Woolston Brook School

Our provision for pupils aged 7–16 with Education, Health and Care Plans, including learning, targeted support and preparation for adulthood.

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.
• From September 2026, a specialist sensory room is available in the primary area of the school, funded by the charity WithLoveSteph.
• 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.

Between Easter 2027 and the summer term of 2028, all 12 classrooms will be refurbished in line with the school’s OT-informed classroom design plan: six during the 2026–2027 academic year and six during 2027–2028.

The classroom design supports regulation, attention and independence through adjustable modular furniture, clear movement routes, reduced visual clutter, calm colours, adapted lighting, acoustic improvements, practical flooring and compact regulation areas. Adaptations will reflect each room and pupils’ needs.

Alongside the classroom programme, the wider school environment is undergoing refurbishment in accordance with occupational therapists’ advice, including the corridors, atrium and primary playground. These improvements aim to support sensory regulation, accessibility and engagement throughout the school day.

• Small class sizes of up to 8 pupils, determined by cohort profile and individual needs.
• From September 2026, each class is led by a teacher and supported by two Level 3 teaching assistants.
• A full-time HLTA SEND and a Level 3 TA Literacy provide targeted interventions for identified pupils.

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.
• LEGO 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.

Vocational learning opportunities

Vocational opportunities include equestrian studies, fisheries management, animal care, construction, motorbike engineering, hair and beauty and joinery. These practical pathways support the development of skills, confidence and preparation for post-16 education, training and employment.

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 (Commencing in Y9)

Entry-level and functional qualifications, BTEC qualifications, GCSEs, vocational learning (one day per week) and preparation for post-16 pathways.

Movement between pathways is responsive to progress and need, not age alone.

Progress is monitored through academic, social and emotional development and progress towards Education, Health and Care Plan (EHCP) outcomes. On entry, pupils complete baseline assessments in literacy, numeracy and social and emotional development to establish their starting points and identify individual needs.

Assessment information informs Individual Learning Plans (ILPs), which set personalised targets linked to academic achievement, attendance, behaviour, engagement, personal development and EHCP outcomes.

The school uses the Boxall Profile, a tool for understanding social and emotional development, alongside curriculum assessments, intervention data and ILP reviews to monitor progress, identify emerging needs and evaluate the impact of provision.

Progress towards ILP targets and EHCP outcomes is reviewed regularly through a graduated approach. Findings are shared with pupils, families and relevant professionals so that teaching, interventions and support remain responsive, ambitious and effective.

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.

School-Based Therapeutic Provision

The following services form part of our core offer and support identified pupils in school:

• The school counsellor is available to pupils two days per week.
• The play therapist is available to pupils two days per week.
• The school works in collaboration with Dragon OT services to provide occupational therapy input at school.
• 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.
• School Nursing Team.
• CDC.

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 (Positive Behaviour Plans).
• 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:

• Youth Zone collaboration, offering football, climbing, non-contact boxing, gym activities and fishing.
• Creative and expressive arts, including visits to the theatre.
• Community engagement, educational visits, residential camps and Forest Schools.
• Life skills and functional learning.
• Careers education and preparation for adulthood.
• Incentive activities linked to the school’s merit system.

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.

Parents and carers will be invited to EHCP reviews, presentation evening, progress meetings, coffee mornings supported by community partners and school events. These opportunities support regular dialogue and active involvement in their child’s education and wider school life.

• 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.