There are 22 allocated spaces within our Specialist Resource Provision (SRP) for children with Autism.  Each pupil must have a diagnosis of Autism and an Educational Health Care Plan (EHCP) from Waltham Forest Local Authority. 

Every pupil within the SRP is on roll in a mainstream class and has a bespoke curriculum and timetable, according to their abilities and needs.  There is a planned learning journey, wherever possible, the pupils will join their class for lessons and activities and are included in class trips and other projects.   

The aim of our SRP is to create a calm, happy and structured environment in which children feel secure and can develop their skills. Woodside recognise that Autism is a lifelong condition and appreciate that the children will face different challenges during their time with us, all of which we will help them to address. 

In addition to developing pupils' academic skills, key areas of focus in our curriculum also include teaching communication and social skills within context, developing the children’s emotional understanding and self-regulation, helping them to deal with challenging situations, and enabling them to understand and function in the world we live in to the best of their abilities, and as independently as possible. 

No single approach or method is used in the base; we use a variety of teaching approaches and methods, depending on the needs of the child.  These include the SCERTS framework, aspects of TEACCH, CORE boards, Intensive Interaction and Social Stories. 

The SRP has a broad curriculum including literacy and numeracy, life skills, tasks related to individual personalised  targets: fine and gross motor skills, communication and social skills, art, sensory play and cooking. Peers from class are invited to play, take part in groups, and to join in activities with the children. They have a very important role in modelling appropriate language, interaction and behaviour. Individual programmes are planned based on up-to-date and ongoing assessment. 

At Woodside, we are committed to meeting the diverse needs of all our learners, including those with complex learning profiles. We adopt a Strengths and Needs-based approach to ensure every child receives the support they require to thrive. 

In some cases, the school may determine that a child would benefit from being placed in a specialised learning group outside of their mainstream classroom. These groupings are thoughtfully designed as part of a planned learning journey, tailored to each child’s unique strengths, challenges, and developmental goals. 

Our overarching aim is always to facilitate a positive transition—either back into the mainstream classroom or into a more suitable specialist setting—where the child can continue to grow and succeed. Every decision is made with care, collaboration, and a deep commitment to the child’s long-term wellbeing and educational progress. 

We recognise the importance of working in partnership with parents. We liaise closely with families via meetings, email and communication books (where needed). 

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