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Open Arms Support Services Ltd

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Open Arms Support Services Ltd

At Open Arms, our occupational therapists specialise in working with children and adults.

24/02/2026

The end of the school day can be the hardest transition of all.

For many children, especially children with additional needs the close of day isn’t just “pack up and go”.

It’s:
• Ending structure
• Switching environments
• Managing fatigue
• Processing social interactions
• Shifting from rules to home expectations

Without preparation, this transition can trigger meltdowns, shutdowns, or anxiety often after school.

Here’s how teachers can support a smoother close of day:

🕒 1. Give advance warning
“10 minutes until home time”
“5 minutes left”
Visual countdowns help.

🧠 2. Use a predictable routine
Same order every day: tidy → bag → planner → line up.

📋 3. Provide visual checklists
Especially for children with executive functioning challenges.

💬 4. Emotion check-out
A quick “How was today?” card or colour scale can help children transition emotionally.

📩 5. Clear home–school communication
Parents shouldn’t be guessing how the day went.

These small adjustments reduce after-school overwhelm and that benefits everyone.

20/02/2026

What you see isn’t always what a child is carrying.

In this video, Nikki uses two balloons to demonstrate something we talk about often in occupational therapy: masking.

On the outside, a child may appear calm, coping, and managing their school day.

But inside, they may be holding:

• Sensory overwhelm
• Anxiety
• Social confusion
• Emotional fatigue
• The constant effort of trying to “fit in”

Masking is when a child suppresses their natural responses to meet expectations around them.

And it takes energy.

A lot of energy.

This is why some children come home and seem like a completely different person.

They’re not being difficult.
They’re decompressing.

At Open Arms Support Services, we work with families and schools to understand what sits beneath the surface — and to create environments where children feel safe to be themselves.

Because when a child doesn’t have to spend their energy masking, they can use that energy for learning, connection, and growth.

🎈 Watch Nikki’s powerful demonstration.

SENDFamilies InclusiveEducation

18/02/2026

Inclusion isn’t about a child sitting at a desk.
It’s about a child feeling like they belong there.

True inclusion goes far beyond physical placement in a classroom.

A child can be present — but overwhelmed.
A child can be seated — but disengaged.
A child can be enrolled — but not understood.

Real inclusion asks deeper questions:
• Can this child access the lesson?
• Do they feel emotionally safe?
• Are sensory needs considered?
• Does the teacher understand their processing style?

At Open Arms Support Services, we work with families and schools to move from “placement” to participation.

Inclusion means:
✔ Adapting tasks without lowering expectations
✔ Using visual supports
✔ Considering sensory load
✔ Supporting peer understanding
✔ Planning transitions carefully

Inclusion is intentional.
And when done well, it changes everything.

16/02/2026

✨ Teaching that truly supports learners with SEND isn’t about doing extra — it’s about doing evidence-informed things well every day.

The Education Endowment Foundation’s “Five-a-Day” approach highlights five daily teaching strategies that help all learners thrive, especially those with additional needs. 🌟

🧠 5 Ways to Support SEND Learning Every Day:
1️⃣ Explicit Instruction – clear explanations + plenty of practice
2️⃣ Cognitive & Metacognitive Strategies – help learners think about thinking
3️⃣ Scaffolding – giving just the right support at the right time
4️⃣ Flexible Grouping – teaching in groups that change based on need
5️⃣ Using Technology – tools that make learning more accessible

At Open Arms Support Services, we support schools to embed these principles in practical, meaningful ways, helping pupils participate more fully, confidently, and successfully in their education.

📌 Based on EEF’s “Five-a-Day” SEND teaching principles

13/02/2026

When a child is struggling at school, what we see on the surface is rarely the full story.

Occupational therapy looks deeper.

We explore how sensory processing, emotional regulation, daily skills and the classroom environment affect your child’s ability to participate throughout the school day.

Because when we understand why something is hard, we can put the right support in place.

For families going through EHCP assessments or tribunals, clear OT evidence helps turn concerns into practical, defensible recommendations.

It’s not about labelling behaviour.
It’s about unlocking understanding.

OT is the bridge between a child’s need and the school’s support.

👉 SAVE this post if you’re currently in the middle of an EHCP journey.
👉 SHARE this with a teacher or parent who needs to hear this today.

11/02/2026

Inclusion is a strategy, not just a goal. 🧩

Schools are currently being asked to support a wider range of needs in-house than ever before. But as inclusion expectations rise, we must remember: supporting diverse learners is not about asking staff to do "more with less."

It is about doing things differently. It is about having the right specialist guidance, staff training, and practical strategies in place to translate complexity into progress.

At Open Arms, we work alongside schools to help bridge the gap between high expectations and achievable, classroom-ready outcomes. We don’t just identify the challenge; we provide the "scaffolding" needed for every child to thrive in their learning environment.

Ready to support your staff and students differently?

📧 Contact us at info@openarmsupport.co.uk to learn more about our school-based programmes and consultancy.

10/02/2026

There has been a lot of uncertainty recently, but one thing is important to be clear about: EHCPs remain a legal entitlement.

Despite the headlines, the law has not changed. Children and young people are still entitled to:
✅ Comprehensive assessments
✅ Clearly specified provision
✅ The right to appeal decisions

When needs are complex or provision is being challenged, high-quality professional evidence is your most powerful tool. Detailed OT assessments don’t just "describe" a child; they advocate for them, helping schools and families secure the best possible outcomes.

We’re here to help you navigate this. At Open Arms Support Services, we go beyond therapy. We have our own in-house OT Specialist, Nikki Findlay and Educational Consultant, Anit Mahay, who works alongside our OTs to ensure your child’s evidence is robust, clear, and focused on their future.

As the SEND Code of Practice states: "The purpose of an EHC plan is to make special educational provision to meet the special educational needs of the child or young person... and prepare them for adulthood."

Don't navigate the system alone. Let's get the right support in place.

Quote credit: https://www.gov.uk/government/publications/send-code-of-practice-0-to-25

04/02/2026

At Open Arms Support Services, we provide child-centred, neuroaffirming occupational therapy that focuses on what matters most — helping children participate meaningfully in everyday life.

Our approach is led by the child, grounded in understanding, and shaped around each family’s unique circumstances.

Our occupational therapy support may include:

✔️ Comprehensive occupational therapy assessments
Looking beyond checklists to understand how sensory, emotional and functional needs impact daily life at home, school and in the community.

✔️ Individualised therapy and intervention
Supporting regulation, confidence, motor skills and participation using evidence-based approaches that meet children where they are.

✔️ Parent and caregiver guidance
Because children don’t exist in isolation — we work closely with families to ensure strategies are realistic, supportive and transferable to everyday routines.

✔️ Sensory-informed strategies for regulation and body awareness
Helping children better understand their bodies, manage sensory input and feel more settled in their environments.

All of our occupational therapy input is delivered by experienced clinicians who prioritise connection, collaboration and practical outcomes — not quick fixes.

Because meaningful progress starts with understanding the child, not changing them.

💬 If you’re exploring specialist OT support for your child, we’re here to help you take the next step.

28/01/2026

Occupational therapy reports are more than paperwork.

When written well, they provide a clear, structured explanation of how a child’s needs affect everyday functioning in school. This includes how a child manages sensory demands, attention, emotional regulation, motor skills and participation across the school day.

Strong OT reports do not simply list difficulties. They clearly link identified needs to specific, appropriate provision. This helps schools and local authorities understand not only what support is needed, but why it is required and how it enables access to education.

Clear, evidence-based reporting also reduces the risk of support being reduced to non-specific recommendations. Instead, it provides decision-makers with information they can confidently rely on.

For many families, this level of clarity is essential. It supports informed planning, strengthens EHCP applications and appeals, and helps ensure children receive the support they need to participate meaningfully in education.

23/01/2026

Inclusion isn’t a policy.

It’s not a tick-box.

And it’s definitely not achieved by expecting every child to cope in the same way.

Real inclusion means practical adjustments that recognise individual needs, whether that’s sensory supports, flexible routines, alternative ways of learning, or emotional regulation strategies.

When inclusion works, children don’t just attend school — they participate.

At Open Arms Support Services, we support families and schools to move beyond buzzwords and focus on what genuinely helps children feel safe, supported and able to learn.

Save this post to share with your child’s school or SEN team.

20/01/2026

Supporting children where learning actually happens ✨

At Open Arms Support Services, we know that many children don’t struggle because they can’t learn — they struggle because the school environment isn’t working for them.

That’s why our School-Based Occupational Therapy Assessments focus on how a child manages the real demands of the school day, not just isolated skills.

We look at three key areas:

🔹 Sensory processing
How a child experiences noise, movement, touch, visual input, attention demands and fatigue — and how this affects regulation, focus and emotional wellbeing across the day.

🔹 Functional skills for school life
Including seating and posture, handwriting and tool use, organisation, self-care, transitions, play and participation — the everyday tasks that shape a child’s school experience.

🔹 The school environment
Classroom layout, routines, sensory load and the reasonable adjustments (or lack of them) that can either support or overwhelm a child.

Following the assessment, families receive a clear, detailed OT report written in plain English.
Our recommendations are individualised, practical and realistic — designed to build on a child’s strengths and give schools guidance they can actually implement.

Because meaningful support isn’t about labels.
It’s about understanding why a child is struggling — and what will genuinely help them participate, learn and feel safe at school.

💬 If school feels like a daily battle for your child, support can start with understanding.

Address

1a Silver Road
Norwich
NR34TX

Opening Hours

Monday	9am - 5pm
Tuesday	9am - 5pm
Thursday	9am - 5pm
Friday	9am - 5pm

Telephone

+441603767498

Website

https://www.openarmsupport.co.uk/

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