Wiltshire and surroundings counties

Supporting Your Child’s Growth, Confidence and Independence

Using a neuro-affirming, co-regulatory approach to support development, independence and wellbeing

Click to contact Craig
Click to contact Craig

What might you be observing at home or in school?

Motor planning differences

You may observe one or more of the following:

  • Difficulty learning new physical skills (e.g. riding a bike, catching a ball, or joining in playground games)

  • Appearing clumsy or uncoordinated (e.g. tripping, bumping into things, dropping items)

  • Struggling to plan and sequence movements (e.g. unsure how to start or complete a task)

  • Avoidance of physical or play activities, especially those requiring coordination

  • Difficulty with fine motor tasks (e.g. holding a pencil, using scissors, completing puzzles)

  • Messy, slow, or effortful handwriting

  • Challenges with self-care tasks (e.g. dressing, tying shoelaces, doing up buttons or zips)

  • Taking longer than peers to complete tasks or needing repeated demonstrations

  • Difficulty imitating actions or following multi-step instructions

  • Becoming frustrated, fatigued, or losing confidence when tasks feel challenging

A disorganised (dysregualted) nervous system

You may observe one or more of the following:

  • Difficulty regulating emotions (e.g. frequent meltdowns, sudden mood changes, or becoming overwhelmed easily)

  • Over, or under-reactivity to sensory input (e.g. distressed by noise or touch, or seeming unaware of it)

  • Constant movement or, conversely, very low energy and difficulty “getting going”

  • Challenges with attention and focus, particularly in busy or stimulating environments

  • Poor body awareness (e.g. bumping into things, appearing clumsy, misjudging space)

  • Seeking or avoiding certain sensations (e.g. spinning, crashing, chewing, or avoiding messy play)

  • Difficulty with transitions or changes in routine

  • Challenges with coordination and motor planning (e.g. learning new physical tasks, handwriting, or playground skills)

  • Struggles with self-care tasks (e.g. dressing, feeding, managing fastenings)

  • Fatigue or becoming easily overwhelmed during everyday activities

Balance & coordination differences

You may observe one or more of the following:

  • Difficulty with balance (e.g. wobbling, struggling to stand on one foot, avoiding climbing equipment)

  • Appearing clumsy or uncoordinated during movement (e.g. frequent trips, bumps, or falls)

  • Challenges with coordinated whole-body movements (e.g. running, jumping, skipping, or ball skills)

  • Difficulty using both sides of the body together (e.g. catching a ball, using knife and fork)

  • Avoidance of physical play or sports, particularly those requiring coordination or balance

  • Struggling to cross the midline (e.g. switching hands during tasks, moving whole body instead of reaching across)

  • Difficulty with tasks that require bilateral coordination (e.g. dressing, fastening buttons, cutting with scissors)

  • Poor posture or reduced core strength (e.g. slumping at a desk, tiring quickly when sitting upright)

  • Challenges with spatial awareness (e.g. judging distances, navigating around objects or people)

  • Taking longer to learn new physical skills and needing repeated practice

A sensory processing difference

You may observe one or more of the following:

  • Overreacting to sensory input (e.g. covering ears to everyday sounds, distress with certain clothing or touch)

  • Under-reacting to sensory input (e.g. not noticing name being called, high pain tolerance)

  • Seeking intense sensory experiences (e.g. spinning, jumping, crashing into things, chewing objects)

  • Avoiding certain sensations (e.g. messy play, specific textures, busy or noisy environments)

  • Difficulty with attention and focus, especially in stimulating environments

  • Becoming easily overwhelmed, leading to meltdowns, shutdowns, or withdrawal

  • Strong preferences around food textures, smells, or tastes (picky or restrictive eating)

  • Challenges with body awareness and coordination (e.g. appearing clumsy or using too much/too little force)

  • Difficulty settling, calming, or regulating energy levels

  • Fatigue or emotional dysregulation following busy or sensory-rich activities

Any one or a combination of the signs outlined above may indicate underlying barriers impacting a child’s ability to engage in everyday occupations, including learning, social interaction, play, and self-care.

Occupational Therapy can help you understand the ‘why’ behind what you are observing…

…and offer purposeful advice, guidance and strategies to affect positive change at home and in the classroom.

Where necessary, and appropriate to do so; assessment, observation, programmes and direct therapy sessions can be tailored to support individuals.

Therapy services

  • A full assessment offers a comprehensive process of collaboration, interview, observation, assessment[s], analysis, working hypothesis and recommendations all presented within a formal report.

    Each assessment process is individual to the child. But as a guideline the following themes are commonly considered for assessment following referral, initial observations and clinical reasoning: Sensory differences, balance, coordination, praxis, primitive reflexes, fine & gross motor skills, and visual perception.

    *For an EHCP formatted report inclusive of goals and outcomes, an additional fee will be charged.

  • A short assessment can be commissioned to help shed light on an already identified or suspected area of need.

    This may include the use of standardised assessment[s] and or questionnaires. Followed by a visit to the school or home to observe /assess the individual. A short formal report will be provided, illustrating findings along with a working hypothesis and recommendations.

  • Supportive observations can be commissioned in hourly increments.

    This is a supportive measure often in collaboration with teachers, parents and or educators to view challenges through the lens of Occupational theory. Often commissioned to consider environmental layout & design, group dynamics and discussions surrounding adaptation of curriculum delivery.

    Following a visit to school and or home, A short one page report with recommendations will be offered.

  • Craig offers weekly half-day and full-day Occupational Therapy sessions to nurseries, schools, colleges, care settings, local authorities, and agencies. This flexible model allows his time to be used in a way that best meets the needs of your setting, rather than being limited to supporting just one individual.

    Sessions can be block-booked in advance - for example, securing a regular day each week for a term, or multiple days across the week for longer periods. This approach supports forward planning and provides valuable consistency for both staff teams and the young people they support.

    Please get in touch to discuss your setting’s needs in more detail.

  • Sessions can be block booked in advance.

    Sessions typically follow a period of assessment so that there is a clear direction of support.

    If a recent OT report is already in situ, with clear recommendations presented, Craig is happy to discuss the appropriateness of the recommendations and facilitate sessions as directed.

  • Craig offers clinical supervision and or mentorship packages for new and experienced therapists. This is an ideal platform in which to meet HCPC guidelines, up-skill, and sound-board evidence based methods of support.

  • There has been a growing demand for Craig’s support as a mentor for children and young people, extending through adolescence and into early adulthood. This service is built on developing a trusted relationship, allowing for more organic, flexible support as and when it is needed - guided collaboratively by the young person, their family or organisation, and Craig himself.

    For some young people, accessing educational facilities or formal therapy settings can feel overwhelming; the expectation alone may in itself be a barrier.

    This mentoring offer provides a more approachable, pastoral alternative, while still drawing on evidence-based Occupational Therapy principles to underpin areas of exploration and support.

    It is particularly suited to individuals who may experience low confidence, anxiety, mobility challenges, or differences in executive functioning, although it is not limited to these areas.

    Mentoring sessions are tailored to the individual and can include 1:1 support to gradually build confidence in accessing public spaces, social situations, and everyday experiences - such as visiting cafés, cinemas, restaurants, swimming pools, parks, or going shopping.

    Within these shared experiences, Craig gently integrates opportunities to develop self-awareness and independence, including encouraging reflection, offering validation, and exploring practical self-help strategies.

    Support can also be offered more flexibly, depending on individual preference. Some young people choose to access Craig’s input remotely via WhatsApp, Teams, or phone calls as and when needed, while others combine this with occasional face-to-face meet-ups. The overall aim is to provide accessible, responsive support that helps young people feel more confident, capable, and comfortable navigating the world around them at their own pace.

Craig’s involvement and or collaboration is subject to his availability. To avoid disappointment, please get in touch at your earliest convenience to secure appointments.

Ready to get in touch?

Please consider sharing the following information about your referral:

  • What support / services are you seeking? (it’s ok for this to change following initial consultation).

  • What are you hoping to achieve by collaborating with Craig? (advice, guidance, knowledge, better understanding, a program of support, formal assessment, ongoing sessions etc).

  • Has your child already got a diagnosis?

  • What’s your timeline?

  • Has there been any other professional involvement to date / recently? (Dr, SALT, ELSA, Ed Psych etc).