Helping hand

Always fab to hear feedback from our attendees on our Ronnie Gardiner Method courses - if you're interested then keep in touch to find out when our latest courses are running...

"Thanks for a great weekend!
Pretty sure the range of people in this group, and what we do, shows how everyone needs a little RGM in their lives!"

Autistic children often respond more easily to rhythm than to spoken instruction. That’s because rhythm helps regulate the brain’s sense of timing—something often affected in autism.
RGM uses predictable, structured rhythmic patterns to support communication, movement and memory.

✨ Accessible for all ages ✨ Easy to integrate with existing therapies ✨ Backed by science

Why professionals look beyond traditional approaches

Many professionals who train in the INPP method begin with the same question:
Why are some children still struggling even when teaching strategies are adapted and support is in place?

One practitioner on a recent INPP training course came to the method after years working as an Additional Educational Needs teacher.

“No matter how much I adapted lessons or relied on resources, it became clear that some children’s difficulties could not be addressed through classroom strategies alone.”

Through conversations with an experienced INPP practitioner, she began to learn about the role of early motor development and primitive reflexes in learning and behaviour.

Some children may appear ready for school academically, but their neurological development may still be immature. This can affect:

• coordination and posture
• attention and concentration
• reading and writing
• emotional regulation

The INPP method focuses on identifying these underlying developmental factors and supporting the nervous system through specific movement-based programmes.

For this practitioner, that discovery led to a new professional direction and enrolment on the one-year INPP Practitioner Course.

Learning doesn’t happen separately from the body.

Skills like balance, posture, coordination and eye tracking all play a part in how a child manages the classroom day, from sitting comfortably, to focusing, to reading and writing with ease.

When these areas are working well, they tend to go unnoticed.

But when they are under strain, children often have to put in much more effort just to keep up.

INPP’s work looks at these physical foundations of learning, including how neuromotor development supports attention, coordination and classroom performance. When this development is less mature, it can affect both learning and behaviour, even in children who are bright, motivated, and trying their best.

Taking this into account can help explain why some difficulties persist, despite good teaching and plenty of effort.