Helping Hands Occupational Therapy & Hippotherapy

Helping Hands Occupational Therapy & Hippotherapy Hippotherapy is a form of therapy in which a therapist uses the characteristic movements of a horse to provide carefully graded motor and sensory input.

We also provide home, school and college based OT provision, specalising in neurorehabilitation.

https://www.facebook.com/share/p/1EJ2SAjK6s/This looks interesting to try out!
03/06/2026

https://www.facebook.com/share/p/1EJ2SAjK6s/

This looks interesting to try out!

MK Wanted Fun

A fortnightly evening, youth club for autistic young people aged 10-17 years.

A safe, welcoming space for young people to connect, relax, and have fun together

For more information and to sign-up, email Autism Milton Keynes on [email protected]

𝐡𝑦 π‘ β„Žπ‘Žπ‘Ÿπ‘–π‘›π‘” π‘‘β„Žπ‘–π‘  π‘–π‘›π‘“π‘œπ‘Ÿπ‘šπ‘Žπ‘‘π‘–π‘œπ‘› 𝑀𝑒 π‘Žπ‘Ÿπ‘’ π‘›π‘œπ‘‘ π‘’π‘›π‘‘π‘œπ‘Ÿπ‘ π‘–π‘›π‘” π‘œπ‘Ÿ π‘žπ‘’π‘Žπ‘™π‘–π‘‘π‘¦ π‘β„Žπ‘’π‘π‘˜π‘–π‘›π‘” π‘Žπ‘›π‘¦ 𝑒𝑣𝑒𝑛𝑑𝑠 π‘œπ‘Ÿ π‘Žπ‘π‘‘π‘–π‘£π‘–π‘‘π‘–π‘’π‘ . π‘ƒπ‘Žπ‘Ÿπ‘’π‘›π‘‘π‘ / π‘π‘Žπ‘Ÿπ‘’π‘Ÿπ‘  π‘Ÿπ‘’π‘šπ‘Žπ‘–π‘›π‘  π‘Ÿπ‘’π‘ π‘π‘œπ‘›π‘ π‘–π‘π‘™π‘’ π‘‘π‘œ π‘β„Žπ‘’π‘π‘˜ π‘‘β„Žπ‘’ π‘ π‘’π‘–π‘‘π‘Žπ‘π‘–π‘™π‘–π‘‘π‘¦. π‘ƒπ‘™π‘’π‘Žπ‘ π‘’ π‘π‘œπ‘›π‘‘π‘Žπ‘π‘‘ π‘π‘Ÿπ‘œπ‘£π‘–π‘‘π‘’π‘Ÿπ‘  π‘‘π‘–π‘Ÿπ‘’π‘π‘‘π‘™π‘¦ π‘“π‘œπ‘Ÿ π‘šπ‘œπ‘Ÿπ‘’ π‘–π‘›π‘“π‘œπ‘Ÿπ‘šπ‘Žπ‘‘π‘–π‘œπ‘›.

21/05/2026

Our year 10 work experience student has pulled together a video of hippothetapy benefits, thank you Elsie for your hard work with us these past two week.

Interesting reflections.......https://www.facebook.com/share/1FeCPyDEf4/
20/05/2026

Interesting reflections.......

https://www.facebook.com/share/1FeCPyDEf4/

Are parents of SEND children not already under enough pressure???

NEW LAW: The Children's Wellbeing and Schools Act 2026

The new Children’s Wellbeing and Schools Act 2026 has officially become law, bringing major changes to education, safeguarding, home education, and school accountability across England and Wales.

Supporters say the aim is to better protect vulnerable children and close gaps where children can β€œdisappear” from services.

Key changes include:

♦️compulsory registers for children not in school
♦️️more oversight of home education
♦️Breakfast clubs in primary schools
♦️limits on branded uniforms
♦️tighter regulation of academies and attendance.

But many parents β€” especially SEND, EBSA/EBSNA, flexi-schooling and home educating families β€” are deeply concerned about the unintended consequences.

For families with Emotionally Based School Avoidance (EBSA/EBSNA), this law risks treating distress as an attendance problem rather than recognising that many children are out of school because schools cannot meet their needs.

Parents are warning that children who are autistic, ADHD, have anxiety, trauma and sensory difficulties are still being failed by the system, yet families may now face increased scrutiny when trying to protect their child’s mental health.

Home educating families are also worried about excessive monitoring and loss of parental freedom.

The Act introduces registers of children not in school and gives local authorities wider powers to request information about educational provision.

Critics argue this creates a heavy bureaucratic burden and risks treating all home educators as safeguarding concerns rather than recognising that many children thrive outside mainstream settings.

There are also serious concerns around flexi-schooling. Many parents feel the law misunderstands flexi-schooling entirely. Flexi-schooled children are already registered with schools and monitored by headteachers, yet some proposals still place additional reporting expectations on families and local authorities. Campaigners say this could discourage schools from offering flexible arrangements that currently help many neurodivergent and EBSA children stay connected to education safely.

Another major concern is that the Act increases powers and responsibilities for local authorities without guaranteeing enough funding, SEND provision, specialist placements, or mental health support.

Parents are asking the same question: how can families be pressured back into systems that are already unable to support their children properly?

Safeguarding matters. Every child deserves to be safe. But many families fear this law focuses more on surveillance and attendance than fixing the root causes behind the growing EBSA, SEND and mental health crisis in schools.

I want to make it very clear, children cannot thrive where they do not feel safe, understood, or able to learn in an environment and system that appropriately meets their assessed needs.

I am concerned that by giving the LEA more statutory powers and responsiabilities relating to school attendance, but without providing the clinical understanding and real focus on WHY school refusal is happening in the first place, is placing a heavy emphasis on data about the number of bums on seats inside the school gates, but in my opinion, this is not the data we should be collecting, we should be looking at the WHY? So my big question is "to what end?"

For many children I support, the lack of appropriate understanding and timely support, and the increased environmental demands of actually being in school, are the very reason the child struggled to attend in the first place. Rising the pressures to come into that environment has actually caused real deep trauma not only for the child, but also the parents. This happens far more than people realise. I have heard some heart wrenching recounted experiences.

I am very concerned about the focus and emphasis of this new law and also the real impact.

What are your thoughts on this law?

Some days our work involves sensory rooms, swing training and supporting regulation……and some days it means stepping int...
12/05/2026

Some days our work involves sensory rooms, swing training and supporting regulation…
…and some days it means stepping into a bee suit and learning all about bee hive rescuing! πŸπŸ’›

Today Dan had the absolute joy of connecting with a wonderful family and experiencing their world of bee hive rescuing, whilst our school OT team completed training on the safe use of the new sensory swing equipment in the sensory room.

Our wonderful OTA also was busy observing a sports day, thinking about spoon management (fatigue/ pacing).

From vestibular input and postural control, and fatigue management to meaningful community experiences and relationship building β€” no two days in paediatric OT are ever the same, and honestly, we wouldn’t have it any other way.

Feeling very lucky to do a job that brings so much variety, connection and joy πŸ’›

We have x 2 slots avalible this week at hippotherapy if anyone would like to take these slots? Wednesday 13th May 12.50 ...
11/05/2026

We have x 2 slots avalible this week at hippotherapy if anyone would like to take these slots?
Wednesday 13th May 12.50 pm & 1.25 pm.

Please email me if your interested at [email protected]

Huge congratulations to Rachel on co-publishing her FIRST research article!This is such an incredible achievement and a ...
01/04/2026

Huge congratulations to Rachel on co-publishing her FIRST research article!

This is such an incredible achievement and a real milestone, not just personally, but for the profession too!!

Rachel’s research explores something we all see in practice…

Are newly qualified occupational therapists truly β€œpractice ready”?

Her findings highlight that graduation doesn’t mean finished, it marks the start of becoming an OT. Confidence, clinical reasoning and real-world skills develop over time, and the journey into practice can feel overwhelming without the right support.

The study brings together voices from across the profession and shines a light on some really important areas:

1)The huge impact of placements (and how variable they can be)

2) The gap between theory and real-world practice

3) The need for stronger support, better preparation, and clearer expectations for β€œDay-One OTs”

Most importantly, it reinforces something we deeply believe in…

Growth happens through experience, support, and reflection....not overnight.

Rachel as a team we are SO proud of you!

To contribute research that genuinely pushes the profession forward is no small thing.

We are also so greatful to all the families we work with who have been happy to support and educate the students we have been blessed to support throughout the years at Helping Hands️ πŸ™

Please have a read; https://journals.sagepub.com/doi/10.1177/03080226261427207

Introduction: Around 3000 occupational therapists graduate annually in the United Kingdom, but evidence shows variability in their readiness for practice. This ...

A big shoutout to Dan, our OT, who is currently completing his first practical module of the Equine Assisted Therapy cou...
30/03/2026

A big shoutout to Dan, our OT, who is currently completing his first practical module of the Equine Assisted Therapy course with Ulster University 🐴

And in true Dan fashion… he’s only gone and found his namesake on the yard; Dan the horse! We think that’s a sign he’s exactly where he’s meant to be 😊

It’s been brilliant to see him developing his skills and confidence in this space. We’re really proud of the work he’s putting in and can’t wait to bring even more equine-assisted skills into our clients sessions.

Watch this space! 🐎

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Milton Keynes

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