Learning that goes far beyond the classroom
Our curriculum has been carefully designed around the strengths, interests and individual learning profiles of the children we support.
Rather than separating learning into isolated subjects, we create meaningful experiences that develop communication, confidence, independence and curiosity — while meeting National Curriculum expectations in ways that are engaging, relevant and accessible. Learning is practical, purposeful and personalised, helping children build skills that will support them both now and throughout their lives.
Communication & Literacy
We build communication skills through structured speech and language support, reading for pleasure, purposeful writing and a wide range of expressive activities. Every child's communication profile shapes how we approach literacy.
Real Life Maths
Mathematics is taught through real-world contexts that children can connect with — cooking, shopping, measuring, building. We make maths meaningful so children can see how it applies to their daily lives.
Science Through Exploration
Curiosity is at the heart of our science curriculum. Children investigate, experiment and observe — often outdoors. Science becomes a way of understanding the world around them, rooted in first-hand experience.
Outdoor Learning
Our woodland and outdoor spaces are an extension of the classroom. Outdoor learning builds resilience, supports sensory regulation, and provides a natural, low-anxiety environment where many of our children thrive.
Creative Arts
Art, music, drama and craft give children powerful ways to express themselves beyond words. Creative activities build confidence, develop fine motor skills and provide therapeutic benefits alongside genuine curriculum learning.
Physical Education
PE at Homebrook Woods focuses on movement, body awareness and the joy of physical activity — not competition. Activities are adapted to each child and include individual challenges, team games and therapeutic movement.
Technology
We use technology purposefully and safely. Children develop digital literacy, explore creative computing and use technology as a communication and learning tool — always within a carefully considered framework.
Humanities & Community
History, geography, PSHE and RE are taught through topics that connect to children's lived experience. We develop a sense of identity, belonging and understanding of the world — locally and globally.
Life Skills
From cooking and budgeting to managing emotions and building friendships — we teach the skills that matter for life beyond school. Our kitchen, garden and real-world projects make learning genuinely purposeful.
Therapeutic Play & Expression
Play is not an add-on — it is central to how children learn and regulate. Therapeutic play, creative expression and structured games are woven throughout our school day, supporting emotional development alongside academic progress.
How we understand and celebrate progress
Assessment at Homebrook Woods is not a series of tests. It is a continuous, holistic process through which staff understand each child's strengths, identify barriers to learning and plan meaningful next steps. Progress is measured not just by what a child learns, but how confidently, independently and consistently they apply it across different people, places and situations.
Our assessment principles
Child-Centred
Assessment reflects the individual child — their unique profile, communication style, strengths and support needs. We adapt assessment to fit the child, not the other way around.
Curriculum-Led
Assessment is directly linked to the Homebrook Woods Curriculum, using developmental Levels A–F to identify appropriate starting points and plan meaningful next steps.
Assessment Informs Teaching
Information gathered through assessment is used to plan teaching, adapt provision and remove barriers to learning. Assessment is only meaningful when it improves outcomes.
Meaningful Progress Matters
Progress includes increasing independence, confidence, communication, emotional regulation and the ability to apply learning across different contexts — not just academic attainment.
Assessment is Continuous
Staff use daily observation, discussion, practical activities and professional judgement to build an accurate picture of each child — not isolated testing or one-off performances.
Evidence is Holistic
Academic learning is viewed alongside communication, emotional wellbeing, social development, independence and preparation for adulthood. We see the whole child.
Collaboration is Essential
Assessment is strengthened through collaboration between teachers, TAs, therapists, parents and — where appropriate — the children themselves. Multiple perspectives build a richer picture.
High Expectations for Every Pupil
Every child is entitled to ambitious learning opportunities. Assessment identifies challenge, removes barriers and celebrates success — ensuring every pupil achieves their individual potential.
Four dimensions of meaningful progress
Homebrook Woods uses the Equals Mapping and Assessing Personal Progress (MAPP) framework alongside our curriculum to provide a structured way of evaluating how securely pupils are developing important knowledge, skills and behaviours over time.
Strong roots. Steady growth. Bright futures. — Every child. Every step. Every day.
Curriculum Levels A–F
Our curriculum uses six developmental levels (A–F) to identify each child's starting point and plan appropriate next steps. Rather than year-group expectations, levels reflect where a child genuinely is. Pupils may work at different levels across different curriculum areas — and that is entirely expected.
Curriculum placement is not intended to label pupils or limit expectations. Instead, it provides a clear starting point from which meaningful progress can be planned and measured.
What progress means at Homebrook Woods
- Learning new knowledge or skills
- Becoming more independent when completing familiar tasks
- Communicating more effectively with a wider range of people
- Maintaining previously learned skills over time
- Applying learning across different environments or situations
- Developing increased confidence, resilience or emotional regulation
- Making progress towards individual EHCP outcomes
Ten stages — from first referral to annual review
Assessment at Homebrook Woods follows a structured, continuous cycle that begins before a pupil joins the school and continues throughout their time with us. Each stage builds upon the previous one, ensuring assessment remains purposeful, consistent and directly linked to teaching, learning and pupil outcomes.
Assessment begins before a child enters the classroom. We gather information from EHCPs, Educational Psychology and Speech & Language reports, parent meetings and previous school records.
During the first four weeks, staff focus on getting to know the child. Baseline assessment is carried out naturally through observation, structured activities and everyday learning — never through formal tests.
Following baseline assessment, teachers identify each pupil's developmental level across curriculum areas, creating a personalised starting point for learning.
A small number of priority learning targets are identified — linked to the curriculum, informed by EHCP outcomes and focused on the skills that will have the greatest impact.
Every interaction provides an opportunity to understand what a pupil knows, what they can do independently and what support they need next. Evidence is gathered naturally through teaching.
Staff record significant observations, annotated work, photographs and learning conversations. Evidence quality matters more than quantity — we capture what genuinely informs teaching.
Teachers and TAs review all evidence together, celebrate achievement, review curriculum progress, complete MAPP assessments and agree the most appropriate next steps for each child.
The MAPP framework evaluates how securely pupils are developing knowledge, skills and behaviours across the four dimensions: independence, fluency, maintenance and generalisation.
Families receive regular, clear reports summarising curriculum progress, Personal Learning Intentions, communication, independence, emotional regulation and next steps for learning.
Evidence gathered throughout the year informs the statutory annual review, enabling Homebrook Woods to provide accurate, comprehensive information about progress, provision and next steps to all partners.
What we assess
Staff continuously observe and assess progress across the whole curriculum and wider aspects of each child's development.
- Academic Learning — knowledge, skills and understanding across all curriculum areas, using Levels A–F as the planning framework.
- Communication — understanding spoken language; using speech, symbols, signing or AAC; initiating and sustaining interaction.
- Emotional Regulation — wellbeing, self-regulation strategies, responses to challenge and recovery following dysregulation.
- Independence — classroom routines, self-care, personal responsibility, problem solving and preparation for adulthood.
- Social Development — friendships, shared attention, cooperative learning and participation in the wider school community.
What counts as evidence
The quality of evidence matters more than the quantity. Staff capture what genuinely helps them understand each child's progress — not unnecessary paperwork.
- Teacher and teaching assistant observations
- Annotated work samples
- Photographs of learning moments
- Videos (where appropriate)
- Communication records and AAC data
- Practical learning activities and outcomes
- Learning conversations with the child
- Parent and carer contributions from home
- Therapist observations and reports
- Pupil reflections and self-assessments
A year in Sam's learning journey
Throughout the Homebrook Woods Assessment & Progress Framework, a fictional pupil called Sam shows how assessment works in practice. Here is a glimpse of her story — from first joining the school to a year of meaningful progress.
- Age: 8 years old, Year 4
- Primary Need: Autism Spectrum Condition (ASC)
- Additional Need: Speech, Language & Communication Needs (SLCN)
- Previous Placement: Mainstream Primary School
- Curious and enthusiastic learner
- Enjoys practical and outdoor activities
- Strong visual learner
- Excellent memory for topics of interest
- Responds well to routines and visual supports
- Anxiety in unfamiliar situations
- Initiating communication with peers
- Emotional regulation during transitions
- Generalising learning across environments
When Sam joined Homebrook Woods, she rarely asked for help and often became anxious when faced with unfamiliar tasks. Twelve months later she communicates more confidently, participates more successfully in learning, requests help independently and has begun applying these skills both at school and at home. Although she has remained within Communication Level C throughout the year, her assessment demonstrates substantial progress in independence, confidence, fluency and generalisation. Her journey illustrates the Homebrook Woods philosophy that meaningful progress is measured not only by moving through curriculum levels, but by increasing independence, confidence and the successful application of learning across everyday life.
Parent Progress Reports
Parents and carers receive regular information about their child's progress. Reports are written in clear, accessible language and provide a meaningful picture of individual achievements and next steps.
Each report covers:
- Progress within the Homebrook Woods Curriculum
- Personal Learning Intentions and targets
- Progress towards EHCP outcomes
- Communication development
- Independence and emotional regulation
- Next steps for learning
Working with families
Parents and carers are recognised as experts in their own child. Homebrook Woods values the knowledge families bring and recognises that meaningful progress is often observed at home before it appears at school.
Families are encouraged to share:
- Achievements and successes observed at home
- Changes in independence in everyday life
- Communication successes in the community
- Interests, motivations and things that help
- Concerns or emerging needs
- Examples of learning that have generalised beyond school
Learning for Life
At Homebrook Woods, success isn't measured only by academic achievement. We celebrate every step forward — whether that's a child communicating a need for the first time, trying a new activity, building a friendship or discovering confidence in themselves as a learner. Our aim is to help every child leave Homebrook Woods feeling happier, more confident and better prepared for whatever comes next.