Helping hand

04/04/2026

Autistic individuals often have a natural strength in musical memory and rhythm.

The Ronnie Gardiner Method meets children where they shine—using rhythm and music to support speech, coordination and engagement.

When we lean into strengths we can really help children and adults whose lives can be otherwise challenging. If you'd like to find out more please just get in touch.

📖 Ref: Applewhite et al., 2022

03/04/2026

INPP One-day Teachers course in Welwyn Garden city
Friday, 5 June '26 10am – 4pm
Welwyn Garden City Central Library

The INPP One-Day Teachers’ Course is designed for:
• Primary school teachers
• SENCOs and SEN teachers
• School psychologists
• Teaching assistants
• Education professionals working in learning and development

If you are seeing increasing levels of under-achievement, poor concentration, coordination difficulties or classroom behaviour challenges, this course provides structured tools to help identify whether neuromotor development may be a contributing factor.
It bridges the gap between observation and practical action.

BOOK HERE >>> https://bookwhen.com/inpp-uk/e/ev-s73gg-20260605100000

02/04/2026

Many children are trying their absolute best at school, but it can still feel harder than it should.

Sometimes the reason isn’t obvious.

A large study of primary school children in Northern Ireland found that over a third of P5 children and almost half of P2 children had retained primitive reflexes. These are early movement patterns that should usually integrate in infancy, but can sometimes remain active.

If reflexes are still present, children may have to work harder to sit still, focus, coordinate their movements or process information. That extra effort can make reading, writing and concentrating far more tiring than we realise.

In the same study, children who followed the INPP daily movement programme showed clear improvements in balance, coordination and cognitive development – all important foundations for learning.

For parents, this is reassuring. Struggles at school are not always about effort, behaviour or intelligence. Sometimes they are linked to physical development that simply needs support.

Research by Brainbox Research Ltd, Northern Ireland
INPP programme referenced by INPP

01/04/2026

Some children seem constantly “on alert”. They may struggle to calm after upset, react strongly to stress, or find everyday situations overwhelming. When this happens, the nervous system is often working much harder than it should.

As Dr Tony Ebel explains, the vagus nerve plays a key role in helping the body feel safe, settled and regulated. If the vagus nerve isn’t functioning as well as it could, children may find it harder to switch out of stress mode, even when nothing threatening is happening.

Sometimes early experiences such as birth stress or physical tension in the body can interfere with how this system develops.

When the vagus nerve isn’t fully supported, it can show up as:
• big emotional reactions
• difficulty settling after upset
• sensory overload
• restlessness
• digestive discomfort

Understanding the nervous system can help shift the way we see behaviour. Instead of assuming a child is being difficult, we can begin to explore what their body may be asking for and how to support it gently and calmly.
(Ref: Dr Tony Ebel)

31/03/2026

INPP One-day Teachers course in Welwyn Garden city
Friday, 5 June '26 10am – 4pm
Welwyn Garden City Central Library

The INPP One-Day Teachers’ Course is designed for:
• Primary school teachers
• SENCOs and SEN teachers
• School psychologists
• Teaching assistants
• Education professionals working in learning and development

If you are seeing increasing levels of under-achievement, poor concentration, coordination difficulties or classroom behaviour challenges, this course provides structured tools to help identify whether neuromotor development may be a contributing factor.
It bridges the gap between observation and practical action.
BOOK HERE >>> https://bookwhen.com/inpp-uk/e/ev-s73gg-20260605100000

30/03/2026

When professionals talk about confidence, structure and clarity in their training, it matters for families too.

A practitioner currently training in the INPP method recently reflected on how the course has strengthened their ability to assess children carefully and thoughtfully, leading to clearer outcomes and better support for parents and schools.

What stood out was not just learning techniques, but developing a reliable way of understanding what might be going on beneath the surface when a child is struggling. This kind of training helps practitioners move beyond assumptions and provide explanations that actually make sense of a child’s experience.

For parents, this means working with someone who has been trained to observe carefully, assess thoroughly and follow a well-established framework, rather than relying on trial and error.

The blog shares this practitioner’s perspective and why this approach can make such a difference to children and families alike.

READ IT HERE >>> https://www.inpp.uk/blog/practitioner-perspective-why-the-inpp-course-stands-out

28/03/2026

During the in-person assessment module of the INPP practitioner course, trainees learn how to carry out detailed diagnostic assessments covering motor skills, retained primitive reflexes and perceptual development. These practical skills are essential for creating clear, informative reports that help parents understand their child’s needs.

One trainee described how the week strengthened their confidence in working with children, explaining that learning to carry out thorough assessments made them feel better prepared to provide meaningful guidance to families.

For parents seeking support, knowing that a practitioner has completed extensive hands-on training can offer reassurance that assessments are careful, structured and tailored to each child.

27/03/2026

Why do people choose to train with INPP?

Often, it starts with a lived experience.

For many practitioners, this work is not theoretical. It begins with watching a child try harder than anyone realises. With seeing exhaustion mistaken for lack of effort. With feeling that something important is being missed.

INPP training attracts people who want to understand why learning and behaviour can feel so hard for some children, even when they are bright, motivated and trying their best. It offers a way of seeing patterns others overlook, and a framework that makes sense of what can otherwise feel confusing or fragmented.
This is not quick-fix work, and it is not about ticking boxes. It is about learning to observe, to listen, and to work with the nervous system in a grounded, practical way.

Many of those who train with INPP do so because they have seen first-hand what happens when the right support arrives at the right time.

There is a personal reflection on the blog that explains this journey in more depth.

Have a read here >> https://www.inpp.uk/blog/why-i-do-the-work-i-do

26/03/2026

📍 One-Day Teachers’ Course – Implementing Neuromotor Readiness for Learning
Friday, 5 June '26 10am – 4pm
Welwyn Garden City Central Library

More children are entering school under-achieving or identified with Special Educational Needs (SEN).

Teachers are often left asking:
Why is this happening?
What are we missing?
What practical support can we actually implement?

One factor that can interfere with classroom success is immature motor development. If physical foundations such as balance, coordination and postural control are still developing, children may struggle with attention, handwriting, reading, emotional regulation and classroom participation.

This one-day INPP teacher training course provides practical tools to:
• Screen for neuromotor readiness for learning
• Identify signs of motor immaturity
• Implement a daily classroom movement programme
• Support the physical basis for learning across the school year

This is not theory alone. It is practical, structured and designed specifically for school settings. Book here >>> https://bookwhen.com/inpp-uk =ev-s73gg-20260605100000

26/03/2026

Do you have a Parkinsons group that could benefit from RGM? I am currently Minnesota doing more RGM training.

The training will be offered in the UK every year. Let me know if you are interested in attending or hosting a course.

Www.ronniegardinermethod.co.uk

Op maandag 30 maart wordt voor het eerst een Parkinsoncafé georganiseerd in het Westerkwartier (provincie Groningen). Het onderwerp van deze eerste bijeenkomst is de RGM en hoe je, met behulp van deze leuke oefenmethode, op muziek je hersenen kunt trainen. Deze bijeenkomst is voor mensen met Parkinson en hun naasten. Zegt het voort!!

25/03/2026

What makes a training course genuinely stand out for practitioners?

According to a trainee on the INPP UK Postgraduate Practitioner Course, it comes down to structure, clarity and confidence.

After exploring other reflex integration approaches, they described INPP as the most logical and easy to follow. The course builds knowledge step by step, linking theory directly to observation and practice, rather than leaving practitioners to piece things together themselves.

The in-person training week was highlighted as particularly valuable. Being able to practise assessments, ask questions in real time, and receive clear guidance made a real difference to confidence when working with children and writing reports that parents and schools can trust.
For professionals who value a grounded, methodical framework rather than guesswork, this reflective account offers a useful insight.

The full practitioner perspective is shared on the blog. Read it here >>> https://www.inpp.uk/blog/practitioner-perspective-why-the-inpp-course-stands-out

24/03/2026

What INPP Does...

INPP UK (The Institute for Neuro‑Physiological Psychology) focuses on how physical development in early life supports learning, behaviour and emotional regulation. The work centres on identifying neuromotor immaturity (when early movement patterns have not fully integrated) and addressing this through structured, individual programmes.

The approach is non‑invasive and based on understanding the link between movement, posture and neurological development.