PINS (Partnership for Inclusion of Neurodiversity in Schools) is a national project aimed to improve the inclusivity of neurodiversity in schools. For the purposes of this project, neurodiversity includes a broad range of needs, including - but not limited to - ADHD, autism, neurodiversity and anxiety, dyslexia, dyspraxia, dysgraphia, dyscalculia, developmental language disorder, foetal alcohol syndrome, and other forms of developmental learning differences and needs (this list is not exhaustive). Being needs - rather than diagnosis - led, it also covers children without a formal diagnosis. 

In partnership with Hampshire SEN/D advisors, Specialist Teacher Advisor Service (STAS) and the Hampshire Parent and Carer Network, we have created and started our development of support and inclusion for neurodiversity at New Milton Junior School. 

As part of our school development plan, Di Lowth (Hampshire SEN/D Advisor) has supported the school staff with coaching sessions in the classroom and facilitated discussion and training in staff meetings. 

With the outcomes of training all staff in: 

• Understanding the range of typical learning styles of neurodiverse children and to feel confident supporting them in their classrooms;
• Adjusting our ongoing teaching and learning training programme to include work around using evidence to improve the support for neurodiverse children in the classroom;
• Understanding how neurodiverse needs can impact a child's behaviour and ability to learn;
• Use of classroom language to support learning for neurodiverse children and their ability to engage in education. 

As SENDCo, I have also undertaken: 

1. A sensory, physical/environmental and communication audit alongside this programme, with the intended outcome of developing the use of evidence-based classroom resources for all children;
2. A review of the school policies to ensure sustainability of inclusivity for neurodiversity;
3. The inclusion of the needs of neurodiverse children as a regular agenda item (under SEND) in staff and governor meetings;
4. The use of data to analyse and act on the inclusion of neurodiverse children and their parents/carers at NMJS (Clubs, events, celebrations, parents' evenings, sanctions attendance, suspensions);
5. The development of opportunities for parents and carers of neurodiverse children to input into school practice and policy, through parental voice and regular parent/carer forums (Input from HPCN parent forums);
6. Training in becoming a School-Wide Advocate for Neurodiversity (SWAN).