Our pupils come from areas of high social, cultural and economic deprivation. They often bring negative experiences of school, leading to a lack of enthusiasm for attending. Our mission is to not only improve their outcomes and experiences, but also to make them want to come to school and be happy while they are here.

Accessing activities which may appear effortless to others, can be overwhelming for our pupils, often resulting in missed opportunities or avoidance. We strive to use the trusting relationships we have forged with our pupils to provide them with a sense of safety and support in overcoming these challenges. This helps them feel equipped to engage in activities they would otherwise avoid.

Through these relationships, pupils are encouraged to attempt activities that others might take for granted, such as a trip to town, visiting a play park, ordering food, or planning a journey. Every pupil, regardless of age, has their own unique starting point and levels of confidence and independence. Our aim is that by the time our pupils leave us, they have made improvements in their independence and ability to navigate the world beyond school.

We also aim to expose our pupils to experiences they may not have had the opportunity to enjoy, whether it's a trip to the pantomime or the beach, visiting an art gallery or a farm, or learning how to use local transport. We want all pupils to leave us knowing how to navigate the outside world independently and experience all the things children should.

We assess pupils using the Boxall Profile, which allows us to evaluate and address their social, emotional and behavioural development. Using this assessment, we plan activities that support their development in areas that inhibit their access to school and their wider lives. This may involve a trip to the wider community or a carefully selected game where the pupil will learn to lose without leading to a crisis. Over time, we hope to positively impact their learning, behaviour, attendance and wellbeing.

Due to the nature of our pupils and the variation in need, the activities planned for them will always be well-considered and risk-assessed. Where appropriate, activities will also be selected based on pupil engagement, as we know that if a pupil is not interested in the activity, there will be a lack of engagement, which leads to challenging or unwanted behaviours. This, in turn, means no learning will take place.

Awareness Days

Cultural capital plays a key role in enriching our education by sparking curiosity, building confidence and developing essential life skills.  

At Willow Park School, we proudly celebrate whole-school Awareness Days and recognise important national and global events, as an enjoyable and important part of our curriculum.  

We plan events in Key Stage teams and hope to foster a sense of community, broaden students' understanding of the world, promote British Values and build skills through fun and extracurricular activities. 

Pupil Passport

Each pupil at Willow Park has a ‘Pupil Passport’ which is used to recognise and celebrate our achievements. The passport is a lovely record of each child’s unique experience, and it will allow them, and their families, to see their personal development and growth through their time at Willow Park School. 

We hope that the impact of including these opportunities will be positive and of great lasting value for all pupils here.