Lilly Pilly Kids Tamworth
Supporting Neurodiverse Children
Where Confidence Grows and Connections Thrive
About Lilly Pilly Kids
Lilly Pilly Kids has been created from a deep belief that children thrive when they feel safe, understood, and valued for who they are.
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Lilly Pilly Kids is a neurodiversity-affirming early intervention and educational developmental support service that is dedicated to supporting neurodiverse children to build confidence, emotional wellbeing and a positive relationship with learning.
At Lilly Pilly Kids, our approach is strength-based and individualised. We take time to understand each child — their interests, needs, challenges, and strengths — and tailor support to meet them where they are.
Learning at Lilly Pilly Kids is calm, flexible, and engaging. Sessions are designed to support not only school readiness and pre-academic skills, but also emotional regulation, communication, independence, and positive self-esteem.
We believe progress looks different for each child. Our role is not to change who children are, but to support them to grow, learn, and thrive in ways that feel authentic and empowering to them.
What We Do
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Lilly Pilly Kids supports children who benefit from personalised, neurodiversity-affirming learning and emotional support. We work alongside families and schools to create meaningful, supportive programs that help children thrive — not just cope.
We focus on:
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Building confidence and emotional understanding
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Supporting learning in a way that makes sense to the child
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Encouraging independence and self-belief
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Creating safe, calm, and supportive learning environments
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We Support
Our early intervention support focuses on helping children 2-12 years old develop the foundational skills needed for learning, wellbeing, and everyday life.
We support:
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Emotional and behavioural regulation and self-awareness
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Communication and language development supporting social interactions
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Attention, engagement, and routines
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Early literacy and numeracy foundational support for children with developmental delays and learning difficulties
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Transitions and independence
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Fine and Gross Motor skills
Sessions are play-based, supportive, and developmentally appropriate, allowing children to learn through connection and engagement.
Building strong foundations early nurtures confident, successful learners.​
NDIS-Aligned Supports
Flexible supports are explicitly aligned with your child’s goals
Lilly Pilly Kids provides NDIS-aligned supports under Capacity Building categories, where appropriate.
Supports may include:
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Individualised goal-based programs
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Skill development and learning support
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Behavioural and emotional regulation and social skills
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Collaboration with families and schools
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Progress notes and reports
We work ethically and collaboratively to ensure supports are meaningful, child-focused, and aligned with NDIS goals.
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NDIS Support at Lilly Pilly Kids
Lilly Pilly Kids provides capacity-building supports for NDIS participants, focusing on skill development, emotional wellbeing, and learning support.
Our NDIS-aligned supports are:
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Goal-focused
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Strength-based
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Individualised
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Delivered in collaboration with families and schools
We support children to build skills that increase independence, confidence, and participation in everyday life.
Please note: Lilly Pilly Kids is not a registered provider of Speech Pathology or Occupational Therapy services but work collaboratively alongside allied health professionals.
How We Deliver Services​
Lilly Pilly Kids offers flexible one on one support to meet children where they are. Services are delivered across the Tamworth Greater Region. Support is tailored to each child’s needs and may be delivered across one or multiple settings.
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In schools, working alongside teachers and learning support staff
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In preschools and early learning settings working alongside educators, lead educators, early childhood teachers and center directors
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Via Zoom (telepractice) for flexible access
Supports are delivered across a 10-week school term for children who are primary school based or via Zoom appointment during school holidays. Children who are in the preschool environment, support will still continue as normal.
No referral is required — simply phone or email admin@lillypillykids.com.au to get started.
Lilly Pilly Kids welcomes children and families from all backgrounds, cultures, and identities. We proudly support and respect Aboriginal and Torres Strait Islander peoples, and we are committed to providing culturally safe, inclusive, and respectful services.
We acknowledge the rich cultural knowledge, strengths, and traditions of Aboriginal and Torres Strait Islander communities and recognise the importance of family, kinship, and Country in a child’s development and wellbeing.
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Lilly Pilly Kids respects diverse identities, family structures, and expressions, and is dedicated to creating an environment where all individuals feel welcomed, seen, and valued. We champion inclusivity, anti-discrimination, and dignity for all members of the LGBTQIA+ community.
Evidence Based Practices
What is the Reggio Emilia Approach to Play-Based Learning?
The Reggio Emilia approach is a child-centred, play-based educational philosophy that originated in Italy. It views children as capable, curious, and active participants in their own learning, rather than passive recipients of information. Learning happens through play, exploration, relationships, and meaningful experiences.
Rather than following a fixed curriculum, learning is emergent shaped by children’s interests, questions, and ideas.
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Play as Deep Learning
In Reggio Emilia education environments, play is not “free time” or separate from learning.
Through play, children:
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Problem-solve and think critically
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Explore cause and effect
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Develop social and emotional skills
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Build language and communication
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Make sense of the world around them
In these contexts, play is intentional, rich, and intellectually meaningful.
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Why Reggio Emilia Aligns So Well with Neurodiverse Children
The Reggio Emilia approach naturally supports neurodiverse learners because it:
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Is flexible and individualised
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Values different communication styles
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Reduces pressure for uniform outcomes
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Supports sensory-aware environments
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Focuses on strengths, interests, and engagement
Children are not expected to fit a system—the system adapts to the child.
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I have worked in collaboration, and I respectfully acknowledge the influence and guidance of Dr. Shirley Clifton, Doctor of Education and Research, University of Newcastle. Her work and academic leadership have informed and strengthened my understanding of child development, inclusive practice, and evidence-based educational approach
Why Choose Us
At Lilly Pilly Kids, we understand that every child’s journey is unique. Our neurodiversity-affirming, strength-based approach ensures that children are supported in a way that builds confidence, celebrates individuality, and fosters genuine growth.
Families choose us because:
• We provide one on one child-centred and individualised support
• Every session is calm, nurturing, and sensory-aware
• We collaborate with families, schools, and support networks
• We respect cultural identity and welcome all backgrounds
We warmly welcome children from Aboriginal and Torres Strait Islander communities
• No referral is required - Simply phone or email admin@lillypillykids.com.au for an intake form or you can message through Facebook
• We focus on meaningful progress that responds directly to the child's needs
• We nurture emotional wellbeing and foster strong foundational academic skills
• Our approach honours the whole child — their strengths, interests, and voice
Lilly Pilly Kids is where children are understood, supported, and celebrated for who they are.
Hello, I’m Shantelle
I’m Shantelle, the founder of Lilly Pilly Kids, and I’m deeply passionate about supporting children in ways that are respectful, nurturing, and truly responsive to who they are as individuals.
I hold a Bachelor of Education and a Diploma of Community Services and am currently completing a Graduate Diploma in Early Childhood. This background allows me to support children through both an educational and therapeutic lens, with a strong focus on child development, emotional wellbeing, and inclusive practice.
My approach is play-based and inspired by the Reggio Emilia philosophy. I see play as meaningful learning — how children explore, communicate, and build confidence. I value each child’s strengths and adapt my support to meet them where they are, particularly when working with neurodiverse children.
Relationships are central to my work. I prioritise trust, collaboration with families, and culturally respectful practice. I aim to create calm, sensory-aware environments that support curiosity, wellbeing, and a positive sense of self.
At the heart of my philosophy is a simple belief: children do not need to be fixed — they need to be understood, supported, and celebrated for who they are.
