In a groundbreaking educational partnership, two schools in Rastrick, West Yorkshire, have introduced a pioneering scheme aimed at enhancing the inclusion of students with Special Educational Needs and Disabilities (SEND). This initiative, involving Field Lane Primary School and Highbury School, seeks to create a more integrated learning environment where all pupils can thrive together.
A New Model for Inclusion
The collaboration between Polaris Multi Academy Trust, the local authority, and Highbury School has resulted in the establishment of a co-located school model. This innovative approach aims to address declining enrolment at Field Lane while accommodating the growing demand for specialist education at Highbury. The schools now operate as a unified entity, allowing SEND students to participate in mainstream classes while benefiting from specialist support.
Debbie Sweet, headteacher at Highbury School, emphasises the importance of this model. “We didn’t want to just rent a room,” she explains, referring to previous satellite provisions in mainstream settings. “We wanted to create a wider impact, and that’s how the idea of a co-located school came about.” By integrating specialist staff and resources, the schools aim to foster inclusive practices that benefit all students.
Daily Interactions and Learning
The school day at Field Lane is vibrant, with children engaging in various activities together. While mainstream pupils tackle percentages in one classroom, Highbury students partake in a movement class featuring animated dinosaurs. This blend of activities allows for cross-pollination between the two groups, helping to nurture empathy and understanding.
“Mainstream children are teaching as much as the adults,” Sweet notes. “They are learning how to play, take turns, and resolve conflicts together.” This interaction is crucial for developing social skills and promoting inclusivity. The curriculum remains tailored, ensuring SEND pupils receive the specialist instruction they need while still being part of a larger, supportive community.
Support and Funding Challenges
Despite the promising start, there are concerns about the sustainability of such initiatives. The National Education Union (NEU) has voiced the need for additional funding to fully realise the potential of the government’s recent Schools White Paper, which prioritises inclusion in mainstream education. Hamish Heald, joint secretary of the Calderdale NEU branch, stresses the necessity for a government commitment to provide adequate resources. “We want to improve educational outcomes for all children, whether they are in mainstream settings or have additional needs,” he asserts.
The government’s proposal to invest billions directly into schools is a positive step, yet many parents and educators remain cautious. Tiffany, a parent with a child attending Field Lane, shared her views: “It’s crucial for children to learn about each other in a real-world context. This kind of integration at an early age fosters understanding.”
Positive Parental Feedback
The initiative has garnered enthusiastic support from parents. Chelsea, whose daughter Tilly transitioned from a mainstream primary school to Highbury, expresses her gratitude: “Tilly is thriving here. The integration with mainstream children has made a significant difference.” Such testimonials underscore the value of this innovative approach in nurturing not only the academic but also the social development of SEND students.
Steve Evans, CEO of Polaris Multi Academy Trust, remains optimistic about the future of the co-located school model. “With the backing of local authorities and our funding, we are witnessing an increase in enrolment at Field Lane. The joy among the children and the collaborative spirit among staff are evident,” he states.
As the bell rings for class to resume, students from both educational streams return together, signalling a collective commitment to a more inclusive educational landscape. “It takes time and dedication,” Sweet concludes. “But we’re here to stay.”
Why it Matters
The initiative in Rastrick represents a significant step forward in the integration of SEND students into mainstream education, highlighting the importance of inclusive practices in fostering empathy and understanding among all pupils. As the government pushes for reforms in the SEND system, the success of this model could pave the way for similar programmes across the country, ultimately enriching the educational experience for a diverse range of learners. By prioritising collaboration and support, schools can ensure that every child, regardless of their needs, has the opportunity to succeed.
