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Partner Story: Catrin Eyers, West Earlham Junior School

Building Inclusive Excellence: Insights from Catrin Eyers at West Earlham Junior School

At the heart of West Earlham Junior School in Norfolk, Headteacher Catrin Eyers is leading the charge in fostering a highly inclusive and progressive learning environment. In a recent interview, Catrin shared her thoughts on leadership, collaboration, and the positive impact of participating in Challenge Partners’ SEND review and other school improvement initiatives.

 

A School with a Unique Context

West Earlham Junior School is a two-form junior school that serves a diverse community. Around 50% of the students are eligible for pupil premium, reflecting the socio-economic challenges faced by many families. The school also supports 22 students with Education, Health, and Care Plans (EHCPs), and approximately a third of its students are on the Special Educational Needs and Disabilities (SEND) register.

Despite these challenges, Catrin and her team are committed to creating a neurodiverse-friendly environment where students with ADHD, communication difficulties, and other needs can thrive. The school’s inclusive ethos is reflected in its everyday practices, with classrooms designed to cater to the diverse needs of all pupils.

 

Joining Challenge Partners: A Catalyst for Change

Catrin first became aware of Challenge Partners after visiting a school in Woolwich. Impressed by the innovative practices she saw, she was keen to explore how her school could benefit from similar partnerships. She discovered that Challenge Partners offered a platform for collaboration and shared learning, which she describes as a "really good way of getting involved and going out to see good practice."

Through Challenge Partners, West Earlham Junior School participated in a SEND review alongside two other schools—a primary school in Ealing and an infant school in Essex. This diversity of settings provided Catrin and her team with valuable insights into different approaches to SEND provision. Each school had a unique setup, and the opportunity to see how others tackled similar challenges proved invaluable.

 

The Power of Peer Reviews and Reflection

One of the standout features of the SEND review, according to Catrin, was the protected time it provided for school leaders and SENCOs to visit each other’s schools. This dedicated time allowed for deep reflection on their own practices while observing others. Catrin noted that having an entire day to focus on SEND provision—free from distractions—was a rare and highly valuable experience.

The peer review process began with self-evaluations, where each school assessed its own SEND practices. These evaluations were then shared and discussed among the group, with colleagues offering constructive feedback. Catrin found this external perspective particularly helpful, as it allowed her to see her school’s strengths in a new light. “Sometimes we can be overly critical of ourselves,” she remarked, “but having others reflect on your practice can show you where you’re actually excelling.”

 

Practical Changes and Long-Term Impact

The SEND review wasn’t just about reflection—it led to tangible changes at West Earlham. Inspired by practices observed in other schools, Catrin’s team implemented new approaches, including the use of occupational therapy (OT) and communication software to support children with language difficulties.

For example, one school they visited used OT services more effectively than West Earlham had previously considered. This led to a re-evaluation of their own OT provision, resulting in a more targeted approach to sensory needs and sensory circuits in the school. Similarly, the adoption of communication software has enabled teachers to better support students with language and communication challenges.

The benefits of these changes extend beyond students. Teachers at West Earlham now have access to ready-made resources that make it easier to adapt their lessons for pupils with SEND, creating a more inclusive learning environment for everyone.

 

Leadership Challenges and Growth

Reflecting on her leadership journey, Catrin shared how the SEND review and other Challenge Partners initiatives have challenged her thinking, particularly around the dichotomy between mainstream and special schools. With more children who would traditionally attend special schools now being integrated into mainstream settings, Catrin has had to rethink how her school can best support these pupils.

This shift in mindset has also influenced her staff. While some initially questioned whether certain children belonged in a mainstream school, the SEND review helped reinforce the school’s commitment to inclusion. As Catrin explained, “It’s no longer about trying to move children out to special schools. It’s about adapting our school to meet their needs.”

 

Building a Collaborative Future

Catrin’s participation in Challenge Partners has not only transformed her school’s approach to SEND but also helped foster a culture of collaboration. The relationships built during the SEND review have provided a network of support and shared learning that continues to benefit West Earlham Junior School. “We’ve changed so much already,” Catrin noted, “and it’s been a really positive influence on our practice.”

Looking ahead, Catrin is excited to continue working with Challenge Partners and continuing to engage in East London Hub’s activities, especially the Middle leaders development later this year.