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Partnerships for Inclusion of Neurodiversity in Schools

Forty primary schools in Somerset are taking part in the Partnerships for Inclusion of Neurodiversity in Schools project (PINS)

Part of
Autism and ADHD Pathway

What you can expect when going through the Autism and/or ADHD Assessment Pathway

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Forty primary schools in Somerset are taking part in the Partnerships for Inclusion of Neurodiversity in Schools project (PINS)

About

Part of
Autism and ADHD Pathway

What you can expect when going through the Autism and/or ADHD Assessment Pathway

1

Pre Assessment Autism and ADHD Pathway

Receiving support at the earliest stage without the need for a diagnosis. Making a smooth transition to assessment for those who require it.

Pre Assessment Autism and ADHD PathwayAutism and ADHD SENCO Discussion Group
2

Assessment

Equality of access and service quality across the county ensuring NICE compliant assessments for those who require it.

Neurodevelopmental Next Steps FormAutism Assessments for 0 to 5 year olds (pre-school)Neurodevelopmental Assessments for 5 to 17 year olds (school age)Neurodevelopmental Assessments for over 18 years (adults)Moving into or out of SomersetPosition statement on private Autism and ADHD AssessmentsPosition statement on Demand Avoidance
3

Post Assessment Autism and ADHD Pathway

Appropriate support for those who receive a diagnosis, and signposting for those who don't.

Post Assessment Autism and ADHD PathwayPost Diagnostic Pathway for ADHDADHD Training with Educational PsychologyADHD medicines shortageThe SCERTS modelAutism in SchoolsPartnerships for Inclusion of Neurodiversity in SchoolsSupporting children and young people who are demand avoidantWhat if I don’t agree?

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Other information

About

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.

This project has been created due to the success of the national Autism in Schools project. The approach of Partnerships for Inclusion of Neurodiversity in Schools (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

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 Partnerships for Inclusion of Neurodiversity in Schools project is testing a new 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).

Find out more, including an overview of the school involvement, pupil voice and parent carer involvement on Somerset Parent Carer Forum’s PINS page.

Last updated: November 13, 2024

Next review due: May 13, 2025

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