Where it all began

Viv Hailwood began The Brainchild Developmental Program as a physically-active program in schools. The aim was to help primary-aged children who were struggling with life and learning. Many had developmental diagnoses and learning issues. Her M.Sc.Research study at Manchester University, through BPRS Action Research and with research funding from Cumbria Children’s Fund (UK) and Morecambe Bay Health Authority were used to help measure the positive impact on the children. These studies revealed the high incidence of Infant Reflex integration problems in children in mainstream primary schools in England. Schools of different sizes and catchments in both the north and south of England were included. Sample size: 1196 pupils.Test variables showing greatest change (< .0005)

  • All the Vestibular tests
  • Tonic Labyrinthine reflex
  • Symmetrical Tonic Neck reflex
  • Asymmetrical Tonic Neck reflex.
  • A lesser change (.005) was evident for the change in the Moro. However, this is still considered a high significance level.

The positive impact of the Program on children with special educational needs was especially marked in the single case studies. In particular, children with complex difficulties and developmental diagnoses including autistic spectrum disorder, dyspraxia and dyslexia, showed considerable, positive change.

At this relatively early stage, the Program was still in development. In the 14 years since these initial evaluations, a great deal of new information has been added and the methodology refined. The program that you will use includes hands-on activities that were not possible in a school environment in the early stages of development. These add considerably to the impact of the Program.

The results of the early studies in 2002 to 2005 clearly demonstrate the positive impact of the Program on infant Reflex integration, behaviours and National SATs results.

PANDA 2004 РY6 SATs Comparative Data KS1 English Point Score Benchmark Results

NATIONAL DATA: The value – added grades for Y6 results in 2004 show a significant increase on previous years, which was not predicted by the schools. These show the totalled results of the individual children compared to all other Y6 children nationally.