For Educators & Services
Support with a child, class or learning environment
When something is not working for a child, a class or a whole centre, it helps to have someone come in, look closely at what is happening and build support around what is actually needed. From the Start provides observation, consultation and practical recommendations for early learning services, kindergartens and schools.
What is included
A tailored service, shaped around your service and the children in it.
This service combines observation of children, educator practice and the wider learning environment with practical written recommendations and a professional development session for the team.
Observe → Understand → Report → Build
See what's included
The service may include:
- Observation of everyday routines and transitions
- Individual child observations where agreed
- Whole-environment observation
- Educator and child interactions
- Sensory and environmental considerations
- Executive functioning demands and participation
- Regulation across the day
- Strengths already present within the service
- Practical accommodations and consistency across the team
- Written recommendations
- Tailored professional learning based on the observations
Support for individual children
Sometimes a team wants help understanding the needs of one particular child.
From the Start can provide development-informed consultation and observation that considers the child within the whole environment, looking at factors such as:
- Routines
- Transitions
- Classroom demands
- Sensory load
- Relationships
- Communication
- Executive functioning
- Emotional regulation
- Participation
- Accommodations already being used
- Strengths and interests
Where individual observations are undertaken, appropriate organisational processes and family consent are followed where required. This is not a diagnostic assessment, psychological assessment, functional behaviour assessment, NDIS Behaviour Support or Behaviour Support Plan development.
When behaviour is telling us something
A child who refuses, avoids, shuts down, becomes disruptive, struggles to transition or appears not to listen may be communicating that something about the situation is difficult.
The behaviour we see may be influenced by:
- Developmental stage
- Emotional regulation
- Executive functioning
- Sensory needs
- Communication
- Nervous-system state
- Cognitive load
- Environmental demands
- Neurodivergence
- Relationships
- Skills still developing
Instead of “How do we stop this behaviour?”, we ask “What might be making this difficult, and what support could help?”
What educators commonly ask for help with
Attention & engagement
Supporting children who find sustained attention, listening or remaining engaged difficult.
Task initiation
Understanding why a child may know what to do but still struggle to get started.
Working memory
Supporting children who lose instructions, forget steps or need information presented differently.
Transitions
Making changes between activities, environments or expectations more manageable.
Emotional regulation
Recognising overwhelm and supporting regulation before expecting problem-solving.
Behaviour
Looking underneath behaviour rather than assuming defiance, laziness or lack of motivation.
Neurodivergence
Understanding ADHD, autism and different developmental profiles through a strengths-based lens.
Sensory & environmental needs
Considering noise, movement, visual load, seating, space and environmental demands.
Cognitive overload
Reducing unnecessary demands on working memory, attention and executive functioning.
Participation & independence
Providing the right level of scaffolding while gradually building skill and independence.
Ready to talk about your service?
Tell us a little about your centre or school and what you would like the team to understand differently, and we will scope the observation, recommendations and follow-up together.
For one-to-one consultation, you can also book an Educator Support Session.