Woodlands SEND Unit
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Welcome to Woodlands SEND Unit.
About us:
Woodlands opened in September 2025 and we are a 30 place SEND unit for pupils age 4-11 with Speech, Language and Communication needs. The unit has a large outdoor play area with sand and water play and a large climbing frame with slide and swing. We also have a brand new sensory room with ball pit, projector and lights. Our classes have a high staff to child ratio, with a Teacher and two Teaching Assistants in each class. We also have two Lunch Time Organisers.
Our Vision Statement:
At Woodlands SEND unit, we believe that every child has the right to be understood, included and celebrated for who they are. We are a nurturing, language-rich environment where pupils aged 4-11 are supported to find their voice, solve problems and grow in confidence every day. Through personalised learning, caring relationships and a focus on communication, we empower every child to become the best version of themselves: independent, resilient and ready to thrive. Together, we are a community where differences are valued, challenges are embraced and every success is celebrated-no matter how big or small it may seem.
Meet our Staff:
Kirstie McKenzie - Deputy Headteacher
Shannon Garrett - Hedgehogs Teacher
Sabrena Nicholson- Hedgehogs Teaching Assistant
Leven McCormick - Hedgehogs Teaching Assistant
Chelsea Stanton -Hedgehogs Teaching Assistant/Lunchtime Organiser
Ryan Bates - Badgers
Jess Rowe-Badgers Teaching Assistant
Emma Hallsworth - Badgers Teaching Assistant
Alex Mockler - Foxes Teacher
Beth Renwick- Foxes Teaching Assistant
Sally Steenson - Foxes Teaching Assistant
Brina Cook - Lunchtime Organiser
Siobhan Granger - Administration
Our classes:
We have three classes: Hedgehogs, Badgers and Foxes. Pupils are grouped according to their needs as opposed to their ages and the class ages will change and evolve over time. Each class has a teacher and at least two teaching assistants. We also have our own school Speech and Language Therapist, Erin.
Hedgehogs class currently has a cohort of 4-7 year olds. The Hedgehogs class follow the Informal (Sensory) Pathway which incorporates aspects of the EYFS curriculum.
Badgers class currently has a cohort of 5-8 year olds. The Badgers Class follow the Semi-formal Pathway.
Foxes Class currently has a cohort of 6-10 year olds. The Foxes class follow the Formal Pathway. This incorporates aspects of the Equals Formal Pathway and an adapted National Curriculum.
See class pages for more detailed information on each class.
Our Curriculum:
At Woodlands we have developed our own curriculum based on the Equals Curriculum and pathways. The Pathways are Informal (Sensory), Semi-Formal and Formal. The Equals Curriculum provides a flexible, inclusive and developmentally appropriate framework that aligns closely with the needs of pupils with Speech, Language and Communication Needs (SLCN). Many pupils in the Specialist SLCN Unit have difficulties with understanding, processing and using language. The Equals Curriculum allows learning to be structured around developmental stages rather than chronological age, ensuring pupils experience success and make meaningful progress.
Communication-Centred Learning
The Equals Curriculum places strong emphasis on communication, interaction and engagement, which directly supports the core needs of pupils with SLCN. Its focus on early communication, cognition, and social development enables pupils to build secure foundations in:
Attention and listening
Receptive and expressive language
Functional communication
Social interaction and play
This approach ensures communication is embedded across all curriculum areas rather than taught in isolation.
Personalised and Developmental Pathways
Equals enables highly personalised learning pathways that align with pupils’ EHCP outcomes and speech and language therapy targets. The curriculum’s small-step progression supports pupils who require repetition, overlearning and explicit teaching to generalise skills across contexts.
This ensures pupils progress at an appropriate pace while maintaining high expectations.
Access to the National Curriculum
While developmentally appropriate, the Equals Curriculum maintains clear links to the National Curriculum. This allows pupils in the SLCN Unit to access subject-based learning in literacy, numeracy and wider curriculum areas through adapted content, multi-sensory approaches and reduced language load. The curriculum supports pupils to develop the prerequisite language skills necessary for reading comprehension, writing and mathematical reasoning. Where appropriate, pupils will access some of the National Curriculum as well.
Therapeutic Integration
The Equals Curriculum supports a holistic, therapeutic approach to learning. Speech and language therapy targets are embedded within daily classroom activities, routines and play-based learning. Consistent use of visual supports, symbols, AAC, modelling and structured talk opportunities enables pupils to access learning and express themselves effectively.
Social, Emotional and Independence Skills
Equals prioritises the development of social, emotional and independence skills, which are essential for pupils with SLCN. The curriculum supports pupils to develop confidence, self-regulation and self-advocacy, reducing barriers caused by communication difficulties and supporting positive behaviour for learning.
Preparation for Inclusion and Transitions
The use of the Equals Curriculum ensures pupils are well-prepared for transition to mainstream classes, alternative provision or the next phase of education. By strengthening communication, learning behaviours and independence, pupils are equipped with the skills required to participate successfully in a range of educational settings.
Some of the teaching methods and strategies we use at Woodlands that support speech, language and communication difficulties:
TEACCH
TEACCH is an evidence-based academic program that is based on the idea that autistic individuals are visual learners, so teachers must correspondingly adapt their teaching style and intervention strategies.
Basic principles of TEACCH are to provide physical structure that refers to individual’s immediate surroundings; to have a consistent schedule through various mediums; to implement the work system which establishes expectations and activity measurements that promote independence; to established routine and to implement visual structure which involves visually-based cues for instruction.
SCERTS
The letters in the name stand for Social Communication, Emotional Regulation, and Transactional Support—the critical elements of the SCERTS program. SCERTS is a model for engaging autistic children, which provides specific guidelines for helping a child become a competent and confident social communicator while helping with emotional regulation and behaviours that challenge that might interfere with learning and the development of relationships.
Intensive Interaction/May I join you?
Intensive interaction is a practical approach that can help children who are in the early stages of communication development. It can be used to support those who have complex disabilities including autism or learning disabilities to relate, and share experiences with others through mirroring and mimicking. Intensive Interaction is about encouraging communication skills and building better relationships with people. Messy Maths and What's in the box activities also encourage interaction from pupils.
Attention Autism/Bucket Time
Attention Autism aims to develop natural and spontaneous communication through the use of visual and highly motivating activities Aims of Attention Autism are to engage attention; to improve joint attention; to develop shared enjoyment in group activities; to increase attention in adult-led activities; to encourage spontaneous interaction; to increase verbal and non-verbal communication; to build the vocabulary and to have fun. We use Bucket Time
Signing-Makaton/BSL
Makaton/BSL promotes the use of symbols, signs and speech to enable people to communicate. It supports the development of essential communication skills such as attention and listening, comprehension, memory, recall and organisation of language and expression.
Augmentative and Alternative Communication (AAC)
AAC is used to describe the different methods that can be used to help people with communication difficulties to communicate with others. These methods can be used as an alternative to speech or to supplement it. The AAC user will require a system and method suited to their particular need. This can range from POD books, communication boards to ipad/computer software.
Sensory Circuits
Many pupils with Speech, Language and Communication Needs (SLCN) experience additional sensory processing difficulties that impact attention, emotional regulation and readiness to learn. Sensory Circuits provide a structured, consistent approach to supporting pupils’ sensory regulation, enabling them to access learning and communication more effectively.
How we communicate with parents and carers:
We believe strong communication between home and school is essential to support every child’s learning, wellbeing, and progress. We use a range of methods to ensure parents and carers feel informed, involved, and supported.
Daily Staff Availability
Our staff are available every day to support communication with families.
Staff are available at the start and end of the school day for brief conversations
Parents can contact the unit via the school office to pass on messages or request a call
Appointments can be arranged for longer discussions when needed
We encourage parents to share important information so we can support children effectively.
EHCP Reviews and Meetings
All of our pupils have an Education, Health and Care Plan (EHCP):
Annual reviews are held in partnership with parents, professionals, and external agencies
Parents are invited to contribute views before and during review meetings
Targets, outcomes, and provision are discussed and reviewed collaboratively
Additional meetings can be arranged if there are changes or concerns throughout the year.
Coffee Mornings and Parent Workshops
We regularly hold coffee mornings and informal parent sessions to:
Share information about the unit and provision
Offer guidance on supporting learning and behaviour at home
Provide opportunities for parents to meet staff and other families
Dates and themes are shared in advance via School Spider and newsletters.
Tapestry (Learning Journal)
We use Tapestry to share your child’s learning and experiences.
Regular updates showing learning activities, progress, and achievements
Photos, observations, and next steps
Parents can comment, upload home learning, and celebrate successes
This helps create a strong home–school partnership.
School Spider
School Spider is our main communication platform for:
Messages and announcements
Event reminders and key dates
Letters and important updates
Parents are encouraged to check School Spider regularly to stay informed. Teachers will update their class pages too.
Provision Map
Each child has a 'My Personal Plan' that outlines the support they need and their outcomes.
Parents are given a code to access this online, all plans and reviews are stored here and parents can add comments.
Reviewed regularly to ensure support meets the child’s needs
Shared and discussed with parents during meetings and reviews
Parents are welcome to request further information or clarification at any time.
Working in Partnership
We value open, honest, and respectful communication and aim to work closely with parents and carers to ensure the best outcomes for every child.
If you have any questions or concerns, please do not hesitate to contact us.
Useful Links
Speech and language resources:
Speech and Language Therapy (children and young people) - Manchester Local Care Organisation
Speech and Language Therapy - Workshop 2 - Manchester Local Care Organisation
Speech and Language Therapy - Workshop 1 - Manchester Local Care Organisation
Speech and Language Therapy - Workshop 3 - Manchester Local Care Organisation