The UK school redefining what mainstream education can achieve in high-poverty communities
Ward Jackson Church of England Primary School, a state funded primary school in Hartlepool, UK, is reinventing learning pathways for students in a community where 70% of students are affected by poverty and many face instability and trauma. Coupled with the complex special educational needs of half of all learners, these challenges can predetermine how they feel, behave and engage long before the school day even starts, possibly preventing them from fully accessing their learning potential. To give these learners access to education that drives real outcomes, the school reshaped its learning approach to put wellbeing, relationships and trust at the foundation of learning.
Guided by an ethos known as the ‘Ward Jackson Way’ — a shared commitment to love, curiosity and repair — the school recognises that behaviour is a form of communication, and that every interaction is an opportunity to build connection, trust and stability.
Each morning, staff open the school gates early and welcome children and families onto the grounds, creating a calm and predictable start to the day. These daily check-ins allow staff to spend real time with the learners while they feel safe, so that any concerns can be spotted early and tackled before they become overwhelming. This conscious start acts as a safeguarding measure and an emotional reset. Each day begins with the school community gathering for a free breakfast together, ensuring that no child starts the day hungry and creating a calm, connected start that sets the tone and pace for the day ahead. These shared routines provide children with a strong sense of belonging, predictability and security, helping them feel ready to learn and engage with others. The consistency and comfort of this daily structure is particularly beneficial for neurodiverse pupils, who often thrive within clear, familiar and relational environments.
Teaching is intentionally adapted to reflect the realities of everyday living, with staff trained in trauma-informed practice. This means that if classroom challenges arise, they are able to respond with consistency and care. Emotional literacy, self-regulation, oracy and relationship-building are prioritised alongside academic learning, so that students can develop a wide range of skills that they can rely on later in life.
With around 50% of learners having been identified with additional needs, including neurodivergence and social and emotional challenges, learning is flexible and responsive to meet them where they are at. Dedicated nurture spaces have been created to provide calm environments where students can step back if they’re feeling overwhelmed, and staff work together to review each child’s progress and adjust support in real time.
A defining feature of the school is its commitment to removing financial barriers. Through the ‘Ward Jackson Experience’, every pupil is included and takes part in a fully funded enrichment programme. This includes trips, cultural activities, and residential stays, meaning that children get to enjoy things they might not otherwise experience, like visiting theatres, exploring museums, or rock climbing and canoeing. These activities are part of the curriculum and help students build confidence, expand their horizons, and feel a stronger sense of belonging.
Recognising that families are often navigating their own challenges, the school operates as a community hub, providing food banks, toy banks, supermarket vouchers and shared meals. Support is offered without judgment, with a focus on dignity, which removes stigma and reduces pressure on families who are trying to provide. The school also works closely with parents of children with additional needs, offering guidance and coaching to help them better understand and support their children at home.
Despite the challenges of their environment, academic outcomes at Key Stage 2 are above the national average, including for pupils eligible for Pupil Premium and those with additional needs. Attendance and engagement are on a continual cycle of improvement, while behaviour has shifted significantly, with teachers reporting that what were once frequent daily incidents have now been reduced to a few isolated cases. Pupils are more confident, resilient and eager to engage.
The model is also having a great impact on families with parents who may have previously felt disconnected from education, feeling more engaged and supported through practical help. By working alongside families rather than judging them, the school has created a safe space grounded in trust where students and their loved ones feel understood across both home and school environments.
