Move & participate
Balance, rhythm, cooperative games and adapted challenges offer different ways to join in.
MiMo360 for Schools
Every child deserves
room to grow.
A whole-child wellbeing programme connecting supervised movement, practical assessment and human support. Help children participate, understand their progress and take a useful next step, together with their school and family.
Movement. Wellbeing. A useful next step.
Different ways to join in.
One whole-child view.
For the child who loves sport, the child who prefers a quieter challenge, and everyone finding their own way.
Understand progress
Reviewed observations connect an individual activity goal with a practical next step.
Support wellbeing
Explore routines, emotional expression and food habits with appropriate human guidance.
Connect school & home
Give teachers and families a clearer way to discuss participation and follow through.
A child’s world is connected.
Explore what we work towards, with the school, the family and the people who can help.
A shared circle around the child.
The child’s goals, preferences and comfort guide the conversation.
MiMo360 guideExplore at your own pace
Whose perspective would you like to explore?
For the school+
A useful starting point
A programme that fits the school day.
Bring activities, staff preparation, reviewed feedback and follow-through into an agreed timetable. Work alongside existing PE, teaching and wellbeing teams.
- Different ways for pupils to participate
- Clear responsibilities and a concern route
- Review of experience, workload and delivery quality
For children & families+
A useful starting point
Progress a child can recognise.
Start with a personal activity goal. Give families understandable feedback and a manageable next step, while leaving room for enjoyment, confidence and the child’s own voice.
- Participation without public ranking
- Private, reviewed feedback
- A practical conversation about the next step
When more support is needed+
A useful starting point
Someone to listen. A route to help.
A concern begins with context and a conversation. Scheduled wellbeing, nutrition or professional input may contribute within the agreed school programme. Qualified professionals make clinical decisions.
- An agreed route for concerns and follow-up
- Professional input matched to the concern
- Separate arrangements for individual consultations or formal assessments
What would you like to know next?
What would assessment mean here?↗
Assessment begins with a child taking part. Observe the activity in context, review what the information can tell us and choose a manageable next step.
- Participation and movement
- Following game rules and sequences
- The child’s experience and everyday routines
An activity observation is not a diagnosis or a measure of a child’s overall ability. Formal developmental or medical assessment requires an appropriate qualified professional and separate arrangements.
How could support reach home?↗
Reviewed feedback, practical activity ideas and scheduled conversations can help families follow through. The school agreement sets what is included, how families take part and when follow-up happens.
Who would be involved?↗
- The school: Agrees space and timetable, provides trained supervision and identifies a coordinator and safeguarding contact.
- MiMo360: Agrees activities, equipment, staff preparation, digital support and the process for reviewing programme quality.
- The supporting centre: Coordinates reviewed feedback and follow-up where included in the school’s agreement.
- Qualified professionals: Provide the scheduled guidance or individually arranged assessment appropriate to their role.
An interactive service guide. Your choices stay on this page.
From observation to action
Notice what helps. Decide what comes next.
A useful assessment should help someone decide what to do next. Human review keeps the child and the context in view.
Participate
Try a supervised activity with a goal that fits the child.
Observe
Consider the task, context and quality of the observation.
Review
A responsible person interprets what is useful and what is uncertain.
Adapt
Agree the next activity or an appropriate support conversation.
Revisit
Return to the goal and review the child’s experience over time.
A report with a next step.
An example of the questions reviewed feedback should answer.
Example structure, not a pupil record- What I tried
- The activity and the goal we agreed.
- What was observed
- Useful observations, with their context and limits.
- What happens next
- An adjusted activity or a support conversation.
- Who follows up
- An agreed person and a point to review.
An activity observation is not a diagnosis or a measure of a child’s overall ability. Formal developmental or medical assessment requires an appropriate qualified professional and separate arrangements. Poor-quality capture should not produce a score or a judgement about a child.
Space to talk.
People to turn to.
A child’s experience goes beyond an activity score. School and family context can guide conversations about routines, wellbeing and appropriate support.
What professional support can be included?+
Scheduled counselling or psychology, nutrition guidance and paediatric input when indicated can form part of an agreed support network. They are not a promise that every specialist is present at the school.
Individual consultations, formal assessments and therapy are separately arranged. Qualified professionals remain responsible for clinical decisions.
Start with your school.
Build around its needs.
Each school programme is agreed before launch. Activities, timetable, professional input and additional services depend on the school’s needs and delivery capacity.
Discuss a school programmePlan together
Discuss the pupils, priorities, timetable and existing school support. Agree the programme scope and a clear point of contact.
Prepare the setting
Review space, accessibility, supervision, staff training and permissions. Demonstrate how a full class would participate.
Start and support
Run the agreed activities, review observations and coordinate school and family communication. Confirm how concerns reach the right person.
Review before expanding
Look at participation, pupil experience, teacher workload and service quality. Use the findings to agree what should change or grow.
Where curiosity could lead.
Optional extensions give pupils more ways to explore. Each needs its own scope, appropriate supervision, tools and budget.
Sports exploration+
Explore movement through activities such as badminton, football or throwing. Advanced analysis needs suitable tools, task validation and qualified coaching. No promise of selection or sporting achievement.
Creativity & STEM+
Design inclusive games, build age-appropriate coding or sensor projects, and document what works, fails and changes. Student projects use suitable practice data, with health records kept outside the lab.
Enterprise & invention+
Older pupils can explore real needs, test prototypes and explain costs and evidence. Credit stays visible; research, publicity or commercial use needs separate review and appropriate student and guardian agreement.
Built around people. Connected by Zeuron.
Zeuron develops the technology infrastructure, MiMo is the compute hardware within that foundation, and MiMo360 brings the programme and human support together. Tools used in a school are selected and confirmed for that setting.
Meet the technology backbone- ZeuronTechnology infrastructure
- MiMoCompute hardware
- MiMo360Programme & human support
A few useful questions.
Is this only for children who need additional support?+
The approach is inclusive. A school agrees age-appropriate activities and adaptations for its pupils, including children who prefer cooperative play, rhythm or gentle challenges to competitive sport.
Does this mean more time sitting in front of a screen?+
The proposed sessions centre on supervised physical activity. A display can guide a game or give feedback. A school demonstration should show actual active time, waiting time and how the whole class takes part.
Can the games diagnose ADHD, autism or a learning disability?+
No. Game observations do not establish a diagnosis, intelligence or future potential. A concern requiring formal assessment belongs with an appropriately qualified professional, with the family involved.
Is every specialist based at the school?+
No. Shared professional input follows an agreed schedule. Individual consultations, formal assessments and therapy are separately arranged; the family can choose whether to pursue them.
How are children’s information and reports handled?+
Before launch, the school and MiMo360 need to agree permissions, access to records and private feedback. Reports should support individual progress, without public rankings. Photographs, research and showcases require separate consideration and permissions.
What does a school programme cost?+
A proposal follows a discussion of the cohort, timetable, staffing and scope. Optional labs, advanced sports work and individual clinical services are agreed separately. Contact us to discuss a school-specific proposal.
Goals describe what the programme works towards, not demonstrated MiMo360 outcomes or guaranteed improvements. Activities complement school teaching and wellbeing support. They do not replace clinical assessment or treatment.
For school leaders & teams
Let’s make the next
school day more connected.
Tell us about your school, the pupils you want to support and the priorities you have in mind.