Creative multi-agency solutions

Partners Involved: Educational Psychology, School Improvement Service, Specialist Teacher Advisors,  Infant, Junior and Primary Education Settings. ​

The Challenge​

The challenge was to improve inclusion for neurodiverse children and young people (CYP) in mainstream schools. Obstacles included addressing the diverse needs of neurodiverse CYP, enhancing staff understanding and skills, and creating a sense of belonging for these students. This challenge impacted the service by requiring tailored support and training for school staff. For service users, it meant ensuring neurodiverse CYP received appropriate support and felt included in their school environment.   ​

Action Taken​

The project involved 42 infant, junior, and primary schools, providing a combination of support from the School Improvement Team, Specialist Teacher Advisory Service (STAS), and Educational Psychologists (EPs). Actions taken included: ​

Offering a menu of support activities such as parent/carer forums, reviewing school behaviour policies, audits of inclusive practice, staff coaching and training, and developing a sense of belonging for neurodiverse CYP. ​

Conducting 'Sensory Environment' and 'Communication Friendly Classroom' audits to assess and improve school environments. ​

Delivering school-based training sessions on topics like 'Understanding the Needs of Neurodiverse Children', 'The Sensory and Physical Environment and Toolbox of Strategies', and 'The Communication Friendly Classroom and Communication Strategies Across the Curriculum'. ​

Providing online sessions to support problem-solving in specific areas. ​

Learning gained included the importance of tailored support for neurodiverse CYP and the value of inclusive practices. Children, young people, and parents/carers were involved through forums and feedback mechanisms.  ​

Achievement ​

The project successfully improved inclusion for neurodiverse CYP in participating schools. Schools received audits and training that enhanced staff understanding and skills, leading to better support for neurodiverse students. The project also developed a sense of belonging for these students, improving their educational engagement and overall well-being. ​

Impact​

Positive impacts included enhanced staff knowledge and skills, improved support for neurodiverse CYP, and a stronger sense of belonging for these students. The project also led to better educational engagement and well-being for neurodiverse CYP. The impact was measured through feedback from schools and audits of inclusive practices. ​

Schools taking part in PINS can also register for a course on delivering ‘Understanding Myself’ group, which is co-produced with neurodiverse CYP and is underpinned by numerous psychological theories and practices. The core aims of the intervention are to increase self-awareness, help others understand the needs of neurodiverse CYP and improve self-esteem and build confidence  ​

Testimonial​

"The support from STAS and EPs has been invaluable in improving inclusion for our neurodiverse students. The training sessions have greatly enhanced our staff's understanding and skills." – Feedback from participating schools ​

"The audits and training have helped us create a more inclusive environment, ensuring our neurodiverse students feel supported and included." – School Leadership Team ​

Audit Feedback:  ​

'It was a great opportunity to seek advice that we can then share with staff to make them reflect on their classrooms and the impact they have on children and adults. From a management point of view the report assists action planning regarding the school environment and further development of it.'  ​

'It was great to look at school through a different lens. It was surprising what we no longer see as we are in school all the time.'​

'We have spaces which are less overwhelming for the pupils to use and this has been beneficial to them in support them with their regulation. '