The implementation of the MOVE Programme in the Borough of Greenwich (London)

Themes this local practice example relates to:

  • Disability
  • General resources

Basic details

Organisation submitting example

The Disability Partnership – MOVE Europe

Local authority/local area:


The context and rationale

The implementation of the MOVE Programme in the London Borough of Greenwich through an agreement developed by MOVE Europe, the Local Authority and Community Health Services. An example of a sustainable framework enabling co-ordinated family centred services for children with physical disabilities across the Borough. 

The MOVE Programme was originally developed in the 1980s following a pilot study in Bakersfield, California to address the observation that many children with disabilities were leaving school with fewer physical skills than they had at school entry. 

In 1999, MOVE Europe was established and the MOVE Programme developed further to supplement education and health systems for the European market in the 21st Century.

MOVE Europe works across the UK and Europe to enable the various Children’s Services to deliver the MOVE Programme in as many different locations as possible.

From 2006, MOVE Practitioner Training was successfully delivered to multi-agency groups from Health and Education based in the two Special Schools in Greenwich – Willow Dene Special Primary and Charlton Special Secondary Schools, Early Years at Wensley Close and some mainstream schools. Therapy Staff involved were at that time employed by Greenwich Teaching Primary Care Trust which became part of the Oxleas NHS Foundation Trust on 1 April 2011. 

Having seen the benefits for this group of children and embedded it in their practice, it was decided by staff from Health and Education to make the MOVE programme more universally available across the Borough of Greenwich.

This has resulted in the development of a whole system change with the parents at the centre of integrated frontline delivery which is guided, through the MOVE Greenwich Agreement, by integrated processes, strategy and governance.

This project has been rolled out over several years, first involving the majority of children with complex physical difficulties in special schools, then using the developing expertise of these staff to mentor staff in mainstream schools who may feel more isolated. The aim of the three year MOVE agreement (2009-2012) is to reach a point where the MOVE Programme is self-sustainable in Greenwich and available to all relevant young people across the Borough.

The central philosophy of the MOVE Programme is that movement is the foundation of learning and necessary for the development of body image, spatial concepts, understanding of the environment, method of communication and making choices.

The aim of the MOVE Programme is therefore, through collaborative team working, to offer these movement opportunities at the age-appropriate stage in real-life situations to children with disabilities and so open up the world around them. Every activity throughout the child’s day is utilized as a learning opportunity and it is this increase in regular, real-life practice that facilitates the child’s independent abilities, confidence and self-esteem.

The MOVE Programme is not prescriptive or a therapy technique. It does not come into conflict with any other therapy or learning approaches but provides a structure which sets out to draw together good practice by encouraging collaborative working at all levels, giving equal worth to the input, knowledge and skills of every team member. 

Collaborative working has long been advocated in national policy but often services are separated geographically and by professional jargon – the MOVE Programme provides a common language and format which motivates everyone involved with the child to pool their expertise towards achieving the personal goals of the child and family.

The MOVE Programme is centred on the specific needs of the family and child. No child is seen as having too severe a disability to be included on the MOVE Programme. Through identifying and being able to record small improvements, progress is possible beyond the point where the child appears to have reached a plateau. 

The MOVE Programme enables the child and family to prepare for life beyond childhood and, by working across agencies involved in every aspect of the child’s life, can have a massive affect on the transition process into Adult Services with a presumption of choice, inclusion and equality of opportunities. It is the aim in Greenwich to make MOVE available to the adult sector. This will be made possible by liaison with MOVE Co-ordinators working in the schools and the involvement of staff from the adult sector participating in future Practitioner Training.

The MOVE Programme focusses on the goal of the individual. In Special Schools if the child is not able to articulate a goal it will focus on the family goal. However in mainstream schools the child can really be an active participant.

The MOVE Programme enables practitioners to meet the professionally recommended national postural control guidelines and it is often the health benefits to the child that are most noticeable. Being in an upright functional position gives internal organs more freedom to function, improves breathing and circulation, helps to control deformities and reduce severity of hip dislocations, improves bone density and strengthens muscles. Many examples of these benefits are recorded on evidence supplied from Willow Dene and Charlton Schools and parents.

The practice

Following MOVE Practitioner Training for staff from Health and Education across the Borough of Greenwich, discussion between Greenwich Council, Greenwich Teaching Primary Care Trust and MOVE Europe resulted, in 2008, in the development of a Three Year agreement. The aim of this agreement was to make the MOVE Programme universally available to relevant young people across the Borough.

Implementation of the MOVE Programme involves bringing staff from all agencies involved together for a joint two day MOVE Practitioner Training session. This ensures an understanding of the six steps of the MOVE Programme and how to implement the Programme in the school or centre. Regular Practitioner Training has been delivered in Greenwich.

The MOVE Programme is split into six distinct steps (Assessment, Goal Setting, Task Analysis, Measurement of the Postural Control, Reduction of the Postural, Development of Teaching Routine.

Following referral, a conversational Assessment meeting is carried out at the school or centre by the core multi-agency team around the child, including the family, and the child’s abilities are scored across 16 gross motor categories.

This meeting culminates in the formation of personal family goals which the whole multi-agency team accept and contribute to. These motivating goals should be functional activities necessary for everyday life. Because the goals are owned by the child and family there is a far higher degree of ‘buy-in’ to the process than to conventional therapy programmes.

An individual programme is then developed with the advice and expertise of the whole team, finding real-life opportunities throughout the child’s day for frequent practice of the elements identified through the task analysis process.The amount of physical and postural support necessary to currently achieve the required activity is determined using pictorial charts.

A clear plan is then developed on how the postural support will be gradually reduced as the child gains more active control and therefore greater independence in working towards and achieving their goal.

Opportunities are explored throughout the child’s daily routine for regular practice of the required skills leading to an agreed co-ordinated Teaching Plan. Even the smallest amount of improvement is incorporated functionally in the daily routine. The aim is for the child’s therapy goals to be incorporated throughout the day in functional situations, significantly increasing opportunities for practice, and enabling the family to see the function behind the clinical input, leading to long-term achievement and maintenance of skills and greater all-round motivation.

Following this training, MOVE Development Officers with therapeutic and educational experience in special education have been involved in follow-up days working with individual practitioners, to ensure successful implementation of the programme.

As part of the Agreement, after one year regularly using the MOVE Programme, five Practitioners have now completed the five day Move Trainer Training to acquire the skills necessary to train practitioners within their workplace and across the Borough. Local training is monitored through a Quality Assurance process which ensures MOVE practitioners and trainers remain current in their approach. 

Following meetings between the MOVE Development Officer and Senior staff in mainstream schools attended by children with physical disabilities, a comprehensive programme of MOVE Practitioner Training has been rolled out for staff in all the nine schools and the remaining training needs have also been identified. Further training will be available from January 2012 and on-going support will be provided by the MOVE Team to enable schools to be confident in the future delivery of programmes independently. 

Dedicated support staff have also been employed to aid the extension of the MOVE Programme beyond the Special Schools for the duration of the agreement. A Project Manager and two MOVE Assistants are now supporting mainstream school staff in the implementation of the MOVE Programme, supported by a Senior MOVE- trained Therapist. Although these individuals have all come from Health backgrounds there have inevitably been training and support requirements to enable them to become more familiar with the MOVE Programme. 

In September 2011 implementation of the MOVE approach within mainstream schools was officially launched with an information morning at Goldie Leigh Therapy Centre. This was attended by members of the Local Authority and Health Trust, as well as Education staff, therapists and parents. Continued communication and support will continue through the MOVE Project Steering Group. The aim is to provide equitable support in nine schools to meet priority need. 

A multi-disciplinary assessment for the nine children in nine Greenwich schools has been undertaken to identify realistic and achievable goals for the children. The goal setting process has been driven by the student and the family at the MOVE assessment meeting, which has also involved the Special Education Needs Co-ordinator (SENCO) and/or the Teaching Assistant at the school, together with health care professionals, including the child’s designated therapist and the MOVE Project Assistant.

To ensure maximum involvement of the child and their family, the MOVE Project Assistants have collated the assessment details in the form of an A5 loose-leaf MOVE Passport for each student, which lays out clearly how each child can be assisted to improve their independence and can be easily up-dated. 

Quality assurance has been provided by the therapists to ensure that clinical and safety issues have been considered and software versions of the respective MOVE Programmes have also been loaded on the IT systems in the schools.

As part of the MOVE Quality Assurance, both Charlton and Willow Dene Schools have achieved the MOVE Quality Mark. Charlton has become a Centre of Excellence for the Secondary sector and Willow Dene for the Primary sector. This has enabled both schools to offer outreach assistance to mainstream schools which are now beginning to include the MOVE Programme in their practice. As the programmes become more established in mainstream schools, the aim is to identify potential MOVE Programme Centre’s of Excellence for primary and secondary schools, providing a specialist knowledge base in the education sector in Greenwich.

In the first half of the Autumn Term 2011, the two MOVE Assistants were based at Mulgrave, Millennium, Haimo and Horn Park schools for half a day each week. In the second half of the Autumn Term, they were based at Crown Woods & Eltham Foundation School, Saint Pauls Academy, Thomas A Beckett and Montbelle School. This systematic support will be repeated in the same eight schools in the Spring and Summer terms. 

Support from both MOVE Europe and local mentoring from experienced staff is fundamental to the successful implementation of the programme and necessary cultural changes in practice.

In this way the MOVE Programme is moving towards becoming self-sustaining within Greenwich ensuring a developing consistency of approach across sites. Good practice is spreading beyond classroom and Therapy staff to others involved in the young people – parents, transport staff, meal supervisors etc.

Obviously implementation beyond the Special Schools is very much in its infancy but now is enabling the child centred collaborative approach of MOVE to be increasingly available to all children irrespective of their location within the Borough.

Outcomes and results are more fully available from the Greenwich Special Schools where children have completed more than one reassessment to demonstrate the improvement in their motor skills. The national average time for full reassessment on the MOVE database is 15 months so currently only initial assessment results are available from Greenwich Mainstream schools. Examples of qualitative and quantitative results from children in mainstream schools in other areas are available from the MOVE database.

Evidence and evaluation - making a difference to children, young people and families

The impact of the MOVE Programme in Greenwich can be considered under the following headings. 

o Integrated service delivery programme – in the Greenwich Special Schools and an increasing number of mainstream schools, teaching staff, therapy staff, and the family work together as a team to identify aims for the future development of the children via a set of shared, family and person-centred goals. 

o Services can achieve ’more for less’ as the MOVE Programme can provide a framework for collaborative team work by avoiding the duplication of multiple assessments. Special School Education staff from Greenwich report they feel empowered by their involvement in the child’s physical development.

o MOVE equipment – Evidence from Willow Dene Special School shows a drop in the expenditure on supportive equipment since embarking on the MOVE Programme while simultaneously increasing the children’s mobility. 

o Reduction of Postural Support – Within Greenwich, MOVE provides a structured system for reducing support, led by the guidance of therapy staff, at a safe and therapeutically appropriate rate which allows the learning of new skills to take place. In this way Greenwich schools using the MOVE Programme are gradually integrating small improvements in the child’s ability to balance into their daily routine. This dramatically increases the number of opportunities to practice and for the child and staff member to gain confidence. 

o An Inclusive programme – All the Greenwich schools currently involved have a copy of the MOVE Mobility Passport software. This provides the opportunity for integrated recording. Education and Therapy staff are becoming gradually more confident in its use to form an integrated approach. As well as the written advice and information, video or still photographic evidence can be uploaded as a teaching aid and as evidence of the child’s progress.

o Goal orientated targeted intervention - Current research shows that opportunities for regular practice leading to motivational goals produces the best long term outcome for the individual. Regular parental inclusion is central to the ethos of the MOVE Programme in Greenwich through training, user groups and their individual goal setting meetings.

o MOVE for families – MOVE is a programme that is applicable to all settings that the young person experiences, with shared goals between home and any setting. If the individual moves from home to respite care, between schools or between care placements, the MOVE Mobility Passport can transfer with them, enabling continuity and progression across all settings. Parents from Greenwich report that MOVE makes a real difference to the quality of life, inclusion and opportunities for the young person and the whole family.

o MOVE within mainstream school settings. 
It is early days with MOVE in mainstream schools in Greenwich but already Education staff, supportive of the MOVE ethos, have reported parents being more involved in the physical abilities of their children and having more expectation of progress towards greater independence. Mainstream school staff are being supported in the implementation of MOVE by the MOVE support staff and outreach from the Special Schools.

o MOVE in Special Schools – Staff from Willow Dene and Charlton Special Schools report that the MOVE Programme’s philosophy and ethos perfectly support the curriculum. The continuity provided by the MOVE Mobility Passport has been found particularly useful for young people with reduced communication skills and is beneficial to the transition between the Key Stages and as an information and planning tool at transition to adult services.

o High Expectations – The MOVE Programme encourages high expectations of even the most severely disabled children. There are numerous examples of children in Greenwich on the MOVE Programme who have learned functional weight bearing beyond the normally accepted age, which has had a profound effect on their daily life and that of their family. 

o Maintenance of weight-bearing into adulthood – This is another core MOVE aim. In Willow Dene and Charlton Special Schools there is no longer the assumption that as a child grows older and bigger they will automatically become less mobile and therefore rely on being hoisted for transfers or being a permanent powered wheelchair user. Within the Special Schools, the aim is for children to be supported in standing while receiving personal care rather than be hoisted onto a changing bed, so increasing their level of long-term independence.

o MOVE in Adult Service settings – The aim is for MOVE to become introduced into Adult Services within Greenwich so that the hard work put in by school staff is not wasted at transition. This will be made possible by liaison with MOVE Co-ordinators working in the schools and the involvement of staff from the adult sector participating in future Practitioner Training. This has the potential to have a significant impact on their future quality of life.

o MOVE is current – The programme supports and meets the criteria of all current statutory and advisory guidance frameworks for education, social services and health-care.

Relatively little research has previously been carried out on ways to improve the attainment of children with Complex Learning Difficulties and Disabilities.

MOVE research projects listed below are intended to help address this by exploring how managers and commissioners in Education, Health and Social Care provision can approach the issues associated with Complex Needs and Disabilities to promote and evaluate the achievement of children. 

Hopefully the experience we are building up in areas such as Greenwich will begin to supply some of the answers.

(1) Project 19 
This project is based around analysing the data provided by the MOVE Assessment Profile and Mobility Passport. Data of progress is constantly collated from MOVE Centres across the UK. There are currently 200 individual participants on the MOVE Programme entered into the database. There are 26 students from the London Borough of Greenwich, 6 from Charlton School and 20 from Willow Dene. All milestones have been “weighted” according to difficulty and challenge to achieve. 

Nationally, the data shows:

43% improved their skills; 
55% maintained skills/working toward the next motor milestone;
2% lost skills normally due to medical/surgical events.
The average time between assessments was 15 months.
The data shows children continue to benefit in subsequent years so reversing the accepted trend of regression with age.

Children are classified for the database according to Primary Medical Diagnosis and Educational Classification. Children are scored over 16 skill components, each level of which has been given a numerical weighting.

Progress of pupils in Greenwich

Students from Greenwich make up 15% of the total national population survey.

Results show that 41% of participants improved their skills, 49% were working toward the next motor milestone, or were maintaining skills and none had lost skills.

The implementation plan for the Greenwich MOVE Programme in mainstream schools has progressed according to schedule during the Autumn Term of the academic year 2011-2012. No reassessment results are currently available.

Progress of pupils at Willow Dene School

At Willow Dene School 36% of children had made progress between their last two assessments, 64% were working toward their next milestones and no pupils had lost skills. The average time between assessments was eight months. This is a short period of time between assessments as compared to the average of 18 months across the whole database and thus this is reflected in the slightly smaller percentage of children making progress. If the assessment period was longer, then progress would be better than the average. 
Individual pupils have been making excellent progress at Willow Dene School. Information on individual pupils, schools or classification can be extracted from the data. 

Progress of Students at Charlton School

Students at Charlton School are making very good progress with 54% improving their skills, 46% working toward the next milestone or maintaining their skills and no students regressing. The average time between assessments is 13 months which is close to the average of 15 months.

(2) National Qualitative Data

Parent and Staff Questionnaires were undertaken through school audits, which made it possible to judge satisfaction and to determine direction and development. The majority of results either strongly agreed or agreed with the following statements:
• Increased QOL for family
• Increased QOL
• Increased collaborative working
• Equal weight to views of team
• Increased involvement in learning
• Increased decision making
• Increased body control.

As part of this feedback, data on seven key elements in the sixteen element programme is also collected over a period of twelve months. This process examines how participants have improved, maintained or lost skills in the twelve month period.

(3) Links with Cognition and Learning 

Historically, Special Schools and pupils with complex and profound needs have never been well served by comparative data designed primarily to meet the needs of mainstream pupils and without robust data, schools have had to make assumptions about the progress of their pupils. CASPA (Comparison and Analysis of Special Pupil Attainment), a simple and intuitive tool for the analysis and evaluation of attainment and progress for pupils with Special Educational Needs has proved a useful tool to investigate the links between a child’s progress through the MOVE programme and any improvement in their cognition and learning. 

Progress and achievement from Project 19 is now being matched to specific identified outcomes against CASPA. This supports schools self-evaluation and school improvement activities by providing intelligent and user-friendly interpretation of assessments and targets for individual pupils, for cohorts of pupils within the school and at whole-school level. CASPA makes use of existing data wherever possible, including the historic data required to track progress over time, thus deriving maximum benefit from data for minimum administrative effort.

Graph 1

Use of CASPA has enabled investigation of a correlation between success on the MOVE Programme and improvement in literacy, communication skills and personal, social and health education. CASPA allows the attainment and progress of pupils to be benchmarked against the attainment and progress of other children of the same age, level of prior attainment and categories of Special Educational Need, using comparative data based on the analysis of results submitted to us by users of CASPA.

CASPA's analysis and benchmarking therefore takes account of the circumstances of individual pupils, both for the review of historic progress as well as when considering targets for future progress. The data can then be interrogated further by examining which aspects of the MOVE Programme has led to the greatest improvement for an individual, for example, whether learning the transitions between sitting and standing, or, standing to walking had the greatest affect on cognition and learning. These abilities would potentially enable a child to complete more complex tasks independently.

By providing a robust and reliable measure of progress and identifying potential areas of concern, CASPA allows schools to take appropriate actions to improve outcomes for pupils.

The graph above shows progress made by an individual student since beginning the MOVE Programme in 2007.

o This is evidence supplied from schools using CASPA (Comparison & Analysis of Special Pupil Attainment) and other evaluation of cognition and learning projects to demonstrate children’s progress in all academic subjects as well as Personal & Social Development
o Early evidence is showing that progress in cognition and learning is enhanced for all participants on the MOVE Programme where sufficient data is available for evaluation to take place i.e. three or more assessments on Project 19 and two/three years of comparative data from monitoring and evaluation processes.
o Early evidence in Greenwich is indicating a very high correlation between those students on the MOVE Programme and enhanced development in overall cognition and learning as demonstrated by evidence from CASPA data.
o In the Willow Dene Ofsted Report July 2010 the effectiveness of the introduction of the MOVE Programme at the school was recognised:
Recent whole-school developments have included effective new initiatives with a focus on improving physical development, for example, through Move Opportunities Via Education sessions for pupils with profound and multiple learning difficulties and a focus on delivering a sensory curriculum.
o The MOVE Programme received positive comments in Charlton’s latest Ofsted Report :-
Good opportunities are provided for each pupil to be as independent as possible. For example, the MOVE programme significantly improves pupils’ independent mobility.
Therapy programmes are integral to the curriculum and greatly benefit the pupils. The use of a multi-gym, a wide range of sports and specific mobility programmes ensure that all students are included in exciting activities which contribute to them adopting very healthy lifestyles.

(4) Parental WellBeing Research Project

• Stresses experienced by the families of disabled children are well documented. 
• This piece of validated research seeks to explore the impact of the MOVE Programme on the mental and physical health of carers and assess any change in quality of life for the whole family around the individual from when the individual begins the MOVE Programme, then at twelve monthly intervals following the commencement of the programme. 
• This piece of research is being conducted, on behalf of MOVE Europe, by a leading medical researcher using the PROM outcome measure EQ-5D-5L. 

Additional research in relation to the MOVE Programme is being carried out collaboratively between education staff and therapy and nursing staff at Willow Dene School. Currently they are investigating:

a) foot distortion in late walkers and the early use of orthotics and 
b) the health benefits of standing and walking. Data is being collated to explore anecdotal evidence of decreased chest infections, improved bowel function with associated improved school attendance and decreased dependence on drugs following the introduction of MOVE. 
The school is willing to share results from both studies with MOVE Europe. 

Helping others to replicate your practice

The MOVE Greenwich Agreement is now in its final year and going from strength to strength with increasing numbers of mainstream schools coming on board plus involvement of pre-school services. During the academic year 2011 – 2012, the review process will hopefully identify potential MOVE Programme Centres of Excellence in both mainstream primary and secondary schools. The Centres of Excellence can be developed as learning hubs for the benefit of other mainstream schools with children with complex disabilities, who would be appropriate for the MOVE Programme.

The MOVE Programme supports Local Authorities in developing a joint needs analysis and a strategic approach to joint commissioning and budget alignment for children and young people with complex and profound needs.

Changes that have happened in Greenwich have been replicated elsewhere across the UK through the process of self sustaining Development Agreements.

This is being achieved in Greenwich where the Agreement is now entering its final year. Future training needs are being met by ensuring MOVE trainers are in place within Greenwich. There is also a Quality Assurance Programme and MOVE Europe will continue to monitor this process.

To ensure the continued future success of this project Data collection and Quality Control initiatives mentioned earlier will continue after the MOVE Greenwich Agreement has come to an end in 2012.


The main costs incurred by any service when introducing the MOVE Programme are:
• the cost of training 
• recording software or booklets 
• Development Officer time. 
This is the main reason for an area to consider a MOVE agreement which includes the training of MOVE Trainers which effectively makes the project self-sustaining. 

Practitioner Training is delivered over 2 days. The first day is an over-view of the programme with a more in-depth second day. 

This costs £350.00 for the first person inclusive of the MOVE Manual and £250.00 for all subsequent staff. Alternatively a group of 25 can be trained for an inclusive cost of £2500.00. 

MOVE Trainer training is available annually for experienced staff & costs £2480. Trainers are qualified to train staff from within their own establishment or across an area if funded through a Borough or Area agreement.

Other on-costs are:
• Record Books – £5.00 each (or £3.50 each for bulk orders over 20). Multiple children’s 
• Progress can alternatively be recorded on MOVE Software– single user licence - £60.00, 5 user -£200.00, 10 user -£350.00.

Extra support staff were employed as part of the Greenwich Agreement but existing experienced staff may be able to cover this role in some areas.

Equipment costs are already existing but as quoted earlier there is evidence that the expenditure on supportive equipment can be reduced as a result of the MOVE Programme.

Hot Tips

The MOVE Programme is becoming established in very varied locations across all parts of the UK as well as across some other European countries. MOVE Europe is also working with centres in the Middle East and is affiliated with centres in New Zealand, Australia and USA.

Its great advantage is that the MOVE programme is not prescriptive and therefore should not be seen as a threat to any professional group – it is a framework which works with the existing services in establishing a family-centred service. This aspect of Service Delivery has been highlighted as an aim for Children’s Services by successive governments and parents, but is not easy to achieve without an overall plan. MOVE provides that plan and works successfully alongside various therapy and education philosophies.

Its trans-disciplinary approach can initially prove challenging and for this reason the Practitioner Training is best delivered to multi-agency, multi-disciplinary groups. Parents have also been included in the training. It is a team-based approach and obviously it takes time for trust to develop and established work practices to change. 

In Greenwich, as has been found successful elsewhere, it was decided to establish MOVE first in the Special Schools. The bulk of the appropriate children attend Special Schools. Here the school day, staff roles and curriculum tend to be more flexible. Once established in this environment, experienced staff from the Special School can act as MOVE Co-ordinators within their own schools and also mentors, guiding other practitioners in the adaptation of the programme to other workplaces throughout the Borough.

Specific staff were employed to oversee the introduction of the MOVE Programme into Mainstream schools. Progress was initially slowed by insufficient time being baked in to allow for Project Assistants (non-clinical) to go through necessary CRB checks, attend required training to use the Trusts IT systems and to undergo MOVE Practitioner training. Due to therapy staff shortages, difficulties were experienced initially in allocating sufficient clinical time to the project. As schools become more experienced this aspect naturally becomes more manageable. 

When introducing any new approach to a service, it is necessary to identify some staff who will “champion the cause”. As a testimony to the emerging cross sector collaboration, staff from the special schools in Greenwich, who have gained extensive experience in establishing MOVE Programmes in an educational setting, have offered to mentor their MOVE Project Assistant colleagues to support the development of MOVE in mainstream schools. The MOVE Co-ordinators from Willow Dene and Charlton have been truly inspirational in sharing their experiences and demonstrating the effect the MOVE Programme has had on their children. Increasing numbers of schools are seeing the benefit of establishing a distinct MOVE Co-ordinator role from within their existing staff

The level of engagement with schools and the ability to set specific goals for the students on a mutual basis, by a multi disciplinary team and in the light of the project challenges, is a notable achievement, which should give confidence in the ability of the Project Team to achieve the stated project objectives, on time and within budget.

Golden Threads

Many of the Golden Threads resonate with the ethos of the MOVE Programme:

- You can do it – Promoting resilience. 
- Know your communities 
- Together with children, parents and families 
- It takes a community to raise a child –See the bigger picture
- Holding the baton – Culture not structure 
- Unite to succeed 
- Shape up and keep fit 
- From good to great – Leadership, vision and embedding is key 
- Prove it – Making change

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