Our Curriculum at Woodside Park School
At Woodside Park School (WPS), we deliver an ambitious, inclusive, and holistic curriculum designed specifically to meet the diverse needs of autistic pupils. Our approach is concept-driven and topic-based, enabling meaningful learning experiences that integrate academic study, therapeutic support, and personal development.
We use the National Curriculum as a framework for progression and content, ensuring high expectations and clear learning pathways, while maintaining the flexibility required to personalise learning and embed therapeutic practice throughout the school day.
Our curriculum places equal value on academic achievement, emotional well-being, communication, independence, and social understanding, recognising that pupils learn best when they feel safe, understood, and supported.
A Trauma-Informed, Autism-Affirming Approach
Our practice is firmly rooted in trauma-informed principles, acknowledging how lived experiences can affect emotional regulation, behaviour, and readiness to learn. We prioritise environments that are predictable, nurturing, and responsive, enabling pupils to engage with learning confidently and securely.
WPS follows a Total Communication Approach, underpinned by the AAD framework (Ask, Accept, Develop):
- Ask pupils about their preferences, perspectives, and needs
- Accept pupils for who they are, respecting and affirming their autistic identity
- Develop strategies collaboratively to support learning, growth, and independence
This ethos ensures pupil voice is central, individuality is respected, and learning journeys are co-constructed in partnership with learners.
A Balanced and Integrated Curriculum
While we are committed to strong academic outcomes, we recognise that sustainable progress depends on addressing core developmental needs first. Our curriculum therefore balances subject-specific learning with therapeutic and developmental priorities, including:
- Social, emotional, and mental health
- Emotional regulation and resilience
- Positive attitudes towards learning
By embedding therapy within everyday learning, we ensure academic excellence and therapeutic provision work together, not in competition. This integrated model allows the curriculum to remain personalised, inclusive, and aspirational, preparing pupils for life beyond school.
Transdisciplinary Themes
Our curriculum is structured around six transdisciplinary themes, encouraging pupils to make connections, explore real-world contexts, and develop transferable skills:
- Who We Are – personal identity, relationships, and community
- Where We Are in Place and Time – historical and geographical understanding
- How We Express Ourselves – communication, creativity, and expression
- How the World Works – scientific and practical exploration
- How We Organise Ourselves – systems, roles, and governance
- Sharing the Planet – sustainability, responsibility, and global citizenship
These themes support deep engagement, curiosity, and holistic learning.
Curriculum Pathways
We offer three curriculum pathways, and pupils may access more than one pathway depending on their individual profile and needs.
Seeds Pathway
The Seeds Pathway supports learners at the earliest stages of development.
Social Communication focuses on early engagement, shared attention, and relationship-building
Emotional Regulation is supported through high levels of adult input, sensory awareness, and predictable routines
Transactional Supports provide consistency, structure, and multi-sensory experiences
Learning is highly individualised, often exploratory and sensory-based, with a strong emphasis on trust, curiosity, choice, and agency. A no-demand, learner-led approach reduces pressure and allows pupils to engage when they are ready, laying secure foundations for future learning and independence.
Saplings Pathway
The Saplings Pathway supports learners working well below age-related expectations.
Learners develop functional communication, shared activities, and early social interaction
Emotional regulation strategies are introduced to support flexibility and recovery from dysregulation
Structured routines, visual supports, and clear expectations help learners anticipate and succeed
Pupils begin to sustain attention for longer periods, engage purposefully, and develop early problem-solving and play skills. The focus is on independence, transferable life skills, and meaningful participation, with increasing opportunities for group learning and early academic concepts.
Trees Pathway
Learners on the Trees Pathway access a broad National Curriculum offer, adapted to meet their needs.
Subjects are taught through topic-based, transdisciplinary learning, enabling pupils to make connections and apply knowledge across contexts. Teaching is child-centred, skills-focused, and creative, supporting deeper understanding and engagement.
Alongside academic learning, strong emphasis is placed on life skills, independence, and practical application, ensuring pupils are well prepared for adulthood and future transitions.
Integrated Therapeutic Provision
WPS recognises that many pupils require specialist therapeutic input as outlined in their Education, Health and Care Plans (EHCPs). Our Clinical Team works collaboratively with pupils, families, and education staff to ensure therapy is fully embedded within the curriculum.
Support may include:
- Speech and Language Therapy
- Occupational Therapy
- Physiotherapy
- Partnership working with NHS services where appropriate
Therapists support learning by:
- Training staff to embed therapy strategies into daily practice
- Delivering targeted interventions where required
- Contributing to a fully integrated, child-centred approach
Learning Beyond the Classroom
We believe learning is most powerful when experienced. Educational visits and external visitors form a vital part of our curriculum and include:
- Community services such as police and fire service
- Off-site PE and swimming
- Theatre, music, and museum visits
- Places of worship, parks, shops, and sensory environments
These experiences enhance understanding, independence, and real-world skills.
SMSC and British Values
Social, Moral, Spiritual and Cultural education (SMSC), including British Values, is woven throughout school life. It enriches the curriculum, supports personal development, and helps pupils understand their place within society in preparing them for life in modern Britain.
Impact and Outcomes
Through personalised planning, Evidence for Learning, SEND profiles, and case studies, we demonstrate that pupils:
- Achieve meaningful short- and long-term outcomes
- Access a rich, ambitious, and inclusive curriculum
- Are well prepared for transitions at every stage
At Woodside Park School, every pupil is supported to thrive, achieve, and fulfil their potential.