Specialist School Sees Dramatic Drop in Challenging Behaviour After Curriculum Overhaul
Woodend Farm School in Witham, Essex, has witnessed a remarkable 73% reduction in reports of challenging behaviour since implementing a unique, disguised learning curriculum tailored for pupils with complex additional needs. The school, which opened in 2023, supports 25 children aged six to 11, many of whom were previously out of education due to a lack of appropriate Special Educational Needs and Disabilities (SEND) facilities.
Addressing Complex Needs with Innovative Teaching
The school predominantly caters for children with autism, ADHD, speech and language challenges, and pathological demand avoidance (PDA) profile—a condition where pupils physically cannot manage everyday tasks or demands, even if they desire to do so. In response, the institution has completely transformed its teaching methodology.
From September 2025 to January 2026, behaviour incidents plummeted to just 37, compared to 137 during the same period the previous year. Executive Headteacher Gemma Quantrill stated, "After a year of researching PDA, I was adamant something had to change. We were seeing lots of physical behaviours as they just could not deal with the demand, and did not know how else to communicate it."
Quantrill emphasised, "The difference is the reduction in behaviour incidents because of our change in curriculum. Everything changed literally overnight. It has been unbelievable. These numbers confirm that the curriculum we put in place is the right curriculum for our children."
A Thematic, Play-Based Approach to Learning
Inspired by the Welsh national curriculum, the school now employs a thematic approach designed to spark curiosity and motivate participation. For instance, a recent "Once Upon a Time" theme allowed pupils to focus on sequencing, shapes, and time without realising they were engaging in formal learning. Similarly, a game of shops incorporates disguised maths through counting money and items.
Quantrill explained, "We were aware our previous, subject-specific curriculum was resulting in pupils disengaging from learning. They saw learning as a demand on them. We realised, from extensive research and training, that we needed to disguise learning. We needed to think outside the box."
She added, "Our children are all different shapes, so as adults, we have to flex and bend to the shapes the children are, rather than fitting them into what we want. We found we could still use key learning targets and see them make progress, without putting that demand on them that they literally see as a life threat."
Transforming Educational Experiences for Pupils
The shift to play-based learning has fostered a love for school among pupils, granting them greater autonomy in their educational journeys. For children who perceive writing as a demand, alternatives like Dictaphones, video, and role play are utilised to embed learning until the demand feels less significant.
Quantrill noted, "Then, children's tolerances increase, and we can move forward to a place where some elements of learning are through play, and others can be more formal through project work."
Confident that all children are now accessing learning, she shared, "It is a bit overwhelming. Some people were sceptical to begin with, but all staff are enjoying the new curriculum; it is so exciting. Their pupils are making progress. It has been incredible to watch children who could not read before now reading because we have changed the demand on them."
A Life-Changing Impact: Eli's Story
For nine-year-old Eli Stevenson, the innovative approach at Woodend Farm School means accessing education for the first time. Diagnosed with autism at three, he was registered with a mainstream school until 2024, when his parents were informed it was no longer feasible to attend due to his distress.
Since the curriculum change, Eli's mother, Staci Bowers from Chelmsford, reports he now happily participates in English, maths, science, geography, and PE lessons without realising he is learning. "When I used to drop Eli off at his mainstream school, I would get home and before the kettle had boiled, the school would be calling me to collect him. It is heartbreaking when you are sending your child to school every day in that state," she recalled.
Bowers explained, "When you have a child with autism who has no sense of danger and who has not spent any time in school, you do not leave them with anyone. So, when he joined Woodend Farm School, I finally felt safe to leave him somewhere."
Eli, who also has ADHD and PDA traits—something his mother learned about through the school—has shown remarkable progress. "I understood my child, but it was not until I was told about PDA that I realised what was happening. Until this year, Eli did not interact, and he didn't do any work, despite being happy to be at his new school," Bowers said.
She added, "It is such a relief for me, and for him, as he is now so relaxed. Now, he is doing maths, he's writing stories and—using his love of trains—he is learning geography. He is interacting, he's happy to share his views and is having lunch with the other children, something he has never done before."
A Model for Future Education
The school's success highlights the critical need for flexible curricula in supporting children with PDA, a condition where, according to the PDA Society, 40% of affected children either do not attend school or struggle with regular attendance due to their persistent drive for autonomy.
Quantrill reflected, "I am incredibly proud of the journey the school and pupils have been on. Sometimes, we have to make big changes to make a big impact. It has taken hard work and commitment from the team, but it is what our young people deserve."
Bowers concluded, "Every single day of the week, he is completing his learning. It is the change in mindset, asking and inviting rather than placing a demand on them. It is making a huge difference. It is just amazing. I am so proud of him. The school is amazing; they are making lives so much happier and easier. I do not know what would have happened to Eli if he had not moved to Woodend Farm School."
