Examination Information 

secondary options booklet 2025 2026.pdf

Music Qualifications through our link with SAFO Music

Music Production Course endorsed by the RSL Music Production grades.

Our students attending Safo Music aren’t just accessing a creative experience, but are working towards recognised, Ofqual-regulated qualifications, with a clear progression pathway from Grade 1 through to Grade 8, including UCAS points at higher levels.

We feel this adds real value for Windmill students by:

• Giving students a tangible outcome to work towards

• Supporting EHCP evidence and progression

• Increasing engagement, motivation, and confidence

• Strengthening post-16 and preparation-for-adulthood pathways

Examination timetable and support for your child

Our approach to GCSE examinations for some of our pupils, particularly those who have experienced extended periods of absence due to anxiety related attendance ARA or sometimes referred to as EBSA. We reference anxiety as we know most students 'cant' attend even if they want to. 

For a number of our autistic pupils, time away from school since Year 9 has understandably resulted in gaps in learning, increased anxiety around formal assessment, and reduced confidence in exam situations. We recognise that returning to a full examination timetable in Year 11 may not be appropriate or in their best interests. They will not have covered the full content of the curriculum nor will they have engaged in mediated learning in a classroom as part of preparation for tests for a long time. Nevertheless our aim is to give our pupils every opportunity ensuring they are not placed at a disadvantage because of their SEND. 

Autistic young people often experience:

• High anxiety
• Perfectionism
• Cognitive overload in lessons and even more so during revision and formal exams

Extra time to sit an exam allows:

• Emotional readiness
• Reduced pressure

In line with national exam regulations set by Ofqual and the Joint Council for Qualifications, schools have the flexibility to enter students for GCSE examinations when they are ready, rather than at a fixed age or year group.

As a special school, this allows us to take a more personalised approach. For some students, this may mean:

• Delaying GCSE examinations until Year 12, giving them additional time to re-engage with learning
• Providing a more gradual and supported return to academic study
• Prioritising emotional wellbeing alongside academic progress which is a high priority for our population

We also recognise that many autistic young people experience high levels of anxiety, often linked to perfectionism. This can lead to persistent worry or “getting stuck” on thoughts (sometimes called perseveration), which can make the pressure of exams feel overwhelming.

Our aim is to ensure that each pupil is able to achieve in a way that is manageable, meaningful, and sustainable. In some cases, this may also involve considering alternative or non-exam-based pathways, where these better suit the young person’s needs and future goals.

These decisions are always made carefully, in partnership with families, and with a clear focus on what will give each student the best chance of success.

If you have any questions or would like to discuss your child’s individual pathway, we would be very happy to speak with you.

2025 -26 Exams & assessments information for candidates