Curriculum

Our curriculum is strong and imaginatively taught taking into account a personalised approach which considers each individual’s interests, needs and strengths. Each student’s curriculum will consist of both educational and therapeutic work using a range of suitable approaches.

A high priority is placed on teaching the traditional core elements of the curriculum, English, Mathematics and Science. Approaches to learning are flexible which enables all pupils to grow in confidence, to be able to take risks, and support problem solving.

Practitioners will inspire and encourage learning through rich experiences both in and outside Redwood’s classrooms. Students will participate in Redwood’s Forest School, essential life skills classes and Thrive.

In Redwood, it is important that every student receives a broad and balanced curriculum. Students will continue their learning through the National Curriculum in English, Mathematics, Science, Geography, History, Physical Education and Religious Studies. Information on the curriculum can be found here

Where possible each student’s end of Key Stage Outcomes within their Education, Health and Care Plan will be integrated into the curriculum pathway they follow. Students will also have access to specialist interventions to meet outcomes.

A Nurturing Environment

At Redwood, we have a variety of spaces specially designed to meet a range of learning, social and emotional needs. The Redwood building is a self-contained base set apart from the main school. The Wellingtonia Suite is a large area with communal tables and chairs. Students can use this room to prepare themselves for learning, to relax or mix with others at social times, to prepare food and drinks and to eat their lunch.

The learning spaces include three classrooms where students can undertake practical subjects, work independently or in groups or use a laptop or iPad to complete learning. We have plenty green space in Redwood for outdoor learning. Additionally, students can access the sensory room where they can desensitise and regulate.

Redwood also includes an office and meeting room where professionals and families can come together to discuss matters pertaining to the development, progress and wellbeing of the students.

Staffing

Redwood is run on a day-to-day basis by:

• our Lead Teacher of SEND Mr Gary Walker,
• three Higher Level Teaching Assistants Mrs Appleton, Mrs Hall, Ms Preedy, and
• one Learning Support Assistant Miss Morris.

Subject specialists from the mainstream school provide additional expertise. All staff have a minimum of the Autism Education Trust’s Level 2 training.

Outside professionals including Autism Outreach Team, Educational Psychologists, Speech and Language Therapists and Occupational Therapists will visit Redwood regularly to provide ongoing support, in line with provision outlined in the EHCP documents.

Places at Redwood

Places at Redwood are offered following a consultation with the Local Authority, where the school will decide whether a child’s needs can be met at Redwood, based on the provision detailed in the child’s EHCP. The school is not able to offer places directly or visits until a place is offered.

Uniform

The students joining Redwood will wear a similar uniform as their peers with some adjustments. The following adjustments can be made to make the school uniform accessible to our students:

• Compression socks (black)
• Wearing the school tie on the second button on the shirt leaving the collar more open.
• Folding the blazer up slightly at the wrists.
• Wearing over-sized uniform.
• Wearing sensory jewellery.
• Wearing Velcro laced shoes or slip on black shoes with a low kneel.
• Ear defenders or plugs.
• Allowance to wear outside coat in lessons until settled.
• Use of weighted blankets in lessons
• Black sweatshirt with school badge.

Working with Parents

Redwood highly values the partnership we share with parents, carers and families. All parents are welcome to visit before their child starts at Redwood. Parents are then invited to attend a transition morning with their child before they start with us. We require parents to attend half termly progress meetings so that they are aware of their child’s next steps towards end of key stage outcomes outlined in their child’s EHCP.