Two Ways To Work Together
The whole class, and the child who needs more
Some children are supported well by a whole-class approach. Others need something more individual. I am involved in both, and it matters that the two stay distinct: one is a national programme I signpost and advise on, the other is my own clinical work as an INPP Licentiate.
Whole Class · Run By Your School
The INPP Schools Programme
A structured, whole-class movement programme developed by the Institute for Neuro-Physiological Psychology (INPP UK), delivered by your own trained staff in around ten minutes a day. I advise schools considering it and support staff already running it.
How the Schools Programme works →One-To-One · My Own Practice
Individual INPP Assessment
For the child who, through the Schools Programme, is identified as needing something more bespoke. A full clinical assessment and an individually tailored programme, funded by the family or by a school's inclusion funding, delivered at school or at home.
How individual referral works →What Is The INPP Schools Programme?
A national programme, run by your own staff
The INPP Schools Programme is a whole-class movement programme developed by the Institute for Neuro-Physiological Psychology, the accrediting body behind all INPP practitioner training. It gives trained staff a simple daily movement sequence, requiring no specialist equipment, designed to support the neurological building blocks that sit underneath reading, writing, coordination and concentration.
The programme is delivered by schools themselves after INPP UK training. I am not the provider of this training, but I work closely with INPP UK, continuing to lead CPD and support in schools. I am glad to advise schools considering the programme, make the right introductions, and support staff already delivering it with practitioner-level questions.
Training itself is delivered directly by INPP UK, the accrediting body, so if your school wants to explore running the programme yourselves, they are the right first point of contact for training dates and costs.
When A Child Needs More
Individual assessment, one child at a time
The whole-class programme is a good foundation, and for most children it does the job well. I pick up the children who, through the Schools Programme, are identified as needing something more bespoke: a full assessment of that child's own pattern of retained reflexes, followed by an individually designed programme built around them, rather than the general class sequence.
There are two routes into this work. Some families come to me directly and fund the assessment and programme themselves. Some schools use their inclusion funding to commission an individual assessment for a specific child, which can be a straightforward way to access more targeted support without asking the family to pay. Either way, once the assessment is complete and the programme is designed, it can be delivered by school staff as part of the day, or by parents at home, whichever suits the child and the setting best.
Schools do not need to complete any paperwork to refer a family. The simplest first step is sharing my details directly, or suggesting a family try the free screening questionnaire before any paid appointment takes place. Where parents give consent, I am glad to liaise with school staff throughout, and to visit a school in West Yorkshire as part of the process where that would help.
More on primitive reflexes and how they affect learning →Beyond Individual Referrals
Working with your school community
Some schools want more than a referral pathway. Here are two other ways I can get involved.
For Parents
Parent information evenings
I can come in to speak to parents at your school about neurodevelopmental support: what it is, who it might help, and what the process looks like. These sessions are informal and designed to help parents recognise signs and understand their options without feeling overwhelmed.
For Staff
Conversations with SENCOs
If you have a child in mind and would like to talk things through before approaching the family, or simply want to understand more about what Think Thrive offers, I am always happy to have an informal conversation, no referral required.
Why It Matters In Practice
The impact in the classroom
When primitive reflexes have not integrated as expected, the effects tend to show up in two connected places: how a child accesses learning, and how they manage themselves day to day.
Accessing Learning
- Poor pencil grip or handwriting that does not improve with the usual support
- Difficulty tracking smoothly across a page when reading
- Slow processing, or difficulty following multi-step instructions
- Persistent difficulty with phonological awareness or reading development
- Poor balance and coordination, including struggles in PE
- Difficulty crossing the midline, or avoiding tasks that need both hands
Behaviour & Regulation
- Emotional responses that seem disproportionate to the situation
- Fidgeting, restlessness, or difficulty sitting still for extended periods
- Anxiety that interferes with engagement or attendance
- Hypersensitivity to noise, touch, or movement around them
- Low self-esteem, or a tendency to avoid tasks they expect to fail
- Behaviour that improves and then unravels again under mild pressure
Common Questions
What schools tend to ask
How much staff time does this take?
For the whole-class Schools Programme, just the daily ten-minute movement sequence delivered by your own trained staff, with no extra planning once training is complete. For an individual referral, all I usually need from school is an initial introduction and, with parental consent, the occasional update. If the referral comes through school, I will visit the child in school for up to two hours for the initial assessment, ideally with a parent present, or a member of staff if not. I will give the child their exercises and then return every eight weeks for a review session.
Does this affect an EHCP or other formal plan?
No. This work sits alongside any existing EHCP, SEND support plan, or NHS pathway. It does not replace or interfere with them, and I am glad to liaise with whoever else is involved, with parental consent.
Does a child need to have done the whole-class programme first?
No. If your school runs the Schools Programme, an individual referral takes the place of that programme for that particular child, rather than running alongside it.
How do we get started?
To refer a specific child, complete the short referral form and I will be in touch to arrange the next step. For anything else, whether that's asking about the Schools Programme or talking something through informally, just get in touch and I will arrange a conversation as soon as I can.
Research & Evidence
What the research says
The evidence base for primitive reflex integration is still developing, and it is important to say so plainly. Studies report reductions in persisting reflexes alongside gains in reading, spelling and maths, particularly in children with both elevated reflex scores and reading below their age. Systematic reviews are also clear that more high-quality, randomised research is needed. I think schools and parents deserve that honesty rather than an overstated claim.
INPP Ltd
Research and publications, Institute for Neuro-Physiological PsychologyThe accrediting body's own research page, including studies using the INPP Test Battery and developmental exercise programme in schools.
Journal of Neuroscience & Neurological Disorders
Grigg et al., Primitive Reflex Integration and Reading AchievementA study examining the relationship between retained primitive reflexes and reading outcomes in school-age children.
ScienceDirect
Persisting primitive reflexes and motor and cognitive development in children: a systematic reviewA review of the wider evidence base, including its strengths and its current limitations.
Nursing Children and Young People (RCNi)
Retained primitive reflexes in children: clinical implications and targeted home-based interventionsA clinical overview aimed at practitioners working with children affected by retained reflexes.
I am happy to talk any of this through with school staff who want to understand the evidence in more depth before deciding whether it is relevant for a child in your care. For the fuller evidence library behind this work, visit the Research page.
Getting A Family Connected
How to refer a child
There is no complicated referral process, just a short form to get started.
Fill in a short online form with the child's and school's details, and I will be in touch to arrange the next step.
Open the referral form →Families can complete a free questionnaire at thinkthrive.co.uk before any paid appointment, so I understand the picture from the outset.
If you would like to discuss a child informally before approaching the family, I am happy to have that conversation. Get in touch and I will respond as soon as I can.
A one-page PDF, suitable for printing or sharing digitally.
Talk to me about your school
Whether you are exploring the INPP Schools Programme, thinking about referring a specific child, or simply have a question, I am glad to hear from you. There is no commitment required to make contact.
Unit 2, Phoenix Squash and Fitness Club
Honley, Holmfirth, HD9 6PA