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We work with children from preschool age (generally from around age five) through to high school. We also work with adults.
The pilot program in June will cost $150 per week for 20 weeks in addition to the $150 assessment fee. After the pilot programs have been completed, there will be an increase in fees.
We are working towards NDIS provider registration and hope to be able to support families who wish to use NDIS funding in the future. Please get in touch and we’ll advise on what may be available for your family at this time.
The first step is to fill in our online enquiry form or give us a call. We’ll ask a few questions about your child and what you’ve been experiencing, answer any questions you have, and book your child in for a comprehensive assessment. From there, we’ll have everything we need to build a program that’s right for them.
Yes, there is free onsite parking available in the car park behind the building or on the street at the front.
Yes, the building is wheelchair accessible. Unfortunately, the bathrooms are not.
This will be need to be assessed on a case by case basis depending on how many sessions have been missed.
For children aged five and over, we complete three assessments: auditory processing, sensory processing, and phonemic awareness. For younger children, we focus on the sensory processing assessment. After the assessments, we meet with you to discuss the results in plain language and explain what they mean for your child’s program.
That’s useful context and we’d love to see any existing reports. Our assessments look specifically at auditory processing, sensory processing, and phonemic awareness. These areas that aren’t always covered in standard educational or speech pathology assessments. In many cases, our assessments add a layer of detail that explains challenges that weren’t fully accounted for elsewhere.
No referral is needed. You can contact us directly to book your child’s assessment. If you have existing reports from a speech pathologist, occupational therapist, pediatrician, or other professional, we’d welcome those, but they’re not a requirement.
Yes, we encourage a parent or care giver to be present at every session. It is important that if your child needs access to the toilet during their assessment session that you are available to escort them to the centre toilets.
Tutoring works on what your child needs to learn. Brain training works on how their brain currently processes information. If a child can’t make sense of what they’re hearing, can’t hold instructions in their memory, or doesn’t have the motor coordination to write, additional tutoring won’t fix those things. Our programs address the neurological foundations first. When those foundations are in place, learning becomes far more effective.
This will depend on the results of their assessments. Children will typically progress through all four programs as part of their learning journey. However, the specific auditory processing program chosen and the amount of time spent in each of the other programs is tailored.
Some children may move quickly through certain stages, while others may benefit from spending more time strengthening particular skills.
We begin by building strong memory, auditory and sensory processing skills before progressing to phonics and explicit reading and writing instruction. These foundations help ensure literacy instruction is as effective as possible.
After the assessment, we will talk you through your child’s recommended pathway and the expected focus for each stage.
Twenty weeks is the minimum needed to produce lasting neurological change. Shorter programs may produce some improvement, but the gains tend not to be permanent without sufficient time for the brain to consolidate new pathways. Consistency throughout the 20 weeks is also important, because gaps in attendance slow the process.
Children attend the centre five days a week (Monday to Friday) for sessions of 45 to 55 minutes. All program activities take place at the Redcliffe centre (parents don’t need to facilitate exercises at home).
Yes, a parent or care giver needs to be present at every session, but are not required to participate. This ensures that your child has accompanied access to the centre toilets, and you are present to see the learning and progress at each and every session.
Our sessions run in small groups of up to four, which allows each child to receive genuine attention and a program calibrated to their current level.
This is one of the hardest things for parents to hear, especially when waiting means watching their child fall further behind. The honest answer is that the underlying processing difficulties we work with don’t tend to resolve on their own. The gap between a child who is struggling and their peers doesn’t usually close without targeted support; it typically widens. Early intervention, where possible, produces the best outcomes.
School refusal is very common among children, and it makes complete sense when you understand what’s behind it. Children who find school confusing or can’t read and write to the level expected of them know it, and school becomes a daily experience of feeling out of their depth, embarrassed, and overwhelmed. Avoidance is a natural response to a situation that feels impossible. When we address the underlying processing and literacy challenges, many children’s relationship with school changes significantly. Getting to the root of the learning difficulty is often the most effective way to address the school avoidance.
Dyslexia is a learning difficulty that primarily affects a child’s ability to decode text (read). In order to read, children need to be able to connect letters with sounds, (Phonological processing) process sounds and written information, and use working memory to recognise and manipulate words and sounds. In order to support students with a diagnosis of dyslexia, we use structured, systematic phonics instruction and auditory processing training, delivered in a small-group setting. If your child has a dyslexia diagnosis, or if you’re concerned about dyslexia without a formal diagnosis, book an assessment, and we’ll tell you exactly what support we can offer.
Dysgraphia is a learning difficulty that specifically affects writing, including handwriting, spelling, and the ability to organise and express thoughts on paper. It is separate from dyslexia, though the two sometimes occur together. A child with dysgraphia may have strong verbal skills and ideas but significant difficulty getting those ideas out in written form. If this sounds familiar, an assessment is a good starting point.
Auditory processing disorder (APD) is a condition in which the brain has difficulty processing and interpreting sound, despite normal hearing. A child with APD can physically hear sounds but may struggle to make sense of what they’re hearing, particularly in noisy environments, when instructions are given verbally, or when sounds need to be broken into components for reading and spelling. It often goes undetected because standard hearing tests don’t assess auditory processing. Signs include difficulty following verbal instructions, noise sensitivity, and challenges with reading and phonics.
Tell us a little about your child and what you’ve been experiencing. The more context you give us, the better we can prepare for our first conversation.
Explore our articles on learning difficulties, what parents can do to support their children, and what to expect when you seek help for your child.
