Through visiting specialist provisions and attending courses, we aimed to develop our understanding of how differences in terms of culture, policy, approach and resources impact pupils well-being. Through a mix of observations, practical courses and understanding theory we intended to gather and create a range of resources and ideas to share within our school setting and our wider school community, in order to improve well-being for our pupils, families and staff. We will then monitor and evaluate our progress, striving to continue to improve our practice and positive outcomes for our pupils. For our pupils, we hoped to achieve measurable progress towards their individual targets, focusing on communication, personal, social and emotional development, independence and community. We also aimed for parents to see observable improvements in their children's well-being at home and consequently for parents to observe improvements in their own well-being, due to a reduction of difficult behaviours from their children. Finally, we hoped to see improvements in staff wellbeing, considering staff workload and engagement in our wider school commitments.
As an outstanding special school in London, we continuously strive to develop innovative practice to support our pupils and wider school community. As our previous international projects are complete, Erasmus provides an opportunity to develop as an international school. We hoped to develop positive links with colleagues around Europe and develop our whole school practice. All pupils at Woodlands School have communication difficulties which impacts their well-being. Our school demographic is made up of pupils from different countries across Europe and the world, therefore the Erasmus project will enable us to better understand cultural and social differences in education across Europe. We also recognise the impact of our pupils needs and behaviour has on the well-being of their families and staff supporting them. In line with our ongoing school improvement plan, Erasmus provides us with a unique opportunity to learn from other schools and cultures to develop how we can support pupils more holistically, with a particular focus on communication, well-being, mental and emotional health. We also hoped to contribute to a review of our curriculum catering to the increasingly complex social and emotional needs of our pupils.