Helping hand

Helping hand Making life easier for children and adults who are living with anxiety and learning difficulties.

INPP reflex integration, the Safe and Sound protocol and Tomatis Auditory integration. Working with those with retained reflexes and auditory integration difficulties to make life easier by treating the cause and removing the symptoms.

Neuromotor Readiness for LearningOne-Day Teachers’ Course14 March | Amble, NorthumberlandWho is this course for?• Teache...
06/03/2026

Neuromotor Readiness for Learning
One-Day Teachers’ Course
14 March | Amble, Northumberland

Who is this course for?
• Teachers
• SEN teachers and coordinators
• School psychologists
• Professionals supporting child development

If your work involves helping children engage, learn and regulate more effectively, this course offers structured, practical guidance you can implement immediately.

One-Day Teachers’ Course
Implementing Neuromotor Readiness for Learning
📍 Amble, Northumberland
📅 14 March

Book your ticket here >>> https://bookwhen.com/inpp-uk/e/ev-sioaa-20260314100000

Before children can sit still, focus, read or write comfortably, their nervous system needs strong physical foundations....
04/03/2026

Before children can sit still, focus, read or write comfortably, their nervous system needs strong physical foundations.

On this one-day neuromotor readiness course, you will explore how movement supports cognitive development, emotional regulation and classroom readiness and learn how to integrate these insights into everyday school practice.

Ideal for professionals working with children in education, SEN support and child development.
Book your place here >>> https://bookwhen.com/inpp-uk/e/ev-sioaa-20260314100000

03/03/2026

There seems to have been a spate of negative social media surrounding the subject of reflex integration as a therapeutic intervention. There are a few misinformed posts circulating. None of them written from an actual experience of the work. Isn't that interesting?
I would like to address some of the common concerns. I apologise for this long post...

* Research papers

One of the main criticisms is apparently a lack of independent research. The drivers behind a lot of research, are people who work with reflex integration day by day. The therapy is not widely understood beyond those circles. To get independent research done, requires a lot of money and also researchers who actually understand the work. You cannot understand, unless you have training. So, a bit of a catch-22 situation.
Another criticism seems to be that the research is restricted to their chosen modality. Given that that is how they know to work with reflex integration, how can we expect anything different? It is also a way of testing and monitoring that their modalities do work and do get results.
However, the body of research is growing. I do have a seven page document with hyperlinks to research. If you would like a copy, please message me, as I am not able to load it here.

* Training in Reflex Integration:

As a therapeutic practise, we are still in early stages of development, relatively speaking. So, it is run by small networks of therapeutic approaches, such as: MNRI, INPP, RMTi, Melillo Method, QRI and many, many more.
I do wish there would be a collaboration of understanding from all modalities and approaches. They all have their strengths and their weaknesses. They are all constantly evolving - striving to be better, striving for more understanding and reflection. Collaboration would be awesome, but as yet, that is not the case.
We are also a very long way from seeing it adopted at university level or degree status - though that would be truly wonderful to see. This would require well trained lecturers who understand the developmental implications of reflexes, not just patterns that are tested in paediatric assessments.

Why do we test for primitive reflexes? Why should all babies respond, if it didn't matter for ongoing development?

Research into the individual function of reflexes have actually been ongoing for over fifty years. And still we are being accused of making things up, of being questionable as a practise. Please can someone tell me why paying attention to the foundations of development is so terrible?

So, unfortunately, if you want to train in this work and understand it more, you do have to go through one of the groups that are more internationally active and recognised. Yes, I would like to see the quality of training more regulated and monitored. It would be great to have one world-wide governing body monitoring and regulating the quality and understanding.

* Claims at curing neurological differences:

No self-respecting properly trained reflex integration therapist/neurodevelopmental therapist would or should make such claims. We are an educational approach - teaching nervous systems how to regulate sensory processing and motion, more efficiently, more effortlessly and strengthening the nervous system in the process. The simple difference, is that we go back to the original building blocks and do the best we can to ensure the nervous system puts them into place. The goal, is always to increase an individuals access to choice. Choice around how they are able to understand their bodies in space, choice around regulating safety and attachment, choice around motion, choice around emotional regulation. As reflexes integrate, the foundation blocks for neurological resource, strengthens. Reducing the level of challenge one lives with, is always the goal. Retained primitive reflexes are simply one piece of the puzzle when trying to understand a person's level of difficulty with life and living.

* It's just monetising movement:

This argument floors me. We are human beings. We are created to be able to execute incredibly complex movement. Please tell me which therapeutic movement programs are not monetised? Occupational Therapy? Physical Therapy? Chiropractic? Osteopathy? Sport? Tai Chi, Martial Arts, Gym workouts.
I could go on.
These have all been around for a lot longer and have had more time to become accepted as therapeutic intervention, when dysfunctional motion is identified. The difference with reflex integration, is that we go back to the original building blocks of motion. We want to make sure the reflex arcs for motion have actually been able to connect in the nervous system. The more they connect and fulfil their role in our nervous system development, the more efficient the connections between different hubs in the brain, become.
Yes, there are some modalities out there who charge an eye-watering amount for their treatment. But, not all of them are like that. It's the same with all movement based interventions, whether they recognise, or understand the role of primitive reflexes or not.
You pay for the cost of training they have undergone, to build their understanding and you pay for their experience. As you would for anything.

* Reflex Integration is:

Reflex Integration is about looking at the whole child/ the whole person. We are looking to connect dots, as to why difficulties exist in the first place. Trying to identify the root cause, is the key and finding a solution. Can we reteach the nervous system to fulfil what it struggled to do, earlier? Can we give the nervous system a second chance?
We do not believe in coping strategies or having to learn to compensate. But we do recognise the nervous system's extraordinary capacity to do this. We see it again and again in the work we do.

Reflex Integration is always functional. Reflex integration should respect the state of a nervous system and work with each individual, with kindness and care. As function improves, this is evidence that neurological connections and synapses are firing better. Sensory processing and motion are a complex dance within the neurology of our brains. This is a key piece of our training, too. Everything is connected.

* What are Primitive Reflexes?

Primitive Reflexes primary role is to teach us how to survive. How to thrive. They teach us how to move. How to control our muscles optimally and our senses in balance. So, whenever they have not been able to fulfil their role, it can lead to our nervous systems having to adapt and compensate. Compensation takes effort.
Retained reflexes simply means that the reflexes have not fulfilled their role yet. As a consequence, the brain apportions energy in different ways. Integration = more effortless function.

Retained reflexes are connected to Sensory Processing Difficulties. They underpin our ability to develop the senses in the first place.
If the nervous system is struggling to process sensory processing, there is a reason. We function by how well we process sensory information from inside us, as well as from outside of us. The efficiency of that input, then determines the efficiency of the motor output. It is how our nervous systems function.
If a primitive reflex has fulfilled its developmental role in our nervous system, then our brain masters voluntary control over the movement pattern and it can always call on it, when the demand is there. We can function in a more balanced, effortless way.

Primitive reflexes have a crucial role to play in our nervous system development and our function. They are not a disease. They are not something we have to get rid of. They are not something to be feared. They simply need a little help to do what they were originally designed to do. They should emerge, develop and integrate or transform into lifelong postural control. Therapists who work with retained reflexes, are trained to understand this developmental journey and identify when an individual may need help with integration. Different modalities approach integration in different ways.

Retained primitive reflexes are far more common, than you would think. It simply depends on how much of an impact they have on your function, and if you would like to invite your nervous systems to develop stronger resources.

Most children and adults who come to us, have already tried many, many other things to help them. For me personally, it was the missing link after seven years of other interventions, for my son. Hence why I am here, today. Many parents and trainees I have worked with over the years, will say exactly the same - but of course that is anecdotal. It's not research.

Targeting the Brain’s Timing: Children with autism often have difficulty with multi-sensory timing—making social situati...
03/03/2026

Targeting the Brain’s Timing:

Children with autism often have difficulty with multi-sensory timing—making social situations confusing or overwhelming.

Music and rhythm help by giving the brain clear timing cues to synchronise movement and attention.

RGM uses beat-driven movement and visual-motor sequences to support this very process.

It’s fun to do—but serious in its science There's an incredible journal article by Applewhite et al, 2022 - if you'd like a copy please just DM me or comment below and I'll send it over to you.

📖 Ref: Applewhite et al., 2022

INPP One-day Teachers course in Welwyn Garden cityFriday, 5 June '26 10am – 4pm Welwyn Garden City Central LibraryThe IN...
28/02/2026

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

📍 One-Day Teachers’ Course – Implementing Neuromotor Readiness for LearningFriday, 5 June '26 10am – 4pmWelwyn Garden Ci...
26/02/2026

📍 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

Are you a teacher looking for practical ways to support children who struggle with attention, coordination or emotional ...
26/02/2026

Are you a teacher looking for practical ways to support children who struggle with attention, coordination or emotional regulation?
This course includes hands-on training in:
• INPP neuromotor screening tests
• Movement-based classroom strategies
• Guidance on implementing developmental movement programmes over the school year
Designed for teachers, SEN staff, school psychologists and education professionals who want practical approaches grounded in child development.
📍 Amble, Northumberland
📅 14 March
Book here >>> https://bookwhen.com/inpp-uk/e/ev-sioaa-20260314100000

Why does rhythm help recovery after a stroke?Studies show that hearing and moving to rhythm activates both the auditory ...
25/02/2026

Why does rhythm help recovery after a stroke?

Studies show that hearing and moving to rhythm activates both the auditory and motor areas of the brain. That dual stimulation encourages new neural pathways to form – a key principle of neuroplasticity.

In the Spanish study (https://pmc.ncbi.nlm.nih.gov/articles/PMC7923168/), patients training with music-based RAS (music-based rhythmic auditory stimulation) improved their ability to walk and coordinate movements compared with those receiving physiotherapy alone.
Rhythm doesn’t just move the body – it rewires the brain.

If you'd like to find out more about the Ronnie Gardiner Method please head over to our website - https://www.ronniegardinermethod.co.uk

Why will INPP training always be in person?Because bodies are not standardised.Because nervous systems do not behave the...
23/02/2026

Why will INPP training always be in person?

Because bodies are not standardised.

Because nervous systems do not behave the same way.

Because real practice happens in real space, with real people.

Our work is about far more than learning a set of techniques. It is about noticing subtle shifts in movement, posture, tone, hesitation and emotional response. These are things you feel and observe in the room, not things that translate through a screen.

Online learning has its place. But when you are training to work with children, families and vulnerable individuals, developing sensitivity and confidence in your own perception matters.

That is why INPP training remains fully in person.

Not for tradition’s sake, but because it protects the quality and integrity of the work.

There is a longer reflection on this over on the blog. Read it here:

https://www.inpp.uk/blog/Blog%20Post%20Title%20One-3zaa9-zlxng-slgha

One-Year INPP Training 2026/2027 - Edinburgh – Apply Now >>> https://www.inpp.uk/inpp-course-application-formThinking of...
22/02/2026

One-Year INPP Training 2026/2027 - Edinburgh – Apply Now >>> https://www.inpp.uk/inpp-course-application-form

Thinking of training in the INPP Method?

The one-year postgraduate Practitioner Training Course in Neuromotor Immaturity is now open for applications – and for 2026–2027, the in-person elements will take place in Edinburgh!

💻 Module 1: Online – October 2026 (online - 4 half days)
🏨 Modules 2 & 3: In person in Edinburgh – February & April 2027
📝 Exams: June 2027 (online option available)

Taught by highly experienced INPP trainers, this course provides everything you need to become a licensed INPP practitioner, including diagnostic tools, the INPP method and movement programme, and full access to course materials.

📣 If you're based near Edinburgh, this is an amazing opportunity – and spaces are limited!

Another adventure this time INPP training in Derry.
20/02/2026

Another adventure this time INPP training in Derry.

We all know that physical exercise keeps our bodies strong but what about exercise for the brain?Sound is one of the mos...
19/02/2026

We all know that physical exercise keeps our bodies strong but what about exercise for the brain?

Sound is one of the most powerful ways to stimulate the brain. When auditory processing begins to decline, the brain receives less stimulation, which can accelerate cognitive ageing.

The Tomatis® Method, used worldwide for over 60 years, provides structured auditory training that helps the brain stay flexible and engaged. Participants often report better attention, clearer thinking, and improved memory.

Research continues to show that keeping the brain stimulated through sound can be a valuable tool in healthy ageing.

Address

121 Giles Street
Edinburgh
EH66BZ

Opening Hours

Monday 9am - 5pm
Tuesday 9am - 5pm
Wednesday 9am - 5pm
Thursday 9am - 5pm
Friday 9am - 5pm

Telephone

+447516614731

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