What did the project involve?
Schools worked closely with health professionals, educational psychologists, and parent carer forums to improve how they support children. Staff received specialist training from organisations like the Autism Education Trust and Kent Educational Psychology Service, helping them better understand the needs of neurodivergent pupils.
Sarah Comins, Assistant Principal at Leigh Academy Langley Park, said: “Our involvement in the PINS project has been a transformative experience for our staff, students, and parents alike. Thanks to the different training opportunities available, we were able to significantly enhance our staff’s understanding of neurodiversity.”
What was achieved?
In Kent:
- 20 schools in Maidstone took part
- 826 staff members were trained
- 208 training sessions were delivered in just six months
Training covered a wide range of topics, including autism, communication, sensory needs, and inclusive classroom strategies. Schools also worked with speech and language therapists and neurodiversity specialists to strengthen their support.
Staff in Park Way Primary School in Maidstone also took full advantage of the wide range of training available. “Working with other professionals, such as those from the Speech and Language Therapy Team, Educational Psychology Service and Community Neurodiversity Service has deepened our understanding of neurodivergence and strengthened our support strategies,” explained Denise Hill, Deputy Head at the school.
Grace Donnay, SENCo at Archbishop Courtenay School shared how the project has helped her school reflect more deeply on how adult behaviour impacts neurodivergent pupils:
“One of the things that the PINS project has taught us is to unpick how our behaviour as the adult impacts neurodiverse children. What can I change to avoid putting a child in a situation that causes anxiety or disengagement?
We’ve made some brave decisions - like moving staff around to better match the needs of individual children - and the impact has been amazing. One child who was rarely in class is now hardly ever out of class.
It’s about understanding that what works for one child might not work for another, and really taking the time to figure out what each child needs.”
A day for parents and carers
In February, a Neurodiversity Information Day was held in Maidstone, giving parents the chance to meet professionals, attend workshops, and learn more about how to support their children. Topics included sleep, sensory processing, and masking.
Parents told us they left feeling more informed, supported, and connected. Many asked for more events like this – and we’re listening. A larger information day is planned for September 11th to mark the launch of Phase 2 of the project.
Schools and parents working together
The project also helped schools set up parent carer forums with support from Kent PACT. These forums give parents a space to share experiences, support each other, and work with schools to improve SEND support.
PINS has highlighted the importance of the whole school working together to support pupils, and helping all parents understand how schools support children with SEND.
Frances Hopes, project lead at Kent PACT, emphasised the importance of partnership working, "We started out by making sure parents and carers understood the purpose of the forum. Then, over different sessions, we supported them to run their own group at their schools.
“The forums decide their own rules and use the time to discuss all kinds of topics concerning SEND in the classroom and in their own lives. It is an opportunity for parents and the school to come together and learn more about how SEND affects families and how much schools can do to help these children in the classroom.”
Emma, a parent from East Farleigh Primary, said: “It’s somewhere we can get support, so we don’t feel alone. We share our struggles, discuss strategies and ideas that can help both at home and in school.”
ADHD medication reviews in schools
One exciting development to come out of the PINS project has been the launch of ADHD medication review clinics in schools. From June, Leigh Academy Langley Park will start piloting this approach in Maidstone, making it easier for families to access support without needing to take time out of school to travel to clinics for their medication reviews. If successful, more schools will follow.
Gill Middleditch, Advanced Clinical Practitioner at Kent Community Health NHS Foundation Trust, explained: “We’ve been running similar clinics in schools in north Kent and we’ve found that they have improved attendance at appointments and led to better management of ADHD symptoms and medication compliance.”
What’s next?
Phase 2 of the PINS project will see 18 more schools in Kent sign up (and 12 more in Medway) where implementation will start in September 2025.
Meanwhile, schools from Phase 1 will continue to build on what they’ve learned and support new schools through peer networks.
Denise Hill summed it up perfectly: “PINS has given us a strong foundation from which to review our current practices and be really reflective about the things we do and why. This will allow us to continue to adapt and improve for the good of all children.”
