A further 1,200 primary schools will benefit from year extension of government-funded scheme to support neurodivergent children
It’s estimated that one in seven children are neurodiverse – a term that includes autism, ADHD and dyslexia, as well as other conditions. Sadly, a lack of awareness and specialist training tends to mean these children face bullying, higher rates of suspensions due to challenging behaviour, absence, and poor mental health.
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The government’s Partnership for Inclusion of Neurodiversity in Schools (PINS) programme was set up to support these children by training teachers and improving parental engagement. The aim is to make primary schools more inclusive to address special educational needs. For example, some neurodivergent children are sensitive to loud noises or bright lights, while others are hyperactive. Difficulties with social cues, time management or emotional regulation can all affect behaviour and academic achievement.
The PINS scheme is already working in 1,600 schools across the country with positive results. Participating schools report increased attendance, improved behaviour and better pupil well-being, all of which benefits the entire school community. That success means more neurodiverse children can thrive alongside their peers in mainstream schools, enabling specialist schools can concentrate on those with the most complex needs.
The £9.5m scheme will now be extended for another year, reaching a further 1,200 schools – and benefiting some 300,000 children.
Specialist education and health professionals will provide vital training to staff at participating schools to better identify conditions and access interventions tailored to specific needs, as well as to better understand ways to interact with neurodivergent children. The schools will also be expected to host termly meetings with parents and carers allowing them to feedback on progress.
One beneficiary of the PINS programme has been Carfield Primary School in Yorkshire, where a speech and language team and occupational therapist helped teachers better identify and support children’s needs. The school now opens its gates earlier and staggers lunchtime for pupils to provide a calmer, more regulated school environment that avoids sensory overstimulation. A profile of each child also helps teachers understand their individualised needs.
Abi Olajide, a parent of a child at Carfield Primary School, says: ‘My son was finding some aspects of school difficult and I felt isolated until I was invited to a parents’ forum which made me feel like I wasn’t alone and we were in it together. We got the opportunity to encourage one another as parents and better learn how to support our children’s needs. My son’s class teacher is marvellous and is always giving updates on how he’s getting on. Before PINs, I didn’t know what to do but now the school and parents are all linked up and work in partnership.
‘My son has improved in reading and in his enjoyment of school and he is starting to have better relationships with his peers. I feel really grateful for PINs because of all the support my son is getting, and how well he is now doing at school.’
Bethan Arthur, SENCO and Deputy Head Teacher at the school, adds: ‘We have seen a massive improvement in the schools’ relationship with parents and a significant improvement in children’s attendance – from 93% to 95%, which has been supported by engaging with the PINS programme.’
Bridget Phillipson MP, Secretary of State for Educaton, says: ‘The impact on life chances when there is a lack of appropriate support for neurodivergent children can be devastating. We want a different future for children with SEND: inclusive and tailored to meet their needs, so everyone has the chance to achieve and thrive, and excellence is for every child.
‘As part of our Plan for Change, we are determined to fix the broken SEND system and restore the trust of parents by ensuring schools have the tools to better identify and support children before issues escalate to crisis point.’
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