Is your child ready for school, or just old enough for it?
Bridg-E is a 75-day programme at MindfulCDC where children aged 2 and up, including children with ADHD, autism and developmental differences, practise the school day with therapists and special educators beside them, before the real one begins.
School runs on routines more than on the alphabet.
A child can know every letter and still find the first hour of Class 1 overwhelming. These are the five areas a classroom leans on hardest, and the five areas Bridg-E works on.
Attention and calm
Staying with a task an adult chose, and recovering when the plan changes.
Communication and friends
Telling people what you need and joining in with other children.
Early learning skills
Pencil control, books, numbers and shapes at the child’s own level.
Following routines
Group instructions, waiting, sitting for a story, moving between activities.
Doing things independently
Toilet, snack, hands, bag and shoes with as little help as possible.
Where does your child stand today? Find out in 3 minutes.
Ten short questions across those five areas. You will see a picture of each area, not a single score, because one number hides more than it shows.
From first question to first day, this is what happens.
You are never asked to commit before you have seen your child’s assessment.
Ask
Send an enquiry or call. We acknowledge every enquiry within 30 minutes during centre hours.
Talk
A short call with our social worker to understand your child, your worries and your school timeline.
Full assessment day
Your child is observed over one complete day: a standardised developmental assessment plus a behaviour and readiness observation. It looks at strengths as well as gaps.
Feedback meeting
You meet the clinical team, see the results in plain language and hear which programme fits, and whether speech or occupational therapy is needed at all.
Enrol
Sign the consents, agree the plan and pay the first instalment. Your seat is confirmed once this is done.
Meet the team
A parent orientation and a familiarisation visit so day one is not a surprise for your child.
The 75 days
A simulated school day, individual sessions for your child’s goals, a weekly update every Friday.
School Fit Report
A plain-language hand-off for you and, with your written consent, your child’s school.
75 days, four honest check‑ins.
The cycle is a defined service period, not a promise of a deadline for development. Each review compares where your child started with where they are now.
Every day is structured, supervised and demanding — for your child and for our team. Circle time, routines, play, skill practice and supported rest are all built in. A calm space is available throughout, used for co-regulation, never as punishment.
Exact start date, end date, daily hours and holidays are published before you enrol, so you know precisely what is included.
Three programmes. Not a shortcut, on purpose.
Your child’s clinical team recommends the programme after the assessment, based on what your child needs, not on a diagnosis label alone.
An investment, not an expense
Seventy-five days of daily, hands-on work by therapists and special educators is demanding — for your child, and for our team. We do not shorten it and we do not compromise on quality to make it cheaper. Whatever the cost, it goes into the hours, the small groups and the individual attention that make the difference.
Weigh it against what it buys: a real chance at settling into mainstream school, rather than starting school already behind and exhausted. Families tell us this is one of the best-spent periods of their child’s early years — the best chance we know how to give a child before school begins.
If your child already has therapy at MindfulCDC, existing appointments keep their time, therapist and branch, counted once in the plan. Speak to us for the fee and payment plan for your child’s recommended tier.
Support that fits the child, not the label.
Many children have features of both ADHD and autism. Every child’s plan is individual, and every classroom includes both kinds of support.
When attention and energy are the challenge
- Movement built into the day, never forced stillness
- Visual timers and first–then boards to start and finish tasks
- Practice with organising belongings and following steps
- Regulation strategies your child can use, taught with you
When communication and change are the challenge
- Communication access first: words, pictures, gestures or a device
- Predictable transitions with picture schedules
- Sensory-aware spaces and low-demand rest
- Structured, supported opportunities to join other children
Before you decide, read this.
Short, practical articles for parents and teachers. No jargon, no scare tactics.
Teachers see it first.
You may be the first person to notice that a child is finding the classroom hard. If you would like to share what you see, or refer a family to us, we would like to hear from you.
Six things worth noticing
- Finds it much harder than classmates to stay seated or wait a turn
- Often needs instructions repeated before acting on them
- Plays alone or struggles to join other children
- Becomes very distressed by changes of routine or noise
- Limited or unusual speech for their age
- Toileting or self-care well behind classmates
These are reasons to start a kind conversation with the family, not a diagnosis.
Our short “Understanding Every Learner” form takes a few minutes, can be completed anonymously, and helps us design support for real classrooms.
Schools and preschools can also request a short awareness session for staff. Write to email-us@mindfulcdc.com.
Questions parents ask us.
Talk to us. There is no pressure to decide.
Tell us a little about your child and we will call you. Seats are limited to seven children in each age group.
First batch — key dates
Prefer to speak to someone?
9746 818 999
email-us@mindfulcdc.com