About Nelli’s Approach
I understand what it’s like to struggle with movement - as a child, I was the clumsy kid who tied shoes with bunny ears and had a hard time riding a bike with confidence.
Supporting children isn’t just my profession; it’s my calling, built on years of seeing and honoring the unique patterns of each child’s behaviours and motivations. Those early experiences gave me a first-hand understanding of what it feels like to face obstacles, guiding me to meet every child where they are and to value the small, meaningful steps that make lasting progress.
Drawing on over 17 years of experience, I provide personalised, sensory-informed movement and learning therapy sessions for children with motor and neurological disorders, developmental and sensory needs, Autism, and ADHD, as well as expert neurodiversity and SEND consultancy and support for families and schools.
My approach combines years of professional skill with a deep respect for your child's unique personality and strengths. I adapt my work to suit your child and shaping interventions that grows with them instead of applying a one-size-fits-all method.
What Shapes My Work
Conductive Education
As a qualified Conductive Education Practitioner, I use this specialised method to support movement, learning, and motivation. This approach views your child as a whole person, focusing not only on physical skills but also on cognitive and social skills, communication, and confidence. Unlike traditional therapies that isolate exercises, Conductive Education encourages children to actively participate in their own development, learning to make choices, problem-solve, and engage with the world around them. This means your child gains skills that transfer naturally to home, school, and everyday life.
Sensory-informed practice
I pay close attention to how a child’s sensory world shapes the way they move, learn, connect, and regulate. Drawing on my specialised training in sensory needs and sensomotor development, I notice what excites, calms, or distracts your child, creating an environment where learning and growth can happen naturally and effectively.
Music and rhythm
Carefully integrated into sessions, rhythm and melody support motor planning, focus, and emotional regulation. Using my specialised method training as a singer, I use voice, beat, and song where it naturally fits to enhance engagement and enjoyment. Where it is appropriate, music complements the therapy, helping children regulate, participate, and make learning more motivating and effective.
Neurodiversity and SEND insight
As a trained neurodiversity and SEND consultant, I bring a deep understanding of how different brains process, learn, and engage. This perspective informs the therapy, helping me tailor strategies that support your child’s development while guiding parents, carers, and school staff to respond more effectively. It adds an extra layer of clarity and effectiveness to the support your child receives.
These elements are combined thoughtfully, always guided by your child’s individuality and your family’s needs.
What You Can Expect
A partnership with you – Your knowledge of your child matters. Together, we shape the work.
Clear explanations, no jargon – You’ll always know what we’re doing and why.
A safe, playful atmosphere – Progress happens when children feel calm, supported, regulated, and gently challenged.
Familiar environments – Sessions at home, school, nursery, or community settings, so progress and connection are part of everyday life.
Respect for your pace – Every family has its own rhythm. I adapt to yours so growth feels natural and sustainable.
Why Families Choose This Approach
Parents often tell me they feel both supported and understood from the very first conversation. They notice how sessions balance warmth with structure, playfulness with purpose. Most of all, they see their child not only gaining skills but also learning to regulate, move, connect, and engage with their environment more effectively in ways that ripple through family life. My support also includes partnering with parents to advocate for their child’s needs in school interventions and working with staff to ensure the skills and strategies ripple through their school day, too.