In a groundbreaking initiative, two schools in Rastrick, West Yorkshire, have joined forces to create a pioneering co-location programme aimed at enhancing the educational experience for students with Special Educational Needs and Disabilities (SEND). This collaboration between Field Lane Primary and Highbury School, facilitated by Polaris Multi Academy Trust and the local authority, is redefining inclusion in mainstream education, creating a model that could influence future policies across the UK.
A New Approach to Inclusion
The atmosphere at Field Lane Primary is one of excitement and anticipation as the school day commences. The day starts not just once, but twice, as minibuses arrive filled with children with SEND, ready to join their peers. The integration of these students into the broader school community is a key aspect of this initiative, which has reportedly led to an increase in enrolment numbers at Field Lane, despite previous declines.
Debbie Sweet, headteacher of Highbury School, explained, “We didn’t want to merely rent a room for our students; we sought to create a comprehensive co-located school that would allow for a more impactful and integrated approach to education.” This new model allows students from both schools to interact during break times and assemblies, fostering a sense of community and understanding among all children.
Bridging the Gap Between Mainstream and Specialist Education
The co-location initiative enables pupils from Field Lane to engage with their peers at Highbury School in various activities, breaking down barriers often faced by SEND students. During lessons, while the educational content remains tailored to specific needs, the collaborative environment allows for shared experiences. Sweet emphasises that mainstream children are actively involved in teaching their peers, facilitating play and teaching essential social skills.
“At Field Lane, I’ve witnessed remarkable growth in empathy and understanding among students. They are learning about autism and physical disabilities in a supportive environment,” she added. This inclusive atmosphere not only benefits SEND students but also enriches the experiences of their mainstream counterparts, promoting an ethos of acceptance and collaboration.
Support and Funding for Sustainable Growth
Despite the positive developments, the National Education Union (NEU) has raised concerns about the financial aspects of sustaining such initiatives. Hamish Heald, the joint secretary of the Calderdale branch of the NEU, highlighted the need for government support, stating, “We require a stronger commitment from the government to ensure that the necessary funding is allocated to achieve the ambitious goals outlined in the Schools White Paper.”
This paper outlines a vision for enhanced educational provision, including increased funding for specialist teachers and therapists. Just under 20% of pupils in England currently receive support for special educational needs, indicating a pressing need for further investment in resources and training.
Community Response and Parental Support
Parents of students at Field Lane have expressed their approval of the co-location scheme. Tiffany, a mother whose daughter Mirren attends Field Lane, praised the school’s inclusive environment. “It’s a wonderful school; all four of my children have been through here. Mirren has formed strong friendships with the children who join us,” she shared.
Chelsea, another parent with a child at the school, noted the significant progress her daughter Tilly has made since transferring from a mainstream setting. “It’s an amazing idea. Tilly gets to interact with mainstream children, helping them understand her unique needs better,” she remarked.
Steve Evans, the chief executive of Polaris Multi Academy Trust, expressed confidence in the success of this model. “With local authority support and funding from Polaris, we are witnessing an increase in student numbers at Field Lane, alongside a positive shift in staff collaboration and enthusiasm.”
As children from both schools eagerly return to their classrooms after break, the commitment to this innovative approach is evident. “It requires dedication and time,” Sweet concluded, “but we are here to stay.”
Why it Matters
The co-location initiative in Rastrick represents a significant step towards more inclusive education in the UK. By fostering collaboration between mainstream and specialist schools, this model not only enhances the learning experience for SEND students but also promotes understanding and empathy among all pupils. As the government considers reforms to the SEND system, successful programmes like this could serve as a blueprint for future educational policies, ensuring that all children, regardless of their needs, have the opportunity to thrive in a supportive and inclusive environment.
