Issuu

Welcome to Willow Tree Park!

I’m delighted to welcome you to our school community. Here at Willow Tree Park, we pride ourselves on being more than just a school. Our goal is to create a warm, nurturing environment where your child feels supported, understood, and inspired to reach their full potential.

We understand that every child is unique, with their own strengths, needs, and ambitions That’s why we take a highly personalised approach to education, ensuring that each student has the opportunity to thrive academically, socially, and emotionally Whether it’s through our tailored learning plans, engaging activities, or the dedicated care of our team, we are here to help your child grow in confidence and ability.

At Willow Tree Park, we believe in celebrating the small victories just as much as the big ones. It’s our mission to foster a sense of achievement in every student, helping them develop not only the skills they need for the future but also the self-belief that will carry them through life.

I’m incredibly proud of the strong, supportive community we ’ ve built here and the bright futures we ’ re helping to shape. I look forward to welcoming you to Willow Tree Park and working together to support your child on their journey.

You should find all the information that you need about our school in this prospectus and we hope to see you at Willow Tree Park soon!

Alicia Highton, Headteacher

Who we are

Willow Tree Park offers specialist education and support for up to 80 vulnerable young people with complex needs who have an Education, Health and Care Plan (EHCP). Our trained teams support a wide range of additional needs, including Autism, Fragile X, learning difficulties, and complex neurological conditions.

We recognise that students may join us during a period of crisis, may be demonstrating unsafe behaviour or may have spent long periods of time out of education. We provide personalised, all-round support in a safe environment designed to fully meet EHCP needs and help each student reach their developmental potential. Our protective framework offers peace of mind to families, carers, and placing authorities, regardless of a young person ’ s vulnerabilities or behaviours.

We also provide assessment services that identify future educational, healthcare, and social care needs Each student receives a broad, balanced, and individualised curriculum, inclusive of college transitions and work-based placements, to maximise their ability to reach their full educational potential.

“Awakening Potential - Our Vision is to provide the highest quality education services which are personalised and achievement-driven to ensure our students can reach their full potential and

achieve

the best possible life chances.”

Positive Behaviour Support

Willow Tree Park prioritises Positive Behaviour Support, adopting a positive and person-centered approach when managing behaviour of concern or unsafe behaviour, with access to Bright Future’s designated Positive Behaviour Support Team We recognise the challenges that our young people face and take a holistic approach in understanding the individual, their autism and their specific needs.

We promote positive behaviour by fostering a nurturing environment built on role modelling, careful matching of students and colleagues to the school and shared behavioural expectations. Celebrating students’ achievements and positive behaviour plays a central role in supporting their social, emotional, and community development.

Each student has an individualised Student Profile outlining both teaching and reactive strategies to ensure safety and development. We have established positive handling strategies that are planned, systematic, and as non-intrusive as possible to support students in making informed behavioural choices and begin taking control of their behaviour. Some students will have an additional Behaviour Guidance Booklet or Positive Behaviour Support plan depending on their needs.

Regular assessments ensure behaviour and education plans are continuously updated to reflect the evolving needs of each student so they are able to thrive both academically and socially.

Our Curriculum

At Willow Tree Park, we have multiple strands to our curriculum depending on a student’s individual ability.

These are:

Engagement Curriculum

EYFS Curriculum

Pre-Stage Curriculum

Formal Curriculum (Stage 1-3)

Pathways Curriculum (Stage 4)

Post 16 Curriculum

Our curriculum pathways support students in developing essential skills for learning and life. We focus on developing independence, social skills, and practical skills through a holistic approach. Our independence into adulthood programme prepares studentsforlife beyond education, helping them to achieve their next steps and playan active part inthe communitytheylive in.

Subjects covered at Willow Tree Park are varied and include:

English

Maths Computing/ICT

Science

Art

Modern Foreign Languages

Humanities

FoodTechnology

Music

Engagement Curriculum

The Engagement Curriculum offers our students a range of approaches to learning including:

Communication

Independence

Structured and Sensory Free Play/Leisure Time

Physical Wellbeing

Outdoor School

Creativity (including Drama, Art and Music)

As part of our Engagement Curriculum, we have adapted the EQUALS semi-formal curriculum to suit the needs of our students with Autism and/or Learning Disabilities who may require a more indirect and creative approach to learning. The curriculum is developmental in nature and can be personalised.

The Engagement Curriculum is not directly related to either age or stage and we recognise that some students may stay in this stage for a significant amount of time, though there are clear, personalised progression routes whether this be a full or partial transition into National Curriculum learning

Key Stage 1 & 2

All of our students follow a curriculum which incorporates the foundation subjects and where suitable, may also link to the core subjects and the national curriculum at a level that is appropriate to the age and developmental stage. This is further enriched through specialist provision such as art tutors and sports coaches. At Key Stage 1, students will engage with subjects like Modern Foreign Languages through music, food, dance and colour. A range of subjects are taught across this stage including:

English/Phonics/Communication

Maths

Science

ICT

PSHE

Humanities

Modern Foreign Languages

Art/DT

Food Technology

Music

Sport

Sensory Hub Curriculum Visits

Swimming

Options - one afternoon a week students will choose from a range of activities

Key Stage 3

Key Stage 3 provides a basis for more independent learning. Students continue to receive a broad, balanced and differentiated curriculum.

Educational visits are an integral part of Key Stage 3, encouraging students to link learning and transfer skills from the classroom to community situations such as using skills from a maths lesson to pay for their swimming lesson.

Subjects taught at Key Stage 3 are the same as Key Stage 2 but also include: Drama Swimming Equals ‘Moving On’ (5-year course for 14+ year olds) Enrichment and Careers Relationships, Health and Sex Education

Pathway (Key Stage 4)

Our Key Stage 4 students receive a progressive work-related learning programme alongside their curriculum. There is a focus on enrichment and work experience which takes place both within in the school and in the local community. Students are able to look at different industries such as hair and beauty, nursing, teaching or astronomy etc. to discover where they would like to continue their studies. Our Pathways curriculum prepares students for a transition into mainstream education, work experience, employment or a college provision. Students may partake in a full or bespoke, partial transition into mainstream education.

Students are encouraged to take part in academic competitions and display their work for example through Young Writers and sports competitions or art exhibitions at local and national galleries.

At Key Stage 4, students will follow the Key Stage 3 curriculum with the addition of: English ASDAN sts related qualifications if

Post-16 Education

Willow Tree Park offers education for students up to 25 years of age and is also home to Alder House College which offers post-16 education. Our Record of Achievement framework enables students to plan and manage their own learning & development and assists with post-16 planning.

Our Post-16 Curriculum promotes independence and life skills preparing them for their transition into engagement with the wider community.

Students will cover a range of topics including: Maths and English for life Independence Relationships, Health & Wellbeing Art & Enterprise Community Careers

Community Outreach

All students are encouraged to take part in activities outside of their studies and our curriculum is supported with community activities related to the theme that term.

At Willow Tree Park, we are deeply committed to giving back to our local community and nurturing active citizenship in our students. Our Student Council leads community service projects such as creating dementia fiddle pads for nursing homes and kitting items for the local neonatal unit, empowering students to make a difference. These efforts foster a lifelong sense of compassion, leadership and service while supporting those in need

As well as our Student council, students have the opportunity to explore our Allotment which grows and harvests a variety of fruit and vegetables for the local foodbank. We also sponsor an animal each year from a local petting zoo and offer a Community Book Swap Box.

There are a range of lunchtime clubs for students to get involved in, most of which have been suggested by the students.

Willow Tree Park is also home to Bright Futures’ therapy dog - Polly! Polly is cared for and trained by the students and supports them during times of anxiety or distress,

Continuous Development

ents will benefit from a range of additional learning ces at Willow Tree Park. As well as their curriculum, s are able to partake in school trips, receive career ce and develop both personally and academically

Our students at Year 7 age and older will work with Careers Connect who support students as careers advisors at a level that is appropriate to their needs, aspirations and levels of independence. Here they will learn about opportunities for training, education and occupations beyond school.

udents will also receive Spiritual, Moral, Social and Cultural (SMSC) development. We aim to nurture well-rounded ividuals who are reflective, respectful and active members e community. Our SMSC programme encourages students to respect different faiths, feelings and values as well as exploring their own. Students will engage in discussions on al and ethical issues to appreciate different viewpoints and rther understand the law and consequences. Students will evelop their social skills in diverse contexts, participating in mmunity settings, volunteering and conflict resolution. They earn to understand and respect diverse cultures within the school community and beyond and develop their understanding of British Values such as democracy

gh priority is also placed on PSHE to include the acquisiition independent living skills to maximise opportunities for selfconfidence, social interaction, personal autonomy, selfempowerment, economic well-being, self-advocacy and to nhance life chances. It includes aspects of Health Education including Sex & Relationship Education as well as anti-bullying..

Total Communication Approach

We adopt a Total Communication Approach and commission Shine Therapy Services who assess the speech, language and sensory needs of our students and work with our teachers to develop plans that are bespoke to individ needs. Our approach aims to create strategies, resou and stimulating environments to develop non-verbal verbal communication abilities, facilitate social interaction, attention and understanding and support emotional development

Shine Therapy offer thorough Speech and Language assessments and Occupational Therapy assessments to each students Therapists work closely with all education and residential teams to develop a total communication approach which will fully support the young person in all settings. Our teams are highly skilled in utilising a range of communication methods to support students to access the curriculum including Makaton, Objects of Reference, Sensory Cues, Social Stories, Prompts and Alternative Augmentative Communication Aids.

School Uniform

dents (not including Post-1 wear a school uniform whe the academic da

Bright Futures navy polo shirt

Bright Futures blue sweatshirt

Dark grey trousers, skirt or pinafore or a blue gingham summer dress

Black shoes

Bright Futures pale blue PE top, navy shorts and pumps

Bright Future blue book bag

Bright Futures blue PE bag

ight Futures polo shirts, sweatshirts, PE tops and bags are available at the school office.

We fully understand that some students have nsory regulation needs that may impact their bility to tolerate materials in certain clothing. In these situations, we will work closely with families and care teams that students wear othing that makes them feel comfortable and safe We will then work on addressing their olerance levels at a pace that does not cause any increased anxiety.

Referrals Process

The majority of students may be facing a period of crisis education prior to joining the school. They may have faced tensions, mental health problems or even school exclusion. A referral will be made for a specialist provision which includes Bright Futures.

Admission to the school is a 3-stage process:

Initial referral either by a parent or local authority

School and/or home-based assessment

Transition into school

Before a planned placement is offered at Willow Tree Park, the student will be visited in their home/placement environment. Following the visit, the school will inform the Local Authority if they feel they are able to offer a place The Local Authority will then determine whether the placement is appropriate Once a placeme is agreed, a pre-admission meeting is held to finalise the details an discuss how the school and family will work collaboratively to ensu the EHCP objectives are met. During this meeting a bespoke transition plan is then developed with the family and support team to ensure a smooth and seamless transition.

On admission, a full educational baseline assessment is undertake Education teams provide reports based on academic ability, developmental progress and behaviour.

An annual update of each student’s EHCP is held with placing authorities, education representatives and parents, reviewing targets for the preceding setting and new ones for the coming yea

Our full admissions policy and criteria can be found on the Bright Futures website.