Funding for a programme to train teachers to better meet the needs of neurodiverse pupils has been extended, the Department for Education has announced today.
It said that one in seven children is estimated to be neurodiverse, and warned that a lack of specialist training and awareness to support them means they often face bullying, higher rates of suspensions, absence and poor mental health.
The Partnership for Inclusion of Neurodiversity in Schools (PINS) programme, which was launched in spring 2024 under the previous government, will continue for another year, reaching 1,200 more primary schools.
Increased attendance and improved behaviour
The DfE has announced today that £9.5 million has been allocated to the programme, which will be used to fund the scheme in 2025-26.
Previously, £13.5 million was spent on the first year of the PINS programme. The DfE said this covered a period of 15 months and included increased funding to cover the costs of setting up the scheme.
It said the PINS programme has already worked in 1,600 primary schools with staff reporting increased attendance, improved behaviour and better pupil wellbeing.
The programme aims to bring together teachers, health staff and parents to better identify and meet the needs of pupils with special educational needs and disabilities (SEND).
Since taking office in July 2024, the Labour government has made improving inclusion for pupils with SEND in mainstream schools a key focus.
It said that the PINS programme would ensure that mainstream primary schools are “more inclusive, enabling more children with SEN to thrive with their peers, meaning special schools can cater to those with the most complex needs - in line with the government’s vision for a reformed SEND system as part of its Plan for Change”.
Education secretary Bridget Phillipson said: “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.”
DfE pledges to ‘fix broken SEND system’
She said the government was 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”.
The department said that some neurodivergent children are highly sensitive to loud noises or bright lights, leading to sensory overload, which makes it difficult to learn, while others have difficulty understanding social cues or communication, which can lead to feelings of isolation.
It added that others can find skills such as managing time difficult, some may experience hyperactivity or difficulties with emotional regulation, and some pupils can “mask” their needs, which can lead to increased anxiety and burnout.
Through the PINS programme, specialist education and health professionals provide training to school staff to better identify conditions and access interventions. Schools are also expected to host termly meetings with parents and carers, allowing them to feedback on the school’s approach to supporting children’s needs.
Carfield Primary School in Yorkshire received support from a speech and language team and an occupational therapist through the PINS programme, which helped teachers better identify and support children’s needs.
Bethan Arthur, Sendco and deputy headteacher at the school, said: “We have seen a massive improvement in the school’s relationship with parents and a significant improvement in children’s attendance - from 93 per cent to 95 per cent, which has been supported by engaging with the PINS programme.”
The DfE is currently planning wider reforms to the SEND system.
Tes revealed earlier this month that, as part of this, it is considering whether education, health and care plans are the right vehicle to move forward with.
For the latest education news and analysis delivered every weekday morning, sign up for the Tes Daily newsletter
