Our Vision
We believe every autistic child deserves an education designed around who they are — not who a system expects them to be.
At Woodbury, that belief shapes everything. Every timetable, every interaction, every goal. We use the principles of today’s Applied Behaviour Analysis — ethical, naturalistic, individualised, and evidence-based — to create learning environments where children feel safe, genuinely motivated, and able to build skills that go with them into the world.
Our focus areas are the foundations that open every other door:
- Functional communication — giving every child a reliable, meaningful voice
- Toleration and flexibility — building the capacity to cope, adapt, and engage
- Social and leisure skills — connecting children to each other and the world around them
- Independence — in learning, in daily life, and in the community
Our goal is not to shape children into something they are not. It is to remove the barriers that stand between them and the life they deserve.
Why Choose Woodbury?
Woodbury is the only school of its kind in NSW and the first in Australia, offering a program specifically designed for autistic students. Our unique approach bridges the gap between early intervention and formal schooling, helping children build the confidence and skills they need to succeed in educational settings and beyond.
What makes us different is not just our methodology. It is how completely we commit to it.
There is no one-size-fits-all program here. No standard template. Every child who walks through our doors receives a program built specifically for them, reviewed, refined, and evolved continuously as they grow. Our extraordinary 1:2 staff-to-student ratio means that support is never stretched thin, and no child is ever just getting by.
The Autism CRC, The Royal Children’s Hospital Melbourne, and Australia’s National Autism Strategy 2025–2031 all recognise ABA as the evidence-based approach for improving communication, behaviour, and quality of life for autistic children. At Woodbury, that is not a credential we point to from a distance. It is how we show up every single day.
Truly Individualised Learning
At Woodbury, every child’s education is their own.
Each student receives a personalised Individualised Education Plan (IEP), developed in genuine collaboration with parents, teachers, and clinical specialists. It reflects where a child is right now — their strengths, their learning style, their goals — and it grows with them.
We draw on research-validated frameworks including:
- Essentials for Living (EFL) — building communication, independence, and functional life skills
- Behavioural Health Index (BHI) — a strengths-based tool that helps us truly understand each child’s profile
And because learning cannot live in a single room, our teaching is fluid. Skills are practised across different people, settings, and activities — so what a child learns here travels with them into their community, their home, and their future.
Teaching for Real Life
Today’s ABA understands something important: children learn best when they are motivated, when they feel respected, and when learning feels meaningful rather than mechanical.
At Woodbury, we embed skill-building into natural, engaging contexts. We combine focused one-on-one instruction with small group learning — because learning alongside peers is itself one of the most powerful skills a child can develop. We use positive reinforcement that is genuine and tailored, not generic. And we design each child’s day to gradually build self-reliance, so that independence is not a distant destination — it is something they experience a little more of every day.
Caregiver involvement is central to this. The research is clear: children make the greatest gains when their families are informed, included, and equipped. We work closely with parents and carers every step of the way.
Behaviour Support: Understanding the Why
When a child shows behaviours of concern, we do not see a problem to be managed. We see a child communicating something important.
At Woodbury, our clinical approach is to understand the function behind every behaviour — what a child is expressing, seeking, or trying to avoid — and to teach them a more effective way to meet that need. This is Functional Communication Training in practice: replacing struggle with skill.
Many students come to Woodbury with excellent early learning skills, but applying those skills in a structured school environment often requires additional support and guidance. That’s where we step in, providing the tools and strategies children need to flourish in a school setting.
Individualised Learning
At Woodbury, every student is unique, and so is their education. Each child receives a personalised Individualised Education Plan (IEP), developed in collaboration with parents, teachers, and specialists. This plan:
- Reflects the student’s strengths, challenges, and learning style.
- Incorporates NSW national curriculum standards.
- Utilises specialised programs such as Essentials for Living (EFL) and the Behavioural Health Index (BHI) to support functional learning and behavioural growth.
We continuously adapt and update each plan as students progress, ensuring their education evolves with their needs.
Teaching for Independence
At Woodbury, our philosophy is that learning happens everywhere—not just in the classroom. Our teaching philosophy centres on fostering independence and success in a variety of settings. Our teaching is fluid and flexible, and to achieve this:
- Classes are grouped by ability, ensuring every student receives the appropriate level of support and challenge.
- Instruction occurs fluidly across different contexts, helping students generalise their skills.
- Teaching combines one-on-one instruction with small group activities, providing a balance of focused learning and social interaction.
By gradually reducing staffing ratios and promoting self-reliance, we prepare students for more independent participation in school and community life.
Behaviour Support: Understanding the “Why”
For many students, behaviours of concern can create barriers to learning and inclusion. At Woodbury, we approach these support needs with compassion and understanding, working to identify the underlying reasons behind behaviours and teaching replacement skills that support positive outcomes.
Our clinical team collaborates closely with:
- Teachers and support staff.
- Parents and carers.
- External professionals, including Occupational Therapists, Speech Pathologists, and Behaviour Support Practitioners.
Together, we create behaviour intervention plans tailored to individual needs that help children feel understood and foster a positive and supportive learning environment.