Posted 19 July 2024

A tailored programme of activity helped a group of SEND (Special Educational Needs and Disabilities) students from The Ruth Gorse Academy to break down barriers to access Higher Education (HE). 

The activities were organised by Go Higher West Yorkshire (GHWY) Uni Connect with input from the students through a learner voice session. This helped to gather insights directly from the students regarding their interests and the support they needed. 

Background 

Research conducted in 2023 by Higher Education Progression Partnership South Yorkshire Plus (HeppSY) identified substantial barriers faced by disabled learners in accessing HE. These barriers include a lack of self-efficacy, a sense of belonging, and insufficient knowledge about HE and the available support.  

To better understand the challenges these students face, I consulted with the school’s Senco. She highlighted that SEND students often struggle with independently researching future progression and career options. The prospect of change, involving new routines and relationships, can be particularly daunting. Additionally, visiting different educational institutions and understanding the various courses offered can be overwhelming. 

Programme of activity 

I used insight from the learner voice session to design a structured programme with two main activities. These were complemented by a “pre-session” and a “post-session” to maximise impact. 

The “pre-session” introduced the programme through a HE quiz and a budgeting game for Year 8 and 9 students. For Year 10 students, the session included an introduction to Further Education (FE) and a research task. 

The first main activity was a Team Building workshop conducted by Cosmos Engagement. This effectively reinforced the programme’s objectives, focusing on communication, resilience, perseverance, and teamwork. The activities allowed students to practice and develop these essential skills, which are necessary for their future success. 

The second main activity was a visit to a Further or Higher Education provider, tailored to the students’ preferences and needs. This early exposure aimed to mitigate the apprehension associated with change. Year 10 students visited a FE college to help them prepare for their upcoming Level 3 study choices. Year 8 and 9 students had the option to visit either Leeds City College Quarry Hill campus, which offers creative courses, or Leeds City College Temple Newsam Farm, which specialises in animal management. 

The visits were very successful. Students had the opportunity to explore the institutions, meet staff, and experience the courses first-hand. At Temple Newsam Farm, students attended a theory session on Animal Welfare and interacted with some of the animals. At Quarry Hill campus, they participated in workshops on Art, Photography, and Gaming. The feedback indicated that some students were previously unaware of the opportunities at Temple Newsam Farm and are now considering it as a viable option for their future. 

At Elliott Hudson College, Year 10 students attended a session on careers and participated in taster sessions in Applied Law, Health and Social Care, Psychology, and Applied Science. They also toured an art exhibition by current college students, which inspired many students to consider Elliott Hudson College as a potential option. 

To conclude the programme, a “post-session” was held for students to recap their experiences, reflect on their learnings, and provide feedback. The responses were very positive. One student remarked, “I was worried at first but then I realised that it was okay.” A Year 10 student commented, “I have improved in communication, and I feel more confident.” Many expressed a desire to participate in the project again. 

Conclusion 

This project has been immensely rewarding, demonstrating that with the right support and opportunities, SEND students can thrive and confidently plan their educational futures. 

 

Samantha Higgs, GHWY Outreach Officer, University Centre Leeds