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.
In addition to the above, Rachel Guest is our Speech Therapist.
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, Rachel.
Hedgehogs class currently has a cohort of 4-7 year olds. The Hedgehogs class follow a Semi-Formal Pathway with a focus on multisensory learning. Learning is very much personalised to the needs of our pupils, taking into consideration their EHCP outcomes.
Badgers class currently has a cohort of 5-9 year olds. The Badgers Class follow a Semi-formal Pathway. Learning is very much personalised to the needs of our pupils, taking into consideration their EHCP outcomes.
Foxes Class currently has a cohort of 7-11 year olds. The Foxes class follow the Semi-formal Pathway. There is a focus on building independence and developing life skills so that pupils can access an adapted National Curriculum before they leave Primary School.
Our Curriculum:
At Woodlands we have developed our own curriculum in collaboration with Ashgate Specialist School. We incorporate aspects of the Equals Curriculum Semi-Formal Pathway, EYFS curriculum and an adapted National Curriculum. The Pathways are Semi-formal-Sensory, Semi-Formal and Semi-Formal-adapted National Curriculum. Our 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. Our curriculum allows learning to be structured around developmental stages (bands) rather than chronological age, ensuring pupils experience success and make meaningful progress. Pupils EHCP's are very much at the heart of our approach to personalised learning and we assess pupils against these outcomes.
Communication-Centred Learning
Our 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
Our curriculum 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, our 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
Our 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
We prioritise 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
We have a strong focus on ensuring pupils are well-prepared for transition to mainstream classes 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.
Teaching Methods and Strategies
Zones of Regulation
We use the Zones of Regulation to help children understand their feelings, manage their emotions, and develop skills for learning, friendships, and wellbeing.
The Zones of Regulation is a simple framework that groups feelings, energy levels, and states of alertness into four coloured zones. There are no "good" or "bad" zones. Everyone experiences all four zones at different times.
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' to refer to our Attention Autism sessions.
Sensory Stories
Sensory stories are interactive storytelling experiences that use a range of sensory stimuli to bring a story to life. They are particularly effective for children and young people with special educational needs and disabilities (SEND), including those with autism, profound and multiple learning disabilities (PMLD), and communication difficulties.
Rather than relying solely on spoken or written language, sensory stories engage learners through:
Touch (textures, objects, fabrics)
Sound (music, sound effects, instruments)
Sight (lights, visual props, colours)
Smell (scented items, food aromas)
Taste (safe food experiences where appropriate)
Movement (actions, gestures, role play)
Messy Maths
Messy Maths is a hands-on, practical approach to learning mathematics through play, exploration, and sensory experiences. It encourages children to investigate mathematical concepts using a variety of materials, often involving water, sand, paint, foam, mud, loose parts, and other engaging resources.
By making maths active and meaningful, children can develop their understanding through real experiences rather than worksheets alone.
Children might explore:
Counting and number recognition using natural materials and sensory trays
Sorting and matching objects by colour, size, shape, or texture
Measuring using water, containers, and everyday objects
Patterns and sequencing with loose parts and creative materials
Shape and space through construction and exploration
Comparing quantities using practical activities
Problem-solving through investigation and experimentation
Colourful Semantics
We use Colourful Semantics to support children's language development, helping them understand how sentences are structured and how to communicate their ideas more clearly.
Originally developed by speech and language therapist Alison Bryan, Colourful Semantics uses colour coding to help children identify the different parts of a sentence. This visual approach makes language easier to understand and supports both spoken and written communication.
Signing-Makaton/BSL
We use a shortened version of BSL to support our pupils. 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. We regularly hold workshops for parents to support with BSL at home.
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. Just a short burst of sensory circuits can support children to regulate throughout the day.
Outdoor Learning
Outdoor learning is an important part of our curriculum, providing pupils with meaningful opportunities to develop communication, independence, physical skills and understanding of the world around them. Through practical, hands-on experiences, pupils explore nature, develop their sensory awareness, build confidence and resilience, and learn to work alongside others. Activities are carefully planned and adapted to meet individual needs and may include gardening, growing plants, exploring seasonal change, sensory walks, outdoor investigations, physical challenges and caring for our environment. Outdoor learning also provides valuable opportunities to practise functional skills, follow instructions, make choices, solve problems and apply learning from across the curriculum in real-life contexts.
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. Some of our pupils have home-to-school transport, therefore a home-school diary supports communication with the parents of those pupils. Staff also check in regularly with parents via telephone.
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 Parents Evening 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.
Class Dojo
ClassDojo is our main platform for communication between home and school. It allows parents and carers to receive important updates, class news, reminders, and information about events, while also providing an insight into their child's learning through photos, videos, and classroom updates. By using ClassDojo, we can work together to support each child's learning, wellbeing, and success, while maintaining strong and positive relationships between school and home.
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. Due to the introduction of Class Doj, this may be phased out over the next year.
Arbor
Arbor is our main communication platform for:
Messages and announcements
Website
Class pages are updated regularly on our website with important information.
Provision Map
Each child has a 'My Personal Plan' that outlines the support they need and their outcomes. Some pupils also have a 'Health Care Plan' or other plans.
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
Useful Websites:
