Move & participate
Balance, rhythm, cooperative games and adapted challenges offer different ways to join in.
MiMo360 for Schools
More ways to move.
More ways to belong.
Some children race onto the playground. Others need a different way in. MiMo360 helps schools bring movement, wellbeing and a clear route to support into the same school day.
For the child. With the family. Around the school.
Start with the child’s day
The school day is bigger
than the classroom.
Joining a game. Following a sequence. Asking for help. Finding the confidence to try again. These everyday moments deserve attention alongside learning.
“There is a way for me to take part.”
That is the experience we work towards. A supervised programme connects physical activities, useful observations and people who can help, without making every child fit the same starting point.
For children who enjoy sport, those who prefer rhythm or creative play, and those who need activities adapted around them.
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.
Step into a session
A little rhythm.
A reason to join in.
Picture a supervised session with several ways to participate. Open each moment to see how the experience could unfold.
Arrive & choose+
Find a comfortable way in
An adult introduces the activity and checks what each child needs to take part. A quieter start, a seated movement or a simpler sequence can offer another way in.
“Would you like to watch first, try it with me, or start with a smaller movement?”
The starting point is participation, at a level that fits the child.
Rhythm & movement+
Move, listen and make a pattern
A clap, a familiar tune or a visible signal can lead into a movement sequence. Children might copy a rhythm, step to a pattern or take turns creating one together.
“Can we build a pattern that everyone can join?”
Sound levels, movement and complexity are adapted. Quiet and visual alternatives matter, too.
Play & practise+
Play a challenge together
Balance, cooperative games and guided digital activities give children a reason to move. A display may guide one station while the rest of the group practises in a supervised physical circuit.
“What made that easier? What would you like to try again?”
The whole-class experience matters: active time, waiting time, access and enjoyment.
Reflect & reconnect+
Leave with a next step
A short reflection makes room for the child’s own experience. Reviewed observations can suggest a small activity adjustment or a conversation with the school and family.
“Next time, shall we try the same pattern with a partner?”
A useful observation leads to an agreed action and someone who follows up.
An example of a possible session, adapted to age, access needs and the agreed school programme. Music and rhythm here support participation and expression; this is not presented as clinical music therapy.
From a moment of play to a useful next step
Notice what helps.
Build on it.
A child may find a quieter space easier, enjoy working with a partner or need a simpler instruction. The value is in understanding the context and deciding what to try next.
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 you can act on
More than a score.
A conversation starter.
Clear, private feedback connects the activity to the next practical action.
Example report 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.
When the school bell rings
The conversation
can continue at home.
“What did you enjoy today?” can open a more useful conversation than “What was your score?” Families need feedback they can understand and a next step that fits everyday life.
- Share what mattered.A reviewed update explains the activity, context and the child’s experience.
- Keep the next step manageable.A movement idea, a routine to discuss or an agreed support conversation.
- Know who will follow up.The school, family and supporting team agree the person and the review point.
When a child needs more support+
Concerns about learning routines, emotional wellbeing, food habits or development need context and a listening adult. Scheduled counselling, psychology, nutrition or paediatric input can be included in the agreed support network.
Formal assessments, individual consultations and therapy are separately arranged with qualified professionals. Families retain choice over additional care.
One child. A connected circle of support.
A useful programme has to work for the people around the child, too.
A shared circle around the child.
The child’s goals, preferences and comfort guide the conversation.
MiMo360 guideExplore at your own pace
What matters most to you?
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?
We already have PE and a counsellor. Where does MiMo360 fit?↗
Start with the gap your school wants to address: wider participation, clearer progress feedback or more consistent follow-through. MiMo360 is designed to work alongside PE, teaching and wellbeing teams, with responsibilities agreed together.
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?↗
A reviewed update explains what the child tried, what helped and one manageable next step. Scheduled family conversations and practical resources can support routines between sessions. The school agreement sets what is included and who follows up.
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.
For principals & school leadership
A programme your school
can make its own.
Start with the pupils you want to reach, the people already supporting them and the gap you want to close. Build the timetable, activities and follow-through around that.
Your first conversation
Bring your age groups, class sizes, available space and priorities. We can discuss the fit, a school visit and what a full-class demonstration should show.
Plan 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.
Agree what success should mean
Look at the experience.
Then decide what grows.
A programme should earn its place in the school day. Agree what to review before launch, then use the findings to improve the next phase.
- Children are included
- Who took part, who needed adaptations and how children described the experience.
- The school can sustain it
- Sessions delivered, active and waiting time, staff preparation and workload.
- Support follows through
- Whether reviewed feedback led to an agreed action and a follow-up conversation.
These are review questions, not claimed results from a MiMo360 school trial.
Room for curiosity, too
Play a game.
Then ask how it works.
As the core programme takes shape, optional pathways can connect sport, creativity and making. Each has its own scope, supervision 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
Before we begin.
The questions school teams and families are right to ask.
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.
The next step is a conversation
What would make
a difference at your school?
Tell us about your pupils and your priorities. Let’s work out what MiMo360 could add and what a sensible first phase would look like.
Discuss your schoolAsk MiMo360
For school teams and parent enquiries. No pupil records are needed for the first conversation.