Overview

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At Old Windebrowe School, we support children and young people with moderate or severe learning difficulties (MLD/SLD). Some pupils also have additional needs such as autism (ASC), ADHD, or have experienced disrupted or inconsistent education. All of our students have an Education, Health and Care Plan (EHCP) and have needs that mean a mainstream school is not the right setting for them.

We offer a highly personalised curriculum, carefully adapted to each student’s strengths, interests, and needs. Many of our pupils are working below age‑related expectations when they join us, so learning is planned at the right level and pace to help them make meaningful progress and build confidence.

Students learn in small classes, usually with no more than four or five pupils, supported by a class teacher and experienced teaching assistants. This allows us to create a safe, nurturing environment where children feel secure, supported, and ready to learn.

Our curriculum is creative, practical, and engaging, with lots of hands‑on learning and outdoor opportunities. We use topics to help students make links between subjects and enjoy learning in meaningful ways. Alongside academic learning, we place a strong focus on communication, independence, wellbeing, and life skills.

As students move through the school, we help them prepare for the future by developing skills for adult life, further education, training, or employment. Older students can work towards recognised qualifications, including Functional Skills and ASDAN awards, and take part in vocational and work‑related learning where appropriate.

Above all, we believe every child is unique. Our aim is for all students to feel safe, valued, happy, and successful, and to leave Old Windebrowe with the confidence and skills they need for the next stage of their lives.

Curriculum Pathways

The curriculum is personalised for each student. There will be three main pathways to help guide the academic team when personalising the curriculum for each student.

Pathway 1 – Adapted National Curriculum 

Year 1-Year 9

This pathway is for learners who may be working significantly below age-related expectations but are able to access National Curriculum subject content at an appropriately adapted level. Learning is carefully sequenced and adapted to each learner’s starting point, enabling them to develop subject-specific knowledge and skills while making meaningful progress at their own level. 

Year 10+  

From Year 10, learners work towards qualifications in English and mathematics, as set out under Adapted National Curriculum Qualifications, and select ASDAN short courses in areas that will support them in later life. All Year 10 and 11 learners continue to study science, physical education, PSHE (including RSE) and careers education, so that the curriculum stays broad as qualifications are added. 

Pathway 2 – Sensory and Skills for Life Curriculum 

Year 1-Year 9

This pathway is designed for learners with complex learning needs who are likely to require ongoing support into adulthood. The curriculum places greater emphasis on communication, sensory learning, functional skills, independence, self-care, relationships, wellbeing, travel, employability and preparation for adult life. Learning is practical, meaningful and highly personalised, with opportunities for learners to practise 
and generalise their skills across school, home and community contexts. 

Year 10+: ASDAN Towards Independence

From September 2026, learners in Year 10 and above on this pathway follow the ASDAN Towards Independence programme. Units are chosen with each learner and their family or carers to best support their move towards adulthood, and can be mapped into, or replace, 
units of work in the school’s curriculum.  

Pathway 3 – Blended Curriculum

We recognise that learners do not always fit neatly within a single curriculum pathway. A learner who predominantly follows the Sensory and Skills for Life Curriculum may demonstrate a particular strength, talent or level of attainment within an individual subject. Where appropriate, they can access the Adapted National Curriculum pathway for that specific subject, while continuing to follow the Sensory and Skills for Life Curriculum for the remainder of their learning. This flexible approach ensures that individual strengths are recognised, appropriate challenge is maintained and no learner’s potential is limited by their overall level of need. 

A Shared Thematic Curriculum

Regardless of the curriculum pathway a learner follows, all learners at Old Windebrowe study the same whole-school theme. This creates a shared learning experience across the school while allowing the knowledge, skills, experiences and outcomes within each theme to be adapted to the individual learner and their curriculum pathway. Students 14+ who are working towards qualifications will link into the thematic work as much as possible.  

Each theme lasts for one half-term, with the curriculum organised through a carefully planned two-year cycle of 12 whole-school themes. Across these 12 themes, key learning has been mapped from the National Curriculum from Key Stage 1-4   ensuring breadth, progression andopportunities for learners to revisit and build upon important knowledge and skills over time. The themes are intentionally broad, allowing the focus and content within each programme of study to be adapted when the two-year cycle is repeated. This ensures that learning remains fresh, relevant and engaging, while continuing to build upon learners’ prior knowledge, skills and experiences and providing appropriate progression 
and challenge.

The long-term plan sets out what is taught in each subject within each theme, and how the content and expectations differ each time a learner returns to a theme.