Partnerships for Inclusion of Neurodiversity in Schools (PINS)
Partnerships for Inclusion of Neurodiversity in Schools (PINS) is a much welcomed and essential national initiative which harnesses the expertise of specialist health and education professionals alongside the lived experiences and insights of parent carers.
PINS is a programme which is aimed at Mainstream Primary schools across England to:
- Help shape whole-school Special Educational Needs and Disabilities (SEND) provision
- provide early interventions at a school level
- upskill school staff
- support the strengthening of partnerships between schools and parent carers
The Programme, which has been offered over two financial years 2024/2025 and 2025/2026, aims to improve local collaboration across education and health by:
- working collaboratively across professional boundaries
- health practitioners offering training to school staff about various aspects of neurodiversity
- creating environments that facilitate the best outcomes for children and young people
This collaborative way of working will support children to get the support that they need, irrelevant of a diagnosis, by empowering professionals with knowledge and skills and adapting environments to better meet the needs of all children, with a specific focus on the needs of children who are neurodivergent.
From a Parent Carer Forum (PCF) perspective, the collaboration within PINS offers invaluable opportunities to support co productive practices across the whole-school, such as SEND strategies, ensuring policies and practices are genuinely reflective of the needs of local children and their families.
The programme has involved primarily PCFs setting up parent carer engagement groups within schools and working strategically with the local ICB and Local Authority to develop and deliver PINS.
Many PCFs have also been involved in a wider range of activities such as:
- Training for teachers
- Exploring transitions and how to support children both inside and outside the classroom
- Developing inclusive environments
- Developing communications to better support the needs of families
By proactively providing early interventions within primary schools, supporting all school staff to understand how to meet the needs of pupils, the programme seeks to address barriers to learning and participation before they escalate, fostering a more nurturing, responsive and inclusive educational environment in which children can thrive.
PINS will significantly contribute to enhancing staff knowledge and skills within mainstream settings through targeted training and continuous professional development. By directly involving parent carers, who bring unique and essential insights from their personal and lived experiences, the programme ensures school staff develop both practical skills and improved understanding, ultimately leading to more effective and inclusive teaching and support.
Crucially, the PINS programme actively promotes and strengthens partnerships between schools and parent carers. By recognising parent carers as equal partners, it facilitates open communication, builds mutual trust, and ensures families feel genuinely heard and involved. This collaborative approach creates a robust foundation for sustained inclusion, enhancing the educational journey and outcomes for all children, particularly those who are neurodiverse.
Local PINS Projects
Funding for PINS local projects was directly funded by the Treasury from the Shared Outcomes Fund, this non-recurrent was utilised by the Department for Education (DfE), supported by the Department for Health and Social Care (DHSC) and NHS England (NHSE), and designated exclusively for PINS activities. This funding was distributed through Integrated Care Boards (ICBs), of which there are 42 across England. Each local project is delivered through partnerships that must include:
- The respective ICB
- Local authorities responsible for schools where the projects are implemented
- Participating schools
- Parent Carer Forums (PCFs) or other parent carer-led groups
In the 2024/2025 financial year, each PINS local project expected to support 40 mainstream primary schools in an ICB footprint. In the following financial year (2025/2026), the support will be extended to an additional 30 schools per project area, while continuing to embed and build upon the learning from the initial 40 schools.
Approximately 1,600 schools participated in local PINS projects in the 2024/2025 period.
Collaboration
Since its inception, the Partnerships for Inclusion of Neurodiversity in Schools (PINS) programme has prioritized strategic collaboration among the Department for Education (DfE), NHS England, and the NNPCF.
This collaborative approach has been mirrored locally, bringing together Integrated Care Boards (ICBs), Local Authorities (LAs), Parent Carer Forums (PCFs), and schools to effectively deliver the objectives of the PINS programme. This has ensured that the lived experience of families has been at the heart of the programme through development and delivery both at a national and local level.
Local Parent Carer Forums have played a crucial role in the PINS programme. Their efforts to unite families to share experiences, shape training and resources, and collaborate closely with schools to enhance inclusion have been central to instilling much-needed confidence within the educational system.
As one parent shared:
“Being able to get help and advice and being signposted to things I wouldn’t have known about for support has been life changing.”
The programme has empowered many parent carers, boosting their confidence to advocate effectively for their children, reducing feelings of isolation, and ensuring their voices are genuinely heard and valued within the school community.
Another parent stated,
“It has been useful to know how the school is being supported. It has been helpful to clarify what is reasonable to expect as a parent.”
A further parent added,
“Since PINS started the two-way communication has been better all-round.”
Impact of PINS: Working in Partnership
The feedback from across the programme has highlighted the power of working in partnership:
- Improved communication between schools and families
- Consistent, positive approaches to supporting children
- Parents feeling heard, valued, and part of the team
- Schools using different ways to communicate and involve parents
- A whole-school culture of inclusion that grows over time
“The school has made loads of effort to support and has been absolutely brilliant.”
If you would like to know more about PINs, you can read more here:
DfE PINS Guidance: https://www.gov.uk/government/publications/partnerships-for-inclusion-of-neurodiversity-in-schools-pins/partnerships-for-inclusion-of-neurodiversity-in-schools-pins-programme
Partnerships for inclusion of neurodiversity in schools (PINS) programme – GOV.UK
DfE Press Release: More support for neurodivergent children in mainstream schools – GOV.UK
More support for neurodivergent children in mainstream schools – GOV.UK