Posted on: 12/01/2026
Inset Day: 13th February
Friday 13th February 2026 will be an Inset Day and the school will be closed to children on that day.
Willow
Willow is a one of our Year 5 and 6 high needs classes, for complex autism. It provides a calm, structured environment with small group sizes and higher staffing levels, so children receive the support they need to thrive.
Children follow the Adventurer or Navigator pathway.
Teaching and learning are carefully adapted to meet each child at their own stage of learning, using a range of hands-on, multi-sensory resources to make learning engaging, accessible and supportive.
As children move through Year 5 and 6, there is a strong focus on preparing for the next stage, including transition to college. To provide the right level of challenge and support, some children may join other classes for key lessons such as maths and phonics, helping children build confidence, independence and important life skills.
A key part of this preparation includes the Year 6 residential visit and a dedicated PSHE week in the summer term, supporting realtionships, sex and health education (RSE), personal development and readiness for future transitions.
How is learning organised in Willow?
Each child follows a highly personalised timetable built around their strengths interest and indivudal needs. The day is structured and predictable, creating a safe and supportive environment where children can feel confident, settled and ready to learn.
Every child works towards carefully planned Personal Learning Goals (PLGs), linked to their EHCP outcomes. These goals help children celebrate progress, develop independence and build the skills they need to achieve their full potential.
What curriculum pathway do children follow?
Children in Willow follow the Navigator or Adventurer pathways, taught through fun and memorable themes that ensure learning is relevant and meaningful.
Learning focuses on:
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Communication and interaction
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Early reading, writing and maths
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Physical and sensory development
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Emotional wellbeing and independence
This approach helps children develop both learning skills and important life skills.
How are children supported to communicate?
We use a Total Communication Approach, including further perosnalised visual supports, symbols, signing and other communication methods, so every child can communicate in the way that works best for them.
What sensory support is available?
Children have access to a range of sensory and theraputic epxeriences, including:
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Light and sound room
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Sensory circuits
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Outdoor learning
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Therapeutic activities
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Multi-sensory learning
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Forest Schools
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Rebound therapy
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Hydrotherapy
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Life skills learning in the community
Where needed, children are supported by our Occupational Therapist, who creates individual sensory programmes that are built into the school day.
How do you support children’s emotional wellbeing?
Children have Personalise Learning Goals that support confidence, independence and emotional regulation. Clear routines, familiar adults and consistent approaches help children feel secure and supported.
How do you help children become more independent?
Independence is encouraged through structured routines, visual supports and child-led learning. Skills are developed gradually, at a pace that is right for each child.
We support children with their life skills through regular community and educational visits.
