For families who have a young child recently identified with autism or SEND, and want play-based support that helps them build the skills to thrive in school later.

Our Early Intervention service provides individual, play-based support for young autistic children and children with emerging SEND needs. Learning is woven into motivating activities and everyday routines, with 1:1 support tailored to the child’s strengths and developmental priorities. We focus on foundations such as communication, play, learning readiness, independence and participation. Families are kept closely involved so progress and next steps are clear.

Who is this for?

This may suit a young child, aged 18 months – 5 years, who is finding communication, play, transitions, self-care or early learning harder than expected, or whose family wants more individual support before school. It is designed for children who benefit from a nurturing environment, a high level of adult attention and learning that follows their interests. A diagnosis is not the starting point; the child’s current skills, needs and family priorities guide the programme.

What it involves

We begin by getting to know the child through conversation, observation and assessment. Meaningful goals are agreed with the family and broken into teachable steps. Sessions use play, routines and naturally occurring opportunities to teach. Practitioners build rapport first and use the child’s interests to make learning motivating. Skills may include functional communication, shared engagement, play, waiting, transitions, self-care, early learning and independence. Progress is recorded and reviewed regularly so teaching can be adapted. We also plan for generalisation, helping new skills transfer beyond the teaching moment into family life and future education settings.

How it’s delivered

Early Intervention is delivered 1:1 at our dedicated early-intervention setting in Bicknacre; a purpose-built environment where children can learn through play in a nurturing, individual programme. Frequency and session lengths are agreed around the child’s needs, tolerance, family circumstances and funded package, rather than using one fixed model. Trained early years practitioners deliver sessions with regular supervision from qualified behaviour analysts. Families receive ongoing feedback and are involved in reviews. Where useful, we collaborate with nurseries, schools and other professionals to support consistency and help the child use skills across people and environments.

Qualifications and oversight

Support is delivered by trained practitioners and early years educators, with regular supervision and oversight from qualified behaviour analysts. Oversight includes assessment, programme design, review of data, coaching and changes to teaching strategies when needed. We work within professional standards and keep families and relevant professionals involved in decisions.