Level 1
Requiring support
- Manages most daily routines independently
- Finds social back-and-forth tiring or confusing
- Change in routine takes extra warning
Children with additional needs
Every child is the hero of their own story.We just walk beside them.
Some children need a quieter room, a slower pace and one adult who already knows how they like things done. Our one-on-one sessions are built exactly that way: patient, predictable and shaped around the child in front of us. A diagnosis is never required.
A guide for parents
Additional needs are a wheel, not a line.
Tap any colour to see what that area can look like day to day. Most children are strong in several parts of the wheel and need support in others, which is exactly why one plan never fits two children.
Area 1 of 8
Social communication
Reading tone, taking turns in conversation, joining play. Some children prefer parallel play and that is fine.
A child can need lots of support in one area and none in another. This is why we plan around the child in front of us rather than a label. General information for families only, not a diagnostic tool.
What the three support levels actually mean
Families often hear these terms without a plain-language explanation. Here is the short version.
Level 2
Requiring substantial support
- Clear support needed with communication
- Shorter sentences, repeated routines help
- Change is harder and needs planning
Level 3
Requiring very substantial support
- Communication may be few words or non-speaking
- Support needed across most daily activities
- Very predictable, familiar environments matter most
Who we support
Support shaped around the child, not a label.
Autistic children
Low-demand starts, no forced eye contact, sensory-aware spaces and permission to stim, move or take breaks. We work with your child's profile rather than against it.
Children with ADHD
Short, energetic task cycles with immediate feedback, movement built into learning and no waiting in line for a turn.
Coordination and motor differences
Patient repetition of physical skills, broken into achievable steps, with no comparison to other children in the room.
Anxious or school-reluctant children
One familiar adult, no audience, no surprises. Confidence built in a space where nothing is being tested.
Speech and communication goals
Warm, low-pressure sessions that reinforce the communication strategies your family and support team already use.
Children with a global developmental delay
Small steps celebrated properly, with activities pitched to current ability rather than age expectations.
How we adapt
The adjustments that make the difference.
None of these are extras. They are simply how our sessions run.
Sensory-considered
Quieter times of day, softer music or none at all, familiar equipment and warning before anything changes.
Predictable structure
The same instructor, the same order of activities, and a visual or spoken plan of what comes next.
Communication that fits
Short instructions, modelling, gestures, visuals or AAC. We follow whatever already works for your child.
Regulation first
If your child needs to watch from the edge for ten minutes, that is the session. Progress follows regulation, never the other way around.
Interest-led
Dinosaurs, trains, superheroes or music. We build the activity around what your child already loves.
Family-informed
You brief us once and we carry it forward. You should never have to explain your child from scratch again.
Our process
A proper plan, written in plain language.
- 01
Listen
A relaxed conversation about your child: what settles them, what overwhelms them, what they love.
- 02
Meet
A trial session with no expectations. Your child leads how much happens.
- 03
Plan
We write a simple, practical plan with a handful of achievable goals in plain language.
- 04
Grow
Sessions adapt as your child changes. We review the plan with you regularly.
Raising Heroes delivers recreational, activity-based and skill-building programs. We are not a therapy, diagnostic or clinical service, and our sessions complement rather than replace professional support.
Tell us about your child, and we’ll tell you honestly if we can help.
No forms full of jargon. Just a conversation with someone who has worked with children like yours.