A specially adapted residential trip to the Lake District gave students with diverse needs the chance to tackle sailing, high ropes, and horse riding.
Southgate School in Huddersfield took a group of students to the Calvert Trust in the Lake District for a transformative experience. The four-night trip was a finalist in the 2025 ‘My Best School Trip’ Award, part of the School Travel Awards. We hear from Ben Walker (outdoor education coordinator) and Susan Norman (staff governor) about what they did, and why the residential had such an impact.
Designed to provide enriching experiences, tailored to the diverse needs of the students, the residential involved extensive coordination with the Calvert Trust which is a fully accessible outdoor activity centre catering for people with a range of disabilities.
School: Southgate School, Huddersfield
Subject: Cross-curricular
KS: Mixed
Number of pupils: 7
The pupils took on a variety of challenges such as sailing on the catamaran, canoeing, the high ropes, zip wires and horse riding.
Profound impact on those involved
We do this trip annually, as well as other challenges and expeditions such as Hadrian’s Wall and Mount Snowdon – we want to challenge disability and give pupils the chance to overcome barriers and reach their potential.
This particular trip was designed to provide enriching, hands-on experiences tailored to the diverse needs of the students, ensuring that every individual could participate and thrive.
“My favourite part was the zipline - it was scary at first, but once I did it, I felt so proud! The instructors were really encouraging and made sure everything was accessible. I learned that even when something seems hard, I can give it a go and succeed. I can’t wait for another adventure like this!”
Pupil comment
Careful consideration was given to accessibility, ensuring that all activities from canoeing and climbing to sensory nature trails were adapted to their abilities. Support staff and specialists were involved to provide guidance, and parents were consulted to ensure the trip aligned with the individual needs of each child.
The anticipated impact was profound. Beyond the physical activities, the trip aimed to enhance social skills, communication, and teamwork. Many students had never experienced such an immersive outdoor setting, and the hope was that they would develop resilience and a sense of achievement through overcoming challenges.
How the trip linked to the relevant topic(s) and curriculum
Learning objectives focused on boosting self-confidence, fostering peer collaboration, and encouraging problem-solving. Each activity was designed to promote independence, providing students with the tools to navigate obstacles both in nature and their everyday lives. The experience aimed to empower them with a deeper understanding of their capabilities, demonstrating that, despite challenges, adventure and achievement are within their reach.
Consideration given to inclusivity and affordability
The experience was designed to be accessible to all, with adjustments made to accommodate physical, sensory, and cognitive disabilities.
“I have a physical disability, so I was nervous about how much I could take part in, but everything was adapted so I could join in just like everyone else. This trip showed me that my disability doesn’t have to stop me from having adventures!”
Pupil comment
To promote inclusivity, a thorough assessment of each pupil’s needs was carried out, allowing for tailored support and personalised approaches to activities. The Calvert Trust’s expertise in inclusive outdoor education played a key role in making every aspect of the experience welcoming and accessible.
Affordability was carefully considered to prevent financial constraints from limiting participation. Fundraising efforts, grant applications, and sponsorships were explored to subsidise costs and make the trip accessible to all families. Parents were not asked to pay for the trip but could make a voluntary contribution if they wanted to, this reduced any financial pressure.
Embedding learning back at school
Once back at school, pupils participated in guided discussions where they shared their experiences, reflected on challenges they overcame, and expressed personal growth. Visual aids such as photographs and a diary used to document their journey, provided a lasting record of their achievements.
“Since coming back, I feel braver about trying new things, and I’m more comfortable asking for help when I need it. I wish we could go again soon!”
Pupil comment
Practical applications were integrated into classroom learning. Teamwork and problem-solving skills gained at the Calvert Trust were reinforced through collaborative projects, while physical education lessons incorporated adaptive techniques from the trip to sustain engagement in outdoor activities. Sensory experiences from nature trails were revisited through creative writing and art projects, allowing pupils to relive and articulate their memories in personal ways.
Overall, the learning experience extended beyond the trip itself, shaping a culture of perseverance, inclusion, and active participation within the school community.
