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Building bridges: Tor View's inclusive primary model for SEND learners
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WSS-A8-121_Tor_View.pdf
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Authors
Editors
Date
2026
Educational Level
ISCED Level 1 Primary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: Tor View is a special school in North West England serving 259 pupils aged 4 to 19 with various learning difficulties, including Autism and Moderate to Profound Learning Difficulties. The school has a longstanding commitment to inclusive education, partnering with local mainstream schools to enhance educational access and success for learners with Special Educational Needs and Disabilities (SEND).
Aims: The primary aim of the inclusion model is to facilitate meaningful access to mainstream education for pupils with SEND, fostering both academic and social development. The model strives to ensure that these learners are adequately prepared for transitions to secondary education and the achievement of formal qualifications such as GCSEs.
Methods: The model operates through a collaborative arrangement with a mainstream primary school, where a group of Tor View pupils participates in core academic subjects in a general education setting facilitated by specialized staff. This dual-placement approach allows students to be engaged with peers and continues their learning within Tor View for foundation subjects, utilizing a structured schedule to optimize inclusion and support.
Findings: The implementation of the inclusion model has resulted in significant academic and social advancements for participating pupils. Assessments indicate that all Year 6 pupils within the model are meeting or exceeding their end-of-key-stage targets in core subjects. Socially, the model has enhanced learners' confidence, social skills, and sense of belonging, exemplified through numerous success stories of students transitioning to higher educational goals, such as GCSE studies.
Implications: The success of the primary inclusion model at Tor View demonstrates that inclusive educational practices can yield positive outcomes for learners with SEND. Educational professionals may observe that fostering collaborative relationships with mainstream institutions, alongside tailored support mechanisms, can effectively enhance the educational experiences of students facing learning challenges. This model also illustrates the potential for scalability to other educational levels, indicating a successful framework for sustainable inclusion.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), mainstream-special school partnership