24-Jun-2026Innowalk Pro in schools: How research Is changing practice

Children with complex physical disabilities deserve more movement. At Richard Cloudesley School in London, physiotherapist Clare Grodon put the heROIC study into everyday practice, using the Innowalk Pro to transform physical activity levels, quality of life, and student outcomes. Here is what happened.

This article is based on a poster by Clare Grodon, Physiotherapist, presented at the European Academy of Childhood Disability (EACD) Annual Meeting 2026, Galway, Ireland.

Download the original poster: Implementing the Results of Research Has Changed Practice in a Special School (PDF)

The Challenge: Physical inactivity in children with complex disabilities

Children with complex physical disabilities, including those with cerebral palsy at GMFCS levels IV and V, often have severely restricted opportunities for movement. Traditional therapies have their limits, and the need for accessible, scalable, evidence-based solutions has never been greater.

The heROIC study provided robust evidence that the Innowalk Pro, a motorised assistive exercise device, could increase physical activity and improve wellbeing in this population. Richard Cloudesley School, supported by Whittington Health NHS Trust, took the decision to implement this research into daily school life.

Study Aim: From Research to Real-World Practice

The aim was to evaluate the feasibility of implementing the heROIC methodology into everyday school practice, specifically using the Innowalk Pro four times per week for 30 minutes over a six-week block, following a block-on/block-off approach.

Implementation Strategy: What Made It Work

Successful implementation required a structured, multidisciplinary approach:

Staff training

All staff received training grounded in heROIC study findings, ensuring confident and consistent delivery of movement-based interventions using the Innowalk Pro in classroom settings.

Embedded scheduling

The Innowalk was integrated into timetables and therapy plans using a block-on/block-off framework, making it a predictable part of the school day rather than an add-on.

Multidisciplinary collaboration

Teachers, therapists, and support staff worked together, ensuring the Innowalk was used cohesively across education and therapy goals.

Ongoing monitoring

The programme was continuously reviewed and adapted, supporting both accountability and sustainable improvement.

The results: Real improvements, measurable outcomes

1. Vigorous physical activity increased by 173%

Average daily vigorous physical activity jumped from 22 minutes at baseline to 60 minutes during the intervention, a 173% increase. This is a significant and clinically meaningful change for a population where even modest increases in physical activity can have profound health benefits.

2. Quality of life improved across key areas (n=25)

Most students showed improvements across multiple quality-of-life domains following regular use of the Innowalk Pro. These improvements were observed post-intervention and continued to be tracked at 6 weeks and 3 months.

3. Goal attainment scaling (GAS) Goals achieved

Students made meaningful progress on individualised functional goals, with GAS scores improving post-intervention. Importantly, the data also showed that a break of 6 to 12 weeks led to a drop in functional goal achievement, reinforcing the rationale for regular, consistent use and prescriptive break management.

4. Staff Confidence and Wellbeing

Staff feedback was overwhelmingly positive. The majority agreed or strongly agreed that:

• They felt more confident delivering movement-based interventions.
• The Innowalk Pro was well integrated into daily routines.
• The device had a positive impact on students' engagement and wellbeing.

“We’ve seen positive results in the Innowalk that we haven’t seen in any other equipment.”

Case examples: What teachers and therapists observed

• Pupils demonstrated improved focus and concentration on learning activities whilst using the Innowalk Pro.
• Vestibular and proprioceptive input from the device increased alertness and engagement in the classroom.
• For pupils arriving at school in a dysregulated state, the Innowalk helped them to regulate their bodies and prepare for learning, whether at the start of the day or after lunch.

Implications for practice: What schools and therapists should know

This project demonstrates that evidence-based movement interventions can be successfully embedded in special school settings. Key recommendations include:

• Integrate evidence-based movement interventions such as the Innowalk Pro into school therapy plans and timetables.
• Invest in training so that all staff, not just therapists, can deliver interventions confidently.
• Use multidisciplinary team communication tools to quickly identify and respond to issues.
• Plan around other therapy activities so that use of the Innowalk improves access to wider provision.

School Improvement Plan: Move More - Sit Less

Building on this success, Richard Cloudesley School is now adopting a ‘Move More - Sit Less’ whole-school approach. This means actively reducing sedentary time throughout the school day through a variety of movement opportunities alongside the Innowalk Pro, embedding physical activity as a core part of every child’s school experience.

Conclusion

Implementing the heROIC study findings has:

• Successfully changed practice across both primary and secondary settings within the school.
• Significantly increased vigorous physical activity levels in students with complex physical disabilities.
• Improved student outcomes, engagement, and quality of life.
• Equipped staff with confidence, skills, and systems to deliver evidence-based movement interventions sustainably.

Regular use of the Innowalk Pro represents a practical, effective, and evidence-driven approach to embedding movement into daily school life for children with complex physical disabilities. The data from Richard Cloudesley School shows that when schools take research seriously and implement it with fidelity, the results speak for themselves.

Looking Ahead

The team at Richard Cloudesley School continues to work toward:

• Raising awareness about the importance of physical activity for children with disabilities across a wider network of schools and services.
• Establishing links with adult services to ensure young people transitioning out of school continue to have access to increased activity opportunities.
• Exploring how early use of the Innowalk Pro might impact secondary complications of disability including pain, weight management, and gastrointestinal function.