Riverpath Paediatric Therapy

29/05/2026

Appointments...information sharing. At Riverpath these are the things we do already to try and minimise disruption to you and to reduce the impact of you feeling like you've said the same thing and answered the same questions a hundred times.

* Reduce paperwork where we can, we'll only ask for things to be signed when really necessary.

*We will truly read through any correspondence sent to us prior to your appointment, old reports, school IDPs random scraps of diaries you kept once, anything pertinent to your child still, we'll take take time to digest it.

* We honestly really do understand the impact numerous appointments can have and the disruption to routine and working life these can cause so as far as is humanly possible we work around your schedule.

*Take notes, when you talk to us and after every meeting we are duty bound to take notes but at Riverpath we really make these count so they can be looked back on and conversations documented thoroughly.

*Your child will not be made to feel uncomfortable or like another clinical setting has been thrust upon them, most appointments can happen at home or a setting where your child feels comfortable-they shouldn't even notice they're being assessed instead think of it like a big play date.

28/05/2026

Play as an occupation. As an O.T. I'm bound to value play as a vital learning and development tool, this little scenario took huge amounts of fine motor skill, executive functioning, matching, organising, visual spatial awareness etc etc...but is it typical?? Possibly not...(by standard ableist standards) is it still valuable and worthwhile....absolutely!!!

25/05/2026

How are your little people getting on in the heat?

There are a few things to consider in weather that is unusual.

Interoception: children with a neuro difference may feel differences in temperature which are not aligned with what you are feeling. Honour these differences, heat can feel extreme and unbearable to children who seem to run ‘a bit hotter’ than most. Keep them hydrated and don’t expect too much, when everyone is out enjoying the sunshine, they might not come alive until 9pm when things cool down.

Differences in executive functioning: knowing it’s hot but not noticing or organising what to do about it. On the flip side some children may need extra prompts and scaffolding for taking steps to make themselves comfortable. Noticing the clothes they wear, asking them to do a body scan to see if they are thirsty or need to remove some layers, taking breaks.

Photo of my eldest who decided 9pm was perfect for bubbles and exercise last night.

23/05/2026

It's half term...hurray!
This one has been challenging and exciting for my own little people. So a chance to down tools and find strength and regulation in coming together but also having space is welcome.

Riverpath have been busy, visited lots of lovely schools and met lots of new people all determined to pursue what they think and hope is the right thing for their child. Just a reminder that at Riverpath judgement is left at the door, we meet you where you are and value what you think is important and it therefore becomes important to us.

22/05/2026

If you happen to be local to Riverpath….

Are you:
An individual with lived experience of learning disability, autism or neurodivergence?
The parent or carer of someone with learning disability or neurodivergence?

Do you:
Represent an organisation that provides a service to people with learning disability or neurodivergence?
Work for a local authority or Hywel Dda University Health Board?

We would like to hear your views about the West Wales Learning Disability Strategy Recommendations
https://wwrpb.org.uk/west-wales-learning-disability-strategy-consultation/

Please complete the online form by 5 July 2026.

If you would like a paper copy please call our Customer Contact Centre on 01437 764551 or email [email protected]

21/05/2026

Thursday thoughts sorry it’s a long one:

In reading my new book it highlights some of my fundamental thoughts about being an inclusive person/OT. I’m today particularly considering the use of neuroaffirming language within reports.

Whilst I truly and deeply agree with the narrative of environmental and societal acceptance of difference presenting barriers rather than the neuro difference itself, when a lot of the reports I write are to be read by educational environments and are meant to highlight changes required does some of this language miss the mark and opportunity for these changes when systemically you are not in a position to alter the system quickly enough?

I’d love to hear other therapist’s views on how they remain neuroaffirming whilst ensuring schools don’t misinterpret what is needed?

06/05/2026

When I'm going in to a new school for an observation I usually have my assessment kit in a wheely bag but alongside this I carry my
'essentials' for any school. I keep a range of generic communication boards and lanyards, stickers, an Allen key and screwdriver for and unexpected seating adjustments, fidgets, something weighted for circle time and a ball pump so I can be popular at break time.
There's often lots of interest from the other children in the class and it's a lovely opportunity to share what an OT does and be as inclusive as possible. Are you a teaching professional or fellow therapist.....what do you add to this list??

30/04/2026

Great to spend some time at the national neurodiversity show today. Seeing what services are on offer for clients and families and networking with fellow clinicians. Took my junior members who were happy with the merch they came home with too

26/04/2026

Couple of interesting articles in this months OT news. Highlighting the importance of OT as a systematic whole school environmental change facilitator in mainstream schools. Impacting specifically children with neurodifference.

25/04/2026

Riverpath junior members crafting in the sunshine ☀️
Did I mention if I get opportunity and the session goals allow being outside is always preferred.