Primary School Support

Helping schools understand and support the neurodevelopmental needs underlying learning and behaviour

When students struggle with reading, writing, focus, or regulation, the challenge often lies in unaddressed neurodevelopmental foundations—not effort or ability. We partner with primary schools to identify and support these underlying patterns, removing the physical barriers that prevent students from accessing learning and reaching their potential.

How We Support Schools

Individual Student Support

Direct assessment and purposeful intervention for students. We focus on in-class or withdrawal sessions that integrate primitive reflexes, assess sensory processing, and provide practical strategies for handwriting, focus, and coordination.

Teacher Professional Development

Upskilling educators to recognise the “blueprint” of learning. We cover primitive reflex impact, sensory differences, trauma-informed practices, and embedding regulation breaks into the daily classroom rhythm.

Whole-School Programs

Initiatives designed to improve flow for the entire school. This includes classroom-based rhythmic movement sessions, sensory-friendly audits of physical spaces, lunchtime movement groups, and staff wellbeing support.

Consultation & Case Support

Informed guidance for complex cases. We help teams interpret sensory/motor profiles, participate in Student Support Groups (SSGs), and provide practical recommendations for classroom adjustments and transition planning.

Removing the Friction in Daily Learning

We help educators look beneath the surface behaviour to the functional challenges students face. We provide targeted support for:

Learning & Academic

  • Physical challenges such as tracking words across a page (reading), reversals, handwriting fatigue, and the fine motor precision needed for ‘tool’ use (scissors, pens).

Attention & Regulation

  • Supporting students who struggle to sit still, those who are easily overwhelmed by busy classrooms, and students navigating school anxiety or sensory-seeking behaviours.

Motor & Coordination

  • Improving participation in PE activities, ball skills, and the foundational coordination needed for confidence on playground equipment and during social recess time.

Why We Start with the Foundation

Traditional academic interventions often target only the symptom—such as teaching phonics to a struggling reader. But if that child has a physical barrier (like a retained primitive reflex) impacting their eye-tracking and ability to coordinate their hands and eyes, phonics alone cannot resolve the difficulty.

By addressing the neurological foundation first—integrating retained reflexes, improving sensory processing, building core stability—we remove the barriers that prevent students from accessing learning strategies.

The Result:

  • Students can engage with academic content with more ease and less exhaustion.
  • Behavioural challenges decrease as children feel more regulated and “safe” in their bodies.
  • Confidence and self-esteem grow as tasks that felt impossible become achievable.
  • Teachers feel empowered with the “OT Eyes” to support diverse learners.
  • Families see progress that transfers beyond the classroom.