Children with additional learning needs in west Wales are enjoying a new inclusive playground after Rotary secured a landmark Global Grant for a project in its own community.
The playground at Canolfan Elfed Inclusion Centre, part of Queen Elizabeth High School in Carmarthen, was officially opened following two years of planning, fundraising and partnership working.
Designed to provide a safe, accessible and stimulating outdoor environment, it will benefit pupils with a wide range of additional learning needs and disabilities.
The project, supporting disadvantaged children, marks a significant milestone for Rotary District 1150 (Southern Wales), by becoming the first time the District has successfully secured a Rotary Foundation Global Grant for a project within its own area.
The Global Grant, including District Distributed Fund contributions was $58,400. The total project cost was just over $100,000 with the balance made up of cash donations by individual Rotary clubs and the school’s own fund-raising.
The $100,000 grant was awarded through a partnership involving Carmarthen Tywi Rotary Club, Narberth and Whitland Rotary Club, District 1150 and the YMLAEN charity. The international partner for the project was the Rotary Club of Fontenay-le-Comte in the Vendée region of western France.
The vision for the project came from Nigel Cooke, Business Manager at Queen Elizabeth High School and founder of the YMLAEN charity, along with Lisa Thomas, the inclusion manager at Canolfan Elfed, who wanted to create an inclusive outdoor learning and sensory environment for pupils attending the Inclusion Centre.
The idea gathered momentum following a Rotary Youth Speaks competition hosted at the school, leading to a partnership with local Rotary clubs and District 1150 that transformed the ambition into reality.
Alongside the Global Grant, the project was supported by extensive community fundraising, including sponsorship from local businesses, a London Marathon challenge and an Olympic-themed spinathon involving pupils.
Canolfan Elfed supports young people with additional learning needs from across Carmarthenshire, Pembrokeshire and Ceredigion, and the new playground forms part of a wider programme to enhance outdoor learning and wellbeing.
Rotarians, school staff, volunteers and supporters joined pupils to celebrate the official opening in July, marking the culmination of a project that demonstrates the impact Rotary can achieve by combining Foundation funding with local partnerships and community support.
Phillip Williams, Immediate Past President of Carmarthen Tywi Rotary Club, said, “It is so rewarding to see the hard work of the Rotarians involved in the grant application coming to fruition in the form of this exciting sensory playground which is going to play a vital part in the development of children with additional learning needs both now and in the future. It demonstrates how the Rotary family at local and international level can make things happen to the benefit of the community.”
Nigel Cooke, Queen Elizabeth High School Business Manager, said, “We extend our sincere thanks to Rotary for its outstanding support in helping us secure the funding for our new sensory play yard in Canolfan Elfed. The unwavering commitment has been instrumental in turning our vision into a reality. Without the funding that Rotary has provided this project simply would not have been possible. It will leave a lasting legacy for our pupils for many years to come”
Canolfan Elfed Background
Canolfan Elfed is a specialist educational unit catering for the additional education and development needs of children between the ages of 11 and 19 years, with severe and multiple learning needs, many of whom have physical disabilities and autism. The learners are drawn from three administrative counties in west Wales, Carmarthenshire, Pembrokeshire and Ceredigion Originally conceived as a unit for 67 students, currently 95 attend each day. Whilst internally the unit is adequately resourced, externally the children have no designated play areas and no dedicated external environment. It was unsafe to allow children from the unit to step beyond the immediate school buildings in terms of surfaces, equipment and a stimulating educational environment and should other, able bodied children be in the area there was a real danger that injuries might inadvertently occur.
The concept was to construct a bespoke playground designed around the children’s specific needs.
Learning currently could only be progressed in the classroom but the playground would provide an exciting and much more stimulating environment for an enhanced learning experience.
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A bid to seek funding for an inclusive playground from the Education Department was met sympathetically but rejected on the grounds that funding was not available. Staff then started fund raising which led to support from the two local Rotary clubs to address the situation.
Canolfan Elfed Benefits
As children consistently access the playground benefits will occur through:
Improved Social Skills: The playground will provide opportunities for cooperative play, communication, and teamwork, helping children develop confidence and build friendships in a safe, supportive setting.
Physical Development: Specially designed equipment will encourage movement, balance, and coordination in a manner accessible to all abilities.
Increased Emotional Wellbeing: Nature-based activities and accessible play promote relaxation and a sense of belonging, contributing to reduced stress and improved mood.
Greater Independence: The accessible design empowers children to explore and engage independently, fostering autonomy and self-esteem
The benefits will be focused on:
Sensory regulation and processing which is particularly important for children with autism, a significant group within the student cohort;
Motor skills development by enhancing both fine and gross motor skills;
Cognitive development as sensory play allows learners to learn about concepts such as over and under and problem solving;
Social and emotional development as students learn to play with each other in group situations; enhancing language development and providing independence.
Consistent access to the playground, is expected to
reduce challenging behaviours such as withdrawal and frustration,
aggression will decrease,
positive behaviours—such as cooperation, self-expression, and independent play—will increase.
Improvements are expected to manifest as:
Reduced frequency and intensity of meltdowns or disruptive episodes
Increased engagement and willingness to participate in group activities
Better coping strategies and emotional self-regulation.
Improved peer relationships and communication skills
Progress will be monitored at regular intervals (e.g., termly) and used to adapt activities, ensuring that the environment continues to meet the evolving needs of the children.
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