Woolston Brook School is a specialist provision for pupils aged 7–16 with Education, Health and Care Plans (EHCPs).
The school’s ethos is underpinned by the principle of: "Relationships, responsibility and respect.”
Woolston Brook School is committed to delivering an inclusive, needs-led provision that supports pupils to develop emotional regulation, independence, confidence and transferable life skills, enabling successful outcomes and preparation for adulthood.
Woolston Brook School is able to meet the needs of pupils whose primary presenting needs, as identified within an EHCP, may include:
- Social, Emotional and Mental Health (SEMH) needs.
- Autism Spectrum Condition (ASC).
- Associated learning difficulties.
- Sensory processing needs.
- Difficulties with emotional regulation.
- Behaviour that may present as behaviour that challenges.
Placement decisions are made by the Local Authority, in consultation with the school, and are based on:
- The needs and outcomes identified in the EHCP.
- Compatibility with the existing cohort.
- The school’s ability to meet need within its current provision.
- Available spaces.
Woolston Brook School provides a structured, predictable and low-arousal learning environment designed to reduce anxiety and support engagement.
Provision includes:
- Clearly defined routines and consistent expectations.
- Trauma-informed and attachment-aware practice.
- Visual supports and structured transitions.
- Access to calm spaces and regulation areas.
- An emphasis on emotional safety and positive, trusting relationships.
Environmental adjustments are made in line with individual need, rather than through a one-size-fits-all approach.
- Small class sizes of up to 8 pupils, determined by cohort profile and individual needs.
- Each class is led by a qualified teacher.
- Each class is supported by a Level 3 trained teaching assistant.
The school does not operate a blanket 1:1 model; individual support is delivered through targeted interventions.
As part of our core offer, we provide the following interventions:
- Literacy.
- Numeracy.
- ELSA.
- Brick Therapy.
- Neurofeedback Therapy.
- Animal Assisted Therapy.
All students, and their families, have a designated keyworker from the Pastoral Team. All classes access a weekly nurture session with a member of the Pastoral Team.
The curriculum is broad, balanced and personalised, enabling pupils to make progress academically, socially, emotionally and functionally.
Curriculum Principles
- Personalised learning aligned to EHCP outcomes.
- Development of communication, literacy and numeracy.
- Explicit teaching of emotional regulation, self-management and independence.
- Preparation for adulthood embedded across all key stages.
- SMSC development integrated throughout learning.
Pupils follow a pathway matched to their developmental stage, learning profile and assessed needs:
Engagement / Pre-Formal Learning
Sensory-based and therapeutic approaches focusing on engagement, interaction and regulation.
Semi-Formal Learning
Development of learning behaviours, functional communication and early academic skills.
Formal Learning
Adapted subject-based learning delivered in manageable and meaningful steps.
Accredited Pathways (Key Stage 4)
Entry-level and functional qualifications, BTEC qualifications, GCSEs, vocational learning (1 day per week), and preparation for post-16 pathways.
Movement between pathways is responsive to progress and need, not age alone.
Support is delivered through a graduated and integrated approach, including:
- Emotion coaching and regulation strategies.
- Social communication interventions.
- Trauma-informed and attachment-aware support.
- Targeted interventions linked directly to EHCP outcomes.
As part of Woolston Brook School’s ongoing commitment to strengthening integrated therapeutic provision, the following services will be delivered on-site and form part of our core offer:
- From February 2026 – 1.5 days per week direct access to a trained Counsellor.
- From February 2026 – 1 day per week direct access to Play Therapy.
- From Easter 2026 – 3 days direct access to Occupational Therapy.
- From September 2026 – Direct access to Speech and Language Therapy.
This enhanced model ensures earlier intervention, improved collaboration between education and therapy teams, and more consistent support aligned to EHCP outcomes.
The school will continue to work collaboratively with external professionals where required, including:
- CAMHS.
- Educational Psychology.
- MHST.
Woolston Brook School recognises that behaviour is a form of communication.
The school adopts:
- Proactive, relational behaviour approaches.
- Clear and consistent boundaries and expectations.
- Individual regulation and support plans where required.
- A focus on teaching emotional regulation and self-management skills.
- A reduction-of-restrictive-practice approach.
Behaviour support strategies are tailored to individual need and reviewed regularly.
All pupils have access to opportunities that promote personal development, including:
- Physical activity and outdoor learning.
- Creative and expressive arts.
- Community engagement and educational visits.
- Life skills and functional learning.
- Careers education and preparation for adulthood.
Access is adapted as required to ensure inclusion and safety.
Woolston Brook School works in close partnership with families, carers and professionals through:
- Regular communication and collaboration.
- Annual and interim EHCP reviews.
- Transition planning into, within and beyond the school.
- A transparent and solution-focused approach.
- All placements are allocated through the Local Authority SEND process.
- Pupils must have an EHCP naming Woolston Brook School.
- The school contributes to consultation and assessment processes as requested by the Local Authority.
- Visits and professional discussions are welcomed as part of placement consideration.
Pupils are supported to make progress towards:
- Improved emotional regulation and wellbeing.
- Increased independence and self-confidence.
- Functional academic and life skills.
- Positive relationships and social engagement.
- A planned and supported transition to post-16 education, training or provision.
