Every child develops at their own pace, and in early years settings like nurseries, it’s natural to see a wide range of abilities as children grow, explore, and learn. However, there are times when certain challenges become more noticeable, whether it’s with movement, play, sensory responses, or everyday tasks like feeding or dressing. This is where an Occupational Therapist (OT) can make a meaningful difference.

Consulting with an OT doesn’t mean something is "wrong". Rather, it’s about gaining insight, support, and practical strategies to help children thrive in their environment. In the sections below, we’ll explore the benefits of involving an OT in early years settings and highlight key signs that may indicate when a child could benefit from additional support.

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Signs to look for:

• When staff members notice that a child does not understand what is expected of them or becomes anxious about some activities.

• When staff notice a child finds school work and everyday tasks more challenging than their peer group.

• When staff or parents notice a child behaving differently in school and at home.

• When a child gives up on or avoids tasks that they are not motivated by or find too challenging.

• When you identify a child is slow at processing information. 

• When a child has difficulties attending to a task. 

• When a child is not making friends and spends time in isolation.

• When you become aware of a child who has difficulty or is unable to communicate their needs.

• When staff become aware of a child who has difficulty with performing age appropriate motor tasks. 

• When staff become more aware of a child who appears to have a different sensory experience from their peer group. 

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How an Occupational Therapist (OT) can help:

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Whole school Strategy (targeted areas):

• Engaging parents and carers. 

• Collaboration with the education staff and facilitating active sharing of occupational therapy knowledge and skills. 

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Supporting & tracking of engagement in school occupations:

• Effective identification of occupational difficulties 

• Obtaining a baseline

• Setting SMART (Specific, Measurable, Achievable, Relevant and Time-bound) targets (e.g. IEP's and EHCP's).

• Tracking progress through the use of targets. 

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Whole class support:

• Organising the wider classroom environment and individuals workplace (e.g. navigation around the classroom, workstations).

• Supporting attention and concentration in the classroom.

• Strategies and equipment to promote sitting posture when working at the desk or during carpet time.

• Use of assistive technology.

• Developing and using sensory based movement breaks.

• Advice for dressing before and after PE.

• Strategies to access learning (e.g. handwriting, use of technology, cutting and pasting).

• Use of OT recourses to engage learners. 

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Additional Interventions (setting up and maintaining quality interventions):

• Engaging in PE and leisure activities.

• Recording of work (writing and typing)

• Use of tools (scissors, pens, glue, ruler)

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We are here to support you, if you have any questions or require further support, click the contact button bellow to take you to our contact page where you can make a referral to our dedicated team.