Primary schools in Somerset will be part of the PINS project.

We are pleased to be starting the second year, 2025-26, of this project in Somerset.

The project was created due to the success of the national Autism in Schools project, and due to the success of the first year, it has been extended for another year with a fresh selection of schools.

In addition to this, there will be further opportunities for the schools from year one to embed the learning they have already received.

The approach of PINS has been developed around the key principles of the Autism in Schools:

  • Whole School Approach
  • Good quality training for staff
  • Parents Supporting Parents groups
  • Understanding students experience of schools

Schools involved in the project

Assessing and meeting the needs of children with Special Educational Needs and Disability (SEND) in mainstream schools is the foundation for improving outcomes, parental confidence and delivering the financially sustainable SEND system, as envisaged in the SEND and Alternative Provision (AP) Improvement Plan.

Partnerships for Inclusion of Neurodiversity in Schools (PINS) will bring health and education specialists and expert parent carers into mainstream primary settings to:

  • help shape whole school SEND provision
  • provide early interventions at a school level
  • upskill school staff
  • support strengthening of partnerships between schools and parent carers

The PINS project is using a model for supporting good outcomes in mainstream schools for Neurodiverse students and strength parent carer and school partnerships. The project will focus on strengthening knowledge, skills and improving environments to better meet the needs of neurodiverse children. Through a focus on supportive learning environments and well-equipped schools we can improve the outcomes for this group of children.

Each school in the programme will complete the nationally agreed self-assessment tool for schools to identify priority areas for support. Schools will collate the findings and use them to assess themselves against a number of high-level domains (including Leadership, Culture and Values; Mental Health; Readiness to Learn; Teaching and Learning; Environment and Communication).