Two leaders at the heart of the island’s special educational needs provision left the service shortly before the publication of a highly critical review, Express has learned.
Jane Lancaster-Adlam, who was associate education director and the Island’s head of inclusion, left in July 2025, while La Passerelle headteacher Sarah Anderson-Rawlins informed parents of her departure just weeks into the new school term.
Both departures came after UK inspectors conducted a review of the Island’s special educational needs and disabilities provision, which involved discussions with around 50 education leaders and 270 parents and carers.
Education sources told Express that their highly critical findings – which Express had sought to have published via a request under the Freedom of Information Law – have been circulating among education officials for many months.
However, they were only made public for the first time today.
While “pockets” of good practice were identified, they report concluded that “too few disadvantaged or vulnerable” pupils are having their “full range of needs met” because “current leadership, organisation, systems, strategies, oversight and accountability arrangements in relation to inclusive education in Jersey are not sufficiently effective”.
Ms Lancaster-Adlam started work in Jersey in early 2021, ahead of a £250,000 critical review from the National Association of Special Educational Needs (nasen), which gave more than 50 recommendations – many of which today’s report showed had not been adequately progressed.
In 2024 – one year after a survey showed nearly one in four Jersey parents with children felt their child did not feel welcome or supported – she set out a ‘Vision for Inclusive Education’.
However, today’s report pointed the finger at central leadership for failing to secure “commitment to a common vision, a sense of shared responsibility, ambition or possibility”.
Express understands that Ms Lancaster-Adlam left in July, and that Phil Walker, former headteacher at Plat Douet School, became co-head of inclusion in September 2025.
Joining him as interim co-head is Liz Searle, headteacher of Mont à L’Abbé, who will also be interim headteacher at La Passarelle.
Today’s report also spoke of parental concerns that some children who were not deemed to “fit in” to mainstream education were pulled out. Some of these include children who were moved to La Passerelle, Express understands.
Just weeks into the 2025/26 academic term, La Pasarelle headteacher Sarah Anderson-Rawlins confirmed her departure despite expressing positivity about the current position and future of the service.
Writing to parents in a letter seen by Express, she said that it had been a “difficult decision to step away”.
She said the school had gone “from strength to strength” and that, progress had been made “in improving every aspect of school life”.
“Community organisations, both on the Island and the mainland, who loyally support and work alongside us, also recognise how far we have come. They see the school we have built together: one that is nurturing, welcoming, and dedicated to helping our students achieve their aspirations,” she said.
Ms Anderson-Rawlins said she left feeling “positive about the future”, ending on a quote from Ken Robinson: “If enough people move and move in the right direction – that’s a revolution. Success will be achieved not through competition, but collaboration; not by waiting, but by recognising that we are the system – for change.”
However, some parents and some education officials nonetheless shared concerns over the impact of these high-level departures and possible further turmoil for the service.
Express sought clarity from government on its long-term recruitment plans last week. However, a response is yet to be received.
In a statement, Education Minister Rob Ward described the review published today as a “turning point”.
In a separate letter to parents seen by Express, Deputy Ward said that recent changes in leadership were “helping strengthen collaboration between schools and the central team, including seconded headteachers focused on inclusion”.
“This is not about quick fixes but about building a system that puts children’s needs first,” he said.
