Supporting every child: How The Harbour is transforming SEMH provision in Sunderland
The latest episode of the Schools North East Podcast delves into an inspiring new initiative that is changing the landscape of Social, Emotional, and Mental Health (SEMH) support in Sunderland: The Harbour.
The Harbour, an innovative, additionally resourced provision (ARP) launched by Hudson Road Primary School in partnership with The Link School, is providing vital support for children with SEMH needs, ensuring they receive high-quality education within their own communities.
With increasing SEMH needs and limited options between mainstream education and specialist EHCP (Education, Health, and Care Plan) provision, The Harbour represents a pioneering model that could shape the future of SEMH support, both locally and nationally.
Listen to the full episode here.
A new model for SEMH support
In September 2024, The Harbour opened as Sunderland’s first additionally resourced SEMH provision, catering to 12 students, with capacity for 16, across Years 1 to 6. The initiative was driven by Hudson Road Primary and The Link School, both of whom recognised the urgent need for a local, flexible alternative to traditional specialist placements.
Rather than imposing a rigid framework, Together for Children (Sunderland’s local authority support service), entrusted school leaders with full autonomy and funding to create a solution tailored to the city’s needs. The result? A trauma-informed, community-based provision that is already making a measurable difference to children’s lives.
Origins and vision: Building from local strengths
The idea for The Harbour emerged when Cathy, Head Teacher at Hudson Road Primary, saw the potential to repurpose a former childcare building on-site. The space had previously been used for a two-year assessment hub pilot, which proved highly successful in supporting children with SEMH needs.
Meanwhile, Donna, representing The Link School, had identified a growing gap between mainstream school support and specialist EHCP placements. Both schools shared a vision for an inclusive, community-focused SEMH provision that would allow children to stay close to home, rather than being sent to placements far from their support networks.
Crucially, Together for Children trusted school leaders to develop a solution, rather than imposing a one-size-fits-all model. This autonomy enabled the creation of a truly child-centred approach.
Rising SEMH needs and system gaps
The discussion on the podcast highlighted a sharp increase in SEMH needs, with demand doubling in recent years. Many children struggling with social, emotional, and mental health challenges also have underlying communication and interaction difficulties, which are often not adequately addressed.
The long-term impact of COVID-19 has further exacerbated issues, increasing anxiety levels and making school transitions particularly difficult for many pupils. Despite this growing need, the current system lacks sufficient options between mainstream education and full specialist provision, leaving many children without appropriate support.
The complexity of SEMH needs is also evolving, meaning that many existing additionally resourced provisions (ARPs) are unable to offer the tailored, individualised support required. The Harbour has been designed specifically to bridge this gap, providing a structured yet flexible approach to meeting the needs of children who might otherwise struggle to find the right support in mainstream settings.
Impact: Transforming lives and learning
Although The Harbour is still in its early stages, its impact on students and families has already been profound. Children attending the provision are showing improved attendance and engagement, benefiting from the stability and sense of belonging that the setting provides.
The multi-year age range, spanning Years 1 to 6, has also fostered a strong sense of community, with older students supporting and learning alongside younger ones. Academic progress is evident in student workbooks, highlighting the effectiveness of the provision’s tailored approach.
For many children who have previously struggled in multiple placements, The Harbour offers a ‘forever school’—a place where they can feel secure and supported in their learning journey. Families, too, are experiencing a shift towards a more positive, solution-focused approach, rather than feeling criticised or blamed for their child’s struggles.
Crucially, by offering a local alternative to out-of-area specialist placements, The Harbour helps maintain vital community connections and significantly reduces the disruption caused by long travel times.
Backing from the Local Authority: A model for future expansion
The support of Together for Children has been instrumental in the success of The Harbour, with the local authority not only providing full funding but also granting schools the autonomy to shape the model in a way that best meets the needs of their community.
This collaborative approach recognises that locally led solutions often lead to better long-term outcomes for children and families. With the success of The Harbour now evident, the local authority has committed to expanding SEMH provisions across Sunderland, ensuring that more children have access to support closer to home.
Secondary SEMH provision has been identified as the next priority, marking the beginning of a city-wide transformation in inclusive education.
Lessons for national policy: A call for change
Beyond its immediate impact in Sunderland, The Harbour also raises important questions about the national approach to SEMH and SEND provision. Cathy and Donna emphasised the need for greater trust in school leaders, arguing that they are best placed to develop local solutions tailored to the needs of their students.
They also highlighted the importance of greater flexibility in curriculum and assessment, as rigid, standardised approaches often fail to accommodate the diverse needs of SEMH students.
Progress, they argued, should be measured on an individual basis, rather than through a narrow academic lens that does not reflect the full picture of a child’s development. Another key recommendation was for mandatory specialist placement experience in teacher training, ensuring that all educators gain a better understanding of SEMH needs and the strategies required to support these students effectively.
By giving schools the autonomy to develop locally responsive solutions, The Harbour is demonstrating what is possible when trust is placed in the expertise of school leaders.
As this model continues to grow, it has the potential to influence national policy, shaping a future in which every child—regardless of their SEMH challenges—can access the right support in the right place at the right time.
Listen to the full episode here.
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