Ten minutes a day.
A difference that lasts
a lifetime.
A whole-class movement programme that builds the physical foundations for learning, and stays with children long after they leave your classroom.
Many children who struggle in school are not lacking intelligence or effort. They are missing the neuromotor foundation that learning depends on. The INPP Schools Programme addresses this directly, in your classroom, with no specialist equipment and no withdrawal from lessons.
You have noticed it in your classroom.
The child who cannot sit still despite wanting to. The one whose handwriting doesn't reflect what they clearly understand. The one who is overwhelmed by noise, or who falls apart during transitions. These may not be behaviour problems at all. They may have a neuromotor explanation.
Of children show neuromotor immaturity at school entry
Multiple controlled studies across UK primary schools have found that between a third and almost half of children assessed show elevated levels of retained primitive reflexes, the involuntary movement patterns that should have integrated in infancy.
Of underachieving children show neuromotor delay
Among children performing below age expectations in core subjects, the rate of neuromotor immaturity rises significantly. Research from Park Hall Junior School found 85% of poor readers and 75% of those struggling in maths showed signs of neuromotor delay.
See the programme in action
A short overview of how the INPP Developmental Movement Programme works in a school setting, what it looks like in the classroom, and what the evidence shows.
INPP Schools Programme Overview
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INPP UK · The Schools Intervention Programme · Presented by Pauline Shannon, INPP National Principal for the UK
Simple to implement. Evidence-based throughout.
One day of training
A teacher or SENCO attends the INPP One-Day Teachers' Course. No neuroscience background required. You leave knowing exactly what to do and why.
Screen your class
Use the INPP screening tool to identify which children show signs of neuromotor immaturity. The assessment takes around 15 minutes per child.
Ten minutes, every day
Lead the whole class through a short structured movement routine. Fits naturally into the morning registration period or as a transition activity.
Measure the difference
Re-screen at the end of the year. The evidence consistently shows significant reductions in neuromotor immaturity and improvements in attainment and behaviour.
What schools have found.
Case Study 1 · What Teachers Notice
John Stainer Community School
"The lower the National Curriculum level, the higher the average neuromotor immaturity score."
Sue Harte, Head Teacher, John Stainer Community School
Every child performing below age-related expectations in reading showed significant neuromotor immaturity. The connection between retained grasp reflexes and handwriting difficulty — grip tension, inconsistent letter formation, poor writing stamina — became immediately visible to staff once they understood what to look for.
Key findings for teachers
Case Study 2 · The Research
North Eastern Education & Library Board, Northern Ireland
"Children with high levels of retained reflexes and a reading age below their chronological age who completed the programme made greater progress in reading than those who did not."
North Eastern Education & Library Board Report, 2004
This is among the most rigorous school-based studies of the INPP method. Across seven Northern Ireland primary schools, children in P2 and P5 year groups were assessed for neuromotor immaturity. In each school, one P5 class completed the INPP movement programme daily throughout the year. A comparison class in the same school did not.
The results were statistically significant. Children who completed the programme showed a markedly greater reduction in retained reflexes than those who did not. The exercise group also showed significant improvement in balance and coordination, and a measurable increase in cognitive development.
Crucially, for children who both had elevated reflex retention and were reading below their chronological age, those who completed the programme made greater reading progress than the comparison group. The study also established that neuromotor scores at baseline predicted poorer literacy outcomes, confirming that neuromotor immaturity is not incidental to learning difficulty, but may be a contributing cause.
What you can expect to see.
Reading & literacy gains
Retained reflexes directly disrupt eye tracking and text decoding. Multiple studies show measurable reading age gains over the programme year.
Improved handwriting
Grasp reflexes affect pencil grip and letter formation. Children often find writing less effortful as neuromotor maturity develops.
Calmer classrooms
Neuromotor immaturity often presents as restlessness or difficulty self-regulating. Addressing the cause leads to more settled learning environments.
Better concentration
When the nervous system manages unintegrated reflexes, fewer resources are available for learning. As this resolves, focus improves naturally.
Greater confidence
Children who have found school consistently difficult often carry anxiety about their abilities. As skills improve, confidence follows.
Whole-class approach
Rather than waiting for individual referrals, the programme supports all children simultaneously, reaching those who might never be formally identified.
A presentation for your staff meeting.
Download or share this short presentation with colleagues, governors, or parents. It covers the key evidence, what the programme involves, and how to get started.
INPP Schools Programme
Staff Presentation
A ten-slide presentation covering the evidence base, how the programme works, two school case studies, and how to get started. Suitable for staff meetings, governor presentations, and parent evenings.
Open presentation in full screenOpens in a new tab · 10 slides · Use arrow keys to navigate
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INPP Training UK Ltd, Provider Number: 51084, The CPD Standards Office