, is falling behind peers in school handwriting, still reverses letters after first grade, has poor legibility, or struggles to produce controlled handwriting automatically.