Using Farming and Vocation Curriculum to engage SEND Students

Farming

Written by Dr Abide Zenenga - Proprietor & Headteacher at Riverside Education.

Riverside Education has developed an innovative and inclusive curriculum that blends traditional academic study with farming and vocational learning. This approach reflects a broader shift in education towards preparing young people not only for exams, but for life beyond the classroom. By embedding practical, hands-on experiences, particularly through its farm-based work-placement programme, Riverside is redefining how schools can engage students, especially those who may have struggled in conventional settings.

Why Riverside chose this approach

Riverside Education primarily supports young people aged 14–19, many of whom have special educational needs (SEN) or have become disengaged from mainstream schooling. The school recognised that a purely academic model was not meeting the needs of all learners. Instead, it designed a curriculum that is inclusive, flexible, and responsive to individual strengths and challenges. The curriculum was built upon consultation with all stakeholders through meetings, surveys and interviews. Yearly surveys with students on how they feel about the current curriculum have become a culture of the school. It is a curriculum ‘for the students, by the students and with the students.’

A key motivation behind incorporating farming and vocational learning is to remove social, emotional, and educational barriers. Many students arrive with low confidence, poor prior attainment, or negative experiences of education. Riverside’s leadership identified that practical, real-world learning could re-engage these pupils by making education relevant and meaningful.

The farm-based programme, in particular, was developed to provide a therapeutic and stimulating environment. Working with animals and nature has been shown to support emotional wellbeing, and Riverside uses this setting intentionally to help students rebuild confidence and reconnect with learning. At the same time, the school aims to equip students with employability skills, ensuring they are better prepared for adulthood and the workplace.

Vocational Provision

What this approach looks like in practice

In practice, Riverside’s model integrates academic study with vocational and farm-based learning. Students continue to study core subjects such as Science, English and Maths, but these are complemented by hands-on experiences in areas like Horticulture, Construction, Catering, and Animal Care.

The farm is central to this approach. Set in a rural environment, it provides opportunities for students to engage in real agricultural activities. Pupils care for animals such as alpacas, goats, ducks, and chickens, while also learning horticulture and land management.

Daily tasks might include feeding animals, maintaining enclosures, collecting eggs, planting crops, or repairing equipment. These are not simulated exercises but real responsibilities that contribute to the functioning of the farm.

Alongside these activities, students work towards recognised qualifications in areas such as animal care and horticulture. The curriculum is carefully structured to include not only technical skills but also life skills, employability, and teamwork. For example, students develop communication skills, learn health and safety practices, and gain experience working collaboratively (Tobback, Verhaest and De Witte, 2025).

Most, importantly, the programme is personalised. Each student follows a pathway tailored to their needs and aspirations, combining academic learning with vocational training and personal development. This flexibility allows Riverside to meet a wide range of learner profiles.

Impact on pupils

The impact of this approach on pupils has been significant. One of the most notable outcomes is increased engagement. Students who were previously disengaged from education often respond positively to practical, hands-on learning. By participating in meaningful tasks, they begin to see the value of education and their own potential within it.

Confidence and self-esteem also improve. Working on the farm requires responsibility, caring for animals, maintaining routines, and completing tasks which helps students develop a sense of achievement (Zenenga, Phillips, Nyashanu, and Ekpenyong, 2021)

All programmes are designed to build confidence, social skills, and independence, all of which are essential for future success.

In addition, students gain transferable skills that are directly relevant to employment. These include teamwork, time management, communication, and problem-solving. The work-based learning model ensures that students are not only learning about work but actively experiencing it, which better prepares them for transitions into jobs, apprenticeships, or further education.

There are also benefits for students’ wellbeing. The connection with nature and animals can have a calming effect, supporting emotional regulation and mental health (Brown, Snelders, Godbold, Moran-Peters, Driscoll, Donoghue, Mathew and Eckardt, 2019)

For many pupils, this creates a more positive relationship with education overall.

Challenges and lessons learned

While Riverside’s approach has clear benefits, it is not without challenges. One key challenge is ensuring that vocational and farm-based learning is balanced with academic requirements. Schools must still meet national standards and ensure students achieve recognised qualifications, which requires careful curriculum planning.

Another challenge is resource intensity. Running a farm, maintaining facilities, and providing specialist staff requires significant investment. This model may not be easily replicated in all settings without adequate funding and expertise.

There is also the need for strong staff training and commitment. Delivering this type of curriculum requires educators who are not only skilled teachers but also capable of supporting students with complex needs in practical environments.

However, Riverside’s experience highlights important lessons. First, education must be adaptable, what works for one group of learners may not work for another. Second, integrating real-world experiences can transform engagement and outcomes. Finally, addressing students’ social and emotional needs is just as important as academic achievement.

Conclusion

Riverside Education’s integration of farming and vocational learning represents a powerful example of how education can evolve to meet the needs of diverse learners. By combining practical experience with academic study, the school has created a curriculum that is engaging, relevant, and impactful. While challenges remain, the success of this approach demonstrates the value of thinking beyond traditional classroom models and embracing more holistic, experiential forms of learning.

References

Brown, S., Snelders, J., Godbold, J., Moran-Peters, J., Driscoll, D., Donoghue, D., Mathew, L. and Eckardt, S. (2019) Effects of animal-assisted activity on mood states and feelings in a psychiatric setting. Journal of the American Psychiatric Nurses Association, 26(6), pp. 555–567. doi: 10.1177/1078390319853617.

Riverside Education is a specialist independent school that offers alternative education to a range of young people including those with SEN aged 14 -19.

Contact: info@riverside-education.co.uk or visit https://riversideeducation.co.uk/