Schools Programme



Research over the last 30 years carried out both independently and by INPP has shown that there is a direct link between immature infant reflexes, academic underachievement and increased anxiety in later life, and that a remedial programme aimed directly at stimulating and integrating primitive and postural reflexes can effect positive change in these areas.

Chronological age and intelligence are not the only criteria for learning success. Developmental readiness for formal education is equally important. Developmental testing of motor skills is carried out regularly in the first year of life, but when responsibly for the young child moves from the domain of medical (midwife, paediatrician and health visitor) to education at the time of school entry, a child’s developmental readiness in terms of physical development is not assessed as a matter of routine.

Once a child enters formal education at rising five years of age in the UK, assessment of physical development only take place if problems of a medical nature arise. Assessment within the school system tends to focus on the educational problems or the presenting symptoms rather than on the investigation of underlying causes.

Research, on-going over many years, shows that children who have difficulties at school often have not passed effectively through the stages of early development so that that they can make the most of their intelligence and natural ability.

There is more and more growing of evidence to support the long term theory that control of balance, motor skills and integration of early reflexes are linked to academic achievement. There are a series of studies carried out in schools in the United Kingdom since 2000 which show that, in many cases, something can be done about academic problems. The remedy is a simple daily exercise programme which can be carried out in school for ten minutes every day.

This test battery and clinical programme have been adapted from the ‘clinical individual programme’ for use in schools with large groups of children.


Children from Reception, Y1 and Y2 doing their daily developmental movement programme.

 

School Testimonial

I am writing to endorse Mr Dolby’s expertise and skill and the impact which this has had on many of our children who have had social and or physical learning needs.

Mr Dolby is a well-qualified Neuro-Developmental Therapy practitioner who has assessed children’s delayed reflex needs. He has then planned for the delivery of daily exercise programmes, and trained and supported teaching assistants to deliver these programmes.

The impact on the children’s’ disposition, attitude to learning and access to the curriculum has been impressive. Concentration and motivation have increased, and skills in handwriting and PE, for example, have markedly improved.

Our children and our school have benefitted greatly from this and I would wholeheartedly recommend Mr Dolby’s work to any other school which is interested in improving the skills of lower performing individuals or groups of pupils.

Yours sincerely,
Mrs Sarah Dawson
Headteacher, Horton Park Primary School, Bradford

The test battery is used as a screening tool only. It does not provide sufficient detailed information to justify a diagnosis, nor is it intended to replace standard neurological examinations, psychological or educational assessments usually carried out by trained psychologists, remedial therapists, medical and other non-medical professionals. It will however, identify children who will benefit from the INPP Schools’ Programme.

The programme involves carrying out a series of developmental movements each day, based on movements normally made by the child in the first year of life following a chronological line of development. Our programme of exercises take children back to the very beginning of balance training which is an important and neglected ‘sense’ that is so essential to all areas of functioning.

By using natural movements in a developmental sequence, improved coordination becomes an integrated function rather than simply a practice learned skill. (Skills that are dependent on continuous practice tend to lack flexibility and do not necessarily adapt well or transfer to new situations).

The INPP Programme for Schools has been the subject of a series of studies carried out to assess the reliability of both The INPP Test Battery in identifying children who are under achieving or at risk of underachieving, and of the effectiveness of The Developmental Exercise Programme in improving reflex status, balance, coordination and educational performance. The first results involving over 810 children in primary schools across the United Kingdom were published in 2005. (Releasing educational potential through movement. Child Care in Practice. 11/4:415-432. Goddard Blythe SA, 2005)

School’s SATs results improve
At one primary school in Derbyshire, pupils took part in the exercise programme which consisted of a series of developmental movements each day for 10 minutes duration throughout the academic year.

In the summer of 2012, all pupils reached the national standard expected of 11-year-olds in english and math tests, up from just 56 per cent two years ago.

Jackie Micklethwaite, head teacher of Brailsford C of E primary, said: “We have seen great improvements in most of the children we have put through these exercises.” Article in the Daily Telegraph – Monday 23rd April 2012, News – Education

If you would like The Kinesis Consultancy to come to your school to teach the staff about Neuro-Developmental Delay and the exercise programme, you can book a full day training course at your school by contacting us at info@kinesisconsultancy.co.uk or call 0114 2451502.

There is also the possibility to visit your school to assess groups or classes of children for Neuro-Developmental Delay.

If you would like to find out if we may be able to help you as an individual or someone in your care, please complete our questionnaire; send an email to info@kinesisconsultancy.com or call 0114 2451502.