In a groundbreaking effort to enhance the educational experience for students with Special Educational Needs and Disabilities (SEND), two schools in Rastrick, West Yorkshire, have launched a pioneering co-located model. This initiative, driven by a partnership between Field Lane Primary School, Highbury School, and the Polaris Multi Academy Trust, aims to foster inclusion and create a supportive environment for all pupils.
A Unique Educational Model
The new model, which operates on the premise of integrated learning, sees Field Lane Primary welcoming SEND students from nearby Highbury School. The initiative arose in response to declining enrolment at Field Lane, juxtaposed with Highbury’s sustained waiting list. By merging resources and expertise, the schools have successfully established a learning environment that not only accommodates but celebrates diversity among students.
Debbie Sweet, headteacher at Highbury School, emphasised the importance of this innovative approach. “We didn’t want to just rent a room. We wanted to have a wider impact, so we came up with the idea of a co-located school,” she stated. By relocating four classes from Highbury to Field Lane, the schools are leveraging specialist staff to enhance inclusive practices throughout the entire institution.
Collaborative Learning in Action
The integration of SEND students into mainstream classrooms is designed to provide mutual benefits. Children from both schools interact during breaks and assemblies, fostering social connections and camaraderie. Sweet noted that the mainstream pupils are actively involved in teaching their peers essential social skills, such as how to play and resolve conflicts. This collaborative environment not only enriches the learning experience but also nurtures empathy among students.
At Field Lane, nearly 20% of pupils—approximately 1.7 million nationwide—receive some form of support for their educational needs. The government’s recent Schools White Paper prioritises such inclusion, although the National Education Union (NEU) warns that adequate funding is crucial for these initiatives to succeed effectively. Hamish Heald, joint secretary of the Calderdale NEU, stated, “We want to see a stronger commitment from the government to put their money where their mouth is. We aim to improve the educational outcomes of all children, regardless of their needs.”
Positive Responses from Families
Parents at the school have expressed overwhelming support for the new initiative. Tiffany, whose daughter Mirren attends Field Lane, remarked, “It’s a wonderful school; all four of my children have come through.” She praised the bonds formed between her daughter and her SEND peers, noting that such interactions provide invaluable lessons about societal integration.
Chelsea, who has a daughter named Tilly enrolled at the school and also works there, shared her positive experience. “We moved Tilly from a mainstream primary school where she was struggling, and now she’s thriving,” she explained. Chelsea believes that the inclusive model allows both SEND and mainstream children to gain a deeper understanding of each other’s experiences.
The Future of SEND Education
Steve Evans, chief executive of the Polaris Multi Academy Trust, expressed optimism about the evolving educational landscape. “With the support from local authorities and the funding from Polaris, we’re seeing the roll at Field Lane increase,” he stated. The collaborative spirit among staff and students alike signals a promising future for inclusive education.
As the school day progresses, children from both streams happily return to their classes, showcasing the commitment to inclusion that defines this initiative. “It takes commitment, and over time,” Sweet concluded. “We’re not going anywhere.”
Why it Matters
This innovative approach to education not only transforms the learning experiences of SEND students but also cultivates a culture of understanding and acceptance among all pupils. By prioritising inclusion, the initiative serves as a model for other educational institutions across the country, highlighting the importance of creating environments where every child can thrive, regardless of their individual needs. The potential ripple effects of such a programme could lead to a more inclusive society, where diversity is embraced and celebrated.
