Autistic children

Support that works with how your child already communicates.

Autism is not something we treat away, and any provider promising that is selling you something. What we can do is work out what your child is already able to do, what is genuinely getting in the way, and what has to change in the rooms they spend their day in — then reduce our involvement as those things take hold.

We do not diagnose autism. Formal diagnosis stays with independent clinicians we neither own nor pay. If your child needs one, we will name people and you go to them directly.

Where this sits in the five stages

Understand Plan Build Transfer Step Back
What brings families to us

You may recognise some of this.

None of these is a diagnosis and none of them means something is wrong. They are the patterns that tend to be described on the first call.

  • Communication that works at home but falls apart in a busy classroom
  • Distress at transitions, changes of plan, or the end of a preferred activity
  • A school asking for a shadow teacher without being able to say what the shadow would do
  • Skills that appear in the therapy room and nowhere else
  • Sensory demands nobody has mapped, so nobody can plan around them
What support looks like

Autism, through the five stages.

The pathway is the same for every child. What changes is what each stage contains.

01

Understand

A functional needs assessment across home and school.

What that looks like hereWe map communication, sensory profile and transitions in the settings where they break down — not in a clinic room your child has never seen before.
03

Build

The most intensive stage, deliberately.

What that looks like hereCommunication and self-regulation work with a clinician, plus coaching for you, with data taken against the goals every session.
04

Transfer

Skills move out of the therapy room.

What that looks like hereA supervised LSA in the classroom, aligned to the school's IEP, training the teaching team to run the strategies without us.
05

Step Back

Support reduces on purpose.

What that looks like hereFewer sessions, shorter LSA hours, longer gaps between reviews — each step agreed before it happens, and costing you less than the one before.

What we do

  • Watch your child at home and at school before recommending anything
  • Write goals about participation and independence, not about appearing typical
  • Build in the settings that actually matter — classroom, playground, home routine
  • Train the adults already in the room so support survives our departure
  • Reduce hours in planned steps, against milestones agreed in advance

What we don't do

  • Promise a recovery, a cure or an outcome we cannot evidence
  • Run compliance-based programmes that teach a child to mask distress
  • Recommend an intensity nobody independent has signed off
  • Keep a child on our books because the hours are profitable

If any of these is what you are looking for, we are the wrong provider and we would rather say so now than three months in.

We do not diagnose our own clients. Formal diagnosis stays with independent clinicians we neither own nor pay. Our assessment is functional — what your child can do, what gets in the way, what a school can realistically deliver. It is a different question, and we are careful not to blur the two.

Questions

Straight answers.

Do you provide ABA?

We provide supervised behavioural and developmental intervention, and what that looks like depends entirely on the plan. We do not run compliance-based programmes, and we do not teach a child to suppress distress in order to look easier to manage. If you want a specific model we do not offer, the plan will name providers who do.

My child is already diagnosed. Do you need to reassess?

Not the diagnosis. Our assessment asks a different question — what your child can already do, what gets in the way, and what the school can realistically deliver. That is not covered by a diagnostic report, and it is what the plan is built from.

The school says they need a shadow teacher. Is that the answer?

Sometimes, and sometimes it is the thing that gets in the way. A learning support assistant who has no goals to work to can quietly become a barrier between your child and their classmates. We only recommend classroom support with written targets, supervision, and a handover plan agreed before the first day.

How long will this take?

The Independence Plan projects it and every review tests the projection. We will not quote you a timeline before meeting your child, and we will not leave a stage open with no agreed condition for closing it.

Where this starts

Tell us what you've noticed.

Twenty minutes on the phone with someone who does this every day. No assessment, no cost, and no obligation to become a client at the end of it.

If we're not the right people, we'll tell you who is. That includes naming providers we don't own, and it costs you nothing either way.