Bright FACES Pty Ltd

18/02/2026

18/02/2026

Bracken (Bracken School Readiness Assessment)

Evaluates early cognitive and concept development, focusing on foundational school-readiness skills such as colors, letters, numbers/counting, sizes, shapes, and comparisons. Used to screen for developmental delays and readiness for formal learning environments.

Implications:
Highlights delays in foundational pre-academic concepts that may affect early learning and classroom engagement. Results guide targeted early intervention, school readiness goals, and collaboration with educators or families to build cognitive and language-based concepts. Can help differentiate developmental vs purely motor concerns.

16/02/2026

Beery VMI (Beery–Buktenica Developmental Test of Visual–Motor Integration)

Assesses how well a child coordinates visual perception with motor output, primarily through copying geometric shapes. Supplemental tests evaluate visual perception and motor coordination separately. Frequently used to understand handwriting readiness, drawing skills, and school-based fine motor performance.

Implications: Low VMI scores suggest difficulties with handwriting, drawing, copying from the board, spacing, and page layout. Discrepancies between visual perception and motor coordination scores help identify whether challenges are primarily perceptual, motor, or integrative. Results inform targeted intervention (e.g., fine motor control vs visual discrimination vs combined approaches).

10/02/2026

BOT-2 (Bruininks–Oseretsky Test of Motor Proficiency)

A standardized assessment of gross and fine motor skills for children and young people. It measures areas such as balance, coordination, strength, running speed, manual dexterity, and fine motor precision/integration. Commonly used to identify motor delays, developmental coordination disorder, and to guide intervention planning.

Implications:
Results help determine the presence and severity of motor delays or coordination difficulties (e.g., DCD). Scores can explain challenges with playground participation, sports, self-care tasks (dressing, fasteners), and classroom skills (cutting, handwriting). Findings guide goals around strength, coordination, motor planning, and participation-based motor skill development, and may support referrals or funding justification.

Look for:

· Clumsiness, frequent tripping/falling
· Avoidance of sport or playground activities
· Poor balance or coordination
· Difficulty with ball skills or bilateral tasks
· Slow/inefficient fine motor tasks (cutting, manipulating tools, fasteners)
· Fatigue with physical activity
· Concerns about possible DCD

04/02/2026

22/01/2026

🌟New group starting in Term 1, 2026 🌟
We are accepting Expressions of Interest for a new Lego Group. This group will be run weekly on Thursday afternoons at 4pm.
Expressions of Interest close on Monday 26th January 2026.
If you are interested in enrolling into the fun new group, please contact our clinic via email at info@brightfaces.com.au.

20/01/2026

🌟New group starting in Term 1, 2026 🌟

We are accepting Expressions of Interest for a new OT Motor Skills Group. This group will be run fortnightly on Tuesday afternoons at 4pm.

Expressions of Interest close on Monday 26th January 2026.

If you are interested in enrolling into the fun new group, please contact our clinic via email at info@brightfaces.com.au.

16/12/2025

Are you a NDIS client looking for Psychology sessions.

Our Psychology waitlist is open with sessions ready to commence in February 2026.

Please contact Bright FACES on 9971 5415 or via email at info@brightfaces.com.au to add your child to the waitlist.

11/12/2025

2026 is almost upon us!

Our groups for Term 1, 2026 have now been announced.

If you would like to enquire about any of these groups, or register your child's interest, please contact our Reception on 9971 5415, or email us at info@brightfaces.com.au.