At Woodside we ensure that all children are safe and are heard. Through a curriculum which is ambitious and personalised, promotes a love of learning and reading, we ensure that children and young people are excellently prepared for the next stage of their life and education.

Together with parents and carers, we equip our learners with resilience, independence and creativity, alongside appropriate academic qualifications and life skills, which will open doors for them in the future. We develop a deep knowledge of each child so that we can understand them and set up the correct approach and environment for them to progress and grow on their journey through the school and beyond. 

For each individual and from whatever their start point, we build their knowledge, and enhance life- and learning skills, so that they can experience success and achievement. We actively focus on possibilities rather than limits. We adapt and personalise our offer to meet children’s needs with the expectation that they can make sound and sustained progress towards their academic, personal development and EHCP outcomes. We work in close partnership with parents and carers and a range of external professionals including Speech and Language therapists, Occupational therapists, Educational Psychologists, SEMH advisors.

We implement our curriculum through a range of mechanisms including :

• The Early Years Framework
• The Engagement Model (where appropriate)
• The National Curriculum (with greater emphasis on core subjects for Woodside to include RSHE, Communication and Life Skills
• The Woodside Adapted Curriculum, introduced in September 2024,  which maps out exciting opportunities to build skills and knowledge as an individual moves through the school
• Individual Personalised Learning Plans, (PLPs)- which identify each child’s next steps towards their EHCP and academic targets
• Individual Wellbeing Plans, to promote children’s personal development,awareness and self-regulation, and to ensure that staff provide the best responses and environment for each child.
• Accreditation and qualification opportunities which are reviewed every year to facilitate personal preference.
• In EYFS-KS2, some children take statutory assessments as appropriate

We operate an EYFS or primary model, dependant on individual and class needs, from Reception through to Year 13 where class groups are taught the majority of their lessons with a named class teacher. A more traditional secondary model is in place with a class tutor and a range of specialist teachers for those Year 10-Year 13 learners who can successfully transition swiftly between teachers and specialist spaces.

Once children reach Y10  children begin to work towards their qualifications. Qualification routes lead to recognised accreditation at Entry Level with a small number of learners able to access LEvel 1 /2 Qualifications. Our provision does nor offer a route to GCSE qualifications.  

September 2024 saw the introduction of a newly adapted curriculum. This is a huge task and we have carefully planned step-by-step implementation of new approaches so that we can closely monitor the impact on the children, their engagement and their progress.

We measure the impact of our curriculum through a variety of means and at different times throughout the academic year.

Our main progress measure is based on a child's progress towards the outcomes on their EHC Plan whilst we maintian our high expectations for ambitious academic progress throughout each individual's journey. Parents and carers are encouraged to contribute to personalisation of learning and target setting for their child in both the Personalised Learning Plan and the Wellbeing Plan. Progress Review Days are held termly with parents/carers and the pupil. Pupil progress meetings are regularly held between the class teacher and leadership team. Here we consider the whole child, their progress, any barriers we need to address and next steps towards personal and academic targets. 

Evidence of learning is captured through Learning Journals, ( introduced September 2025), Achievement points and qualification portfolios.

Assessment and Reporting

* Statutory requirements (where individually appropriate)

** We have a system in place to capture development and progress in individual behaviour and attitudes. 

Annual reports are shared with parents and carers in the summer term.