Oak Lodge School currently makes provision for moderate learning difficulties, speech, language and communication needs, autism and specific learning difficulties. Oak Lodge has also adapted the provision and curriculum offered to accommodate a number of pupils with more complex learning needs including severe learning difficulties and/or physical disabilities. As part of our provision we are able to offer:
The Oakmore Centre is a centre within Oak Lodge School for pupils across Years 7-11, with an Autistic Spectrum Condition. The Oakmore Centre works in partnership with Applemore College, a mainstream secondary school. Pupils placed in Oakmore have individualised timetables, however all are expected to be able to access specialist teaching in their appropriate year group for core subjects either in Applemore College in discreet groups taught by Applemore staff, in Oak Lodge or a combination of these.
Pupils are of average or above average cognitive ability, working at age related expectations but identified as being at risk of failing to achieve their social, developmental or academic potential due to extreme anxiety or fragile mental health. Oakmore provides a safe secure, holistic and nurturing environment with a higher level of pastoral, emotional support and social skills support.
The staff team work closely with families, ensuring that they are fully involved in the process of supporting pupils as they continue their education.
Pupils placed in Oakmore are well-motivated, especially in areas of interest, largely independent in their learning and realistically capable of achieving a number of GCSEs with additional support to help manage their anxiety and /or mental health.
The Apple Lodge Centre is a unique partnership between Oak Lodge School, Applemore College, and MindSenseAbility offering a highly specialised provision for young people with high functioning autistic spectrum conditions needing a therapeutic provision and personalised GCSE curriculum. It is based in Applemore College.
Pupils in Apple Lodge have personalised plans and regular pupil-centered reviews involving all stakeholders. They have access to GCSE’s in Applemore College with their mainstream peers and individualised support programmes are in place. Pupils work towards greater independence over time.
All pupils attending Oak Lodge have an EHCP (Education Health and Care Plan) which names Oak Lodge School as the most appropriate provision for that pupil. The school is a maintained Secondary Special School and provides small class sizes and levels of staffing to meet your child’s needs as identified in their EHCP. The use of additional funding through Pupil Premium, is targeted at specific groups and the impact of this on pupil achievement is monitored and reviewed.
The Local Authority SEN department decides the level of support each pupil receives prior to transition and outlines resources, teaching programmes and multi-agency involvement related to meeting these needs in the EHCP.
Pupils are set short term targets from the outcomes indicated in the EHCP covering the four areas: cognition and learning, communication and social interaction, physical, sensory, independence and social, emotional and mental health needs.
Speech and Language Therapy
- 1 day per week provided by HCC SEND SaLT to meet the needs of pupils with identified language or communication needs on their EHCP
- In depth assessment and individual language programmes; delivered directly by SaLT or by trained school staff overseen by SaLT
- Use of communication support – assisted technology if appropriate
- Individual communication targets incorporated into the curriculum
- Joint working with tutor / subject teachers as appropriate to reinforce communication and language development across the curriculum
- Advice regarding differentiation and use of language for staff from Speech and Language Therapists
- Consultation with parents/carers of pupils with identified language or communication needs on EHCP at parents/carers evenings
- 1 day per week from Speaking Space Ltd to enhance social communication
- Social Skills programme based on “Talkabout” materials delivered by trained Speech Therapist
- Joint intervention with Occupational Therapist for pupils in Year 7; working with tutors and subject teachers as appropriate to enhance or reinforce therapeutic strategies
- 1 day per week from Advanced Occupational Therapist- sensory processing
- Individual programmes for identified pupils with complex sensory processing difficulties
- Monitoring group work to develop core stability and gross motor skills
- Training for staff to continue and develop the above programmes
- On-going consultancy support for tutors to incorporate sensory diet into classroom practice and utilise our active zones for identified pupils as appropriate
- desensitisation strategies for tactile or auditory defensiveness
- use of self-regulation strategies, relaxation activities, tactile cushions, fiddle toys, theraputty, access to active zones
- Half termly visits from NHS Physiotherapist to meet the needs of pupils with identified physiotherapy needs indicated on their EHCP
- Individual programmes devised for staff to incorporate into timetable
- Training of school staff to deliver programmes as appropriate
- On-going monitoring of progress with feedback to parents/carers and staff
- 3 days per year direct input to the school
- Observation of identified pupils with recommendations for strategies that could be used to enhance teaching and learning
- Consultation or advice for parents of identified pupils if appropriate
- Training as required
Hampshire Futures Team
- Pupils in Year 9 and above receive independent careers advice and support with regards to transition to college, training or employment
Independent Futures Team
- An officer from the Independent Futures Team aims to attend Year 9 EHCP reviews for pupils who will meet the criteria for Adult Social Services to support transition planning
- Pupils in Year 9 and above receive independent careers advice and support with regards to transition to college, training or employment
- An officer from the Independent Futures Team aims to attend Year 9 EHCP reviews for pupils who will meet the criteria for adult social services to support transition planning
Individual Behaviour Management Support (IBMP)
All pupils have a ‘Risk Reduction Plan’ in place and for a small number of pupils with more complex behavioural, social or emotional needs there are ‘Attendance and Engagement’ plans in place.
The Assistant Headteacher (Care, Guidance and Support) has lead responsibility for personal development, behaviour, welfare and safeguarding across the school.
The attendance of all pupils is a high priority. Oak Lodge School staff work alongside an Attendance Officer to provide targeted support for a small number of individual pupils to ensure attendance is as high as possible.
We recognise that many of our pupils, given the complexity of needs, require time to attend scheduled medical appointments, and in rare circumstances may need an adjusted timetable or time off that must be agreed in writing by medical professionals.
Home School Liaison Officer
- Works closely with attendance officer
- Makes home visits if required
- Links with supporting agencies in community to support identified pupils and their parents/ carers
- Statutory organisations – social care, Early Help Hub, Barnardos
- Voluntary organisations – parent support groups, charity groups
Each pupil has a formal Annual Review, usually chaired by the SENDCo or a member of Senior Leadership Team with the Class Tutor, parents/carers and pupil and, where appropriate, an SEN Officer from the Local Authority to review progress towards outcomes and targets set and to ensure that the EHCP reflects the pupil’s current needs. Progress against targets and resources to meet need are reported back to the Local Authority for their consideration following the Annual Review.
Although the EHCP is usually reviewed on an annual basis, if it is felt, either by the school or parents, that there is a change in need or a need for additional support an emergency or early review can be held to make this request to the local authority.
Name of SENCO: Joanna Wright, Assistant Head.
In addition to targets set through their EHCP, pupils are also set academic targets across the curriculum with progress monitored termly by class/subject teachers and the senior leadership team. Personal development and subject targets are evaluated regularly to assess the effectiveness and impact of the planned provision using subject specific criteria.
If a pupil is not making expected progress in a particular area of learning, the school can identify the need for additional support. This can take the form of literacy or numeracy intervention or therapeutic support from our therapy team (Speech and Language Therapy and Occupational Therapy). Intervention plans are drawn up to address areas of need and are monitored regularly to ensure any intervention offered makes a difference.
Progress is discussed with parent/carers at individual pupil progress meetings and with the pupil concerned. Pupils also receive an academic report, annually in July.
We offer an open door policy and if at any point you wish to discuss a pupil’s progress an appointment can be made to meet with the Class Teacher or a member of the Senior Leadership Team. Staff in school can offer advice and practical ways that you can help your child at home
The EHCP outlines the resources, teaching programmes and multi-agency involvement. Pupils are educated in small teaching groups (6-14 pupils depending on complexity of need as indicated on their EHCP), matched according to ability and social emotional development and allocated a Class Tutor and Learning Support Assistant who get to know the individual needs of each of their tutees very well.
All staff joining Oak Lodge School follow a carefully planned induction programme. They are allocated a learning mentor and have regular meetings with their line managers, until confident in the role.
There is a comprehensive Continuing Development Programme, with a mixture of whole school training and targeted training according to specific role in the school.
Given the changing profile of the school, whole school training has been tailored to reflect this; for example ‘Meeting communication and language needs’, ‘Managing the Sensory Environment’, ‘Meeting the needs of Visually Impaired and Hearing Impaired pupils’, ‘Meeting the needs of pupils with multisensory impairments’, ‘Epilepsy training’.
Identified staff have received additional training in meeting more complex learning or speech, language and communication needs, from our Speech Therapy team and Portsmouth Down Syndrome Association. Specific staff receive additional training in PECS and Makaton where appropriate. A significant number of learning support staff have received ELKAN training.
Oak Lodge School has on-going support from Hampshire Specialist Advisory Teacher service with further specific training offered to meet the needs of pupils with Physical Disability, Visual Impairment, including use of braille or Hearing Impairment. Identified staff complete moving and handling and additional hoist training.
Leaders and the Pastoral team complete the TEAM TEACH accreditation (positive behaviour management and safe handling course), this is fully refreshed bi-annually with additional regular refresher sessions and/or reflective practice. In addition all staff receive continued professional development with regard to positive behaviour management.
Given the high percentage of pupils on roll with a diagnosis of Autism, Oak Lodge School uses Autism friendly strategies throughout the school. It is a structured learning environment with a high level of visual support, based on the TEACCH approach. A number of pupils have individual work stations or bays as appropriate to meet needs. New staff receive basic autism awareness training during their induction and a significant number have been TEACCH or PAATHS trained.
Oak Lodge School also has support from Hampshire Educational Psychology service, either as whole school training e.g. ‘attachment difficulties’, ‘ADHD’ or as smaller year group consultation sessions to help support individual pupil’s access to learning.
Our therapy team also offer small group consultation sessions as necessary to help staff identify barriers to learning and put strategies in place to help overcome these.
The ground floor of Oak Lodge School is fully accessible to wheelchair users or those pupils with mobility difficulties. There is an accessible toilet and hygiene/ changing room. Two teaching rooms have hoist facilities as does the local health and leisure centre used for PE and swimming. All specialist teaching rooms, ICT, music, art, science, food technology, DT and drama are fully accessible and have height adjustable tables. A number of pupils use Brezi chairs or have other adaptions as appropriate to their needs, as assessed prior to transition. A number of pupils are allocated assistive technology, including speech recognition software, writing slopes, have adapted cutlery or other resources on transition.
Pupil grouping, rooming and timetable takes into account pupils with PD needs.
Our offsite visits are designed to enhance curricular and recreational opportunities and provide a wider range of experiences than could be provided on the school site alone, promoting the independence of our pupils as learners.
We run after an after school leisure club once a week, which includes trips to the cinema, bowling and swimming. We also have a number of break and lunchtime clubs, these are listed on our website. Oak Lodge School is fully inclusive. All pupils have equal opportunity to participate in any whole school or extracurricular activity offered. Class trips and off site activities are risk assessed with pre visits if necessary, to assess the activities and trips for individual needs. The school has an accessible minibus; however we do use local transport companies that can usually accommodate our needs for longer trips, e.g. theatre visits.
Parents/carers take an active part in discussions around residential visits alongside pupils to ensure that their views are taken into account in the planning. On occasions it may be necessary to offer an alternative venue, such as for a residential trip or class trip, to allow a similar personal development experience but with more appropriate activities for a number of pupils with more complex physical or social, emotional and mental health needs.
Pupils are educated in small teaching groups, (6-14 pupils depending on complexity of need as indicated on their EHCP), matched according to ability and social emotional development and allocated a Class Tutor and usually 1 Teaching Assistant who get to know the individual needs of each of their tutees very well and who are the first point of contact.
Each tutor group elects a student parliament representative to attend regular student parliament meetings, allowing pupils to have their say about how the school is run and what improvements they would like to see. Pupils are encouraged to share their worries, concerns or offer their views, opinions or suggestions on how to improve their learning experience at an appropriate time with their Teaching Assistant or Tutor, Headteacher or any member of the Senior Leadership Team. There is also a confidential worry/ concern/ suggestion box in Kieron Hudson’s office (Assistant Headteacher Care, Guidance and Support) which is checked on a regular basis.
Oak Lodge School also receives support from Hampshire SEND Speech and Language Therapy for pupils who have additional speech and language needs indicated on their EHCP. SMILE Therapy, Lego Therapy, using a narrative approach and vocabulary development groups are currently offered where appropriate to support social communication of pupils with more complex communication needs.
The class tutor is responsible for the day to day well-being of their pupils. Where appropriate, pupils have an Individual Health Care Plan which identifies their care needs including personal care needs or the administration of medication. It also identifies emergency procedures to be followed, where appropriate.
Supporting our pupils’ emotional, mental health and wellbeing is a priority area; please see policy “Mental Health and Wellbeing”. Oak Lodge School received the AcSEED Award, a nationally recognised accreditation, recognising the school’s contribution to supporting mental health and wellbeing of pupils. We are committed to multi agency working to ensure that the needs of the whole child are met.
Promoting good emotional, mental health and wellbeing linked to good physical health is approached throughout our curriculum and specifically our Personal Development curriculum, with wellbeing workshops offered by supporting charity based agencies “Solent Mind Heads UP project” and “It’s Your Choice”. It also has a robust Anti bullying policy as part of the Positive Behaviour Management Policy, reinforced through the PD curriculum and focus assemblies and pupils are selected to become Peer Mentors.
Pupils with more complex emotional health needs can be identified by tutors/ class Teaching Assistant to Jo Wright (SENDCO, Assistant Head) or Kieron Hudson (Assistant Head Care, Guidance and Support) as requiring additional support and the most appropriate intervention allocated.
The school has:
- A sensory room
- 3 Active Spaces (Oak, Apple Lodge and Oakmore)
- Trained ELSAs who receive on-going training and supervision from the Educational Psychology Service.
- Staff who have completed additional mental health training from CAMHS
- Good communication with our local CAMHS team for pupils open to this service
- Ongoing support from MindSenseAbility
Throughout the school, pupils are grouped according to their needs, abilities and age. The level of support will depend on your child’s needs, as identified in their ECHP. All pupils follow a broad and balanced curriculum which is adapted to their needs to ensure high levels of interest and engagement, with learning differentiated to enable them to make progress.
Oak Lodge School offers four learning pathways:
Route 1 – Life Skills and Core Curriculum
Route 2 – Core Curriculum
Route 3 – Semi-Academic Curriculum
Route 4 – Academic
For more detailed information please look at our Curriculum page on the school website.
Pupils also access a range of opportunities to develop holistically as young people. These include extracurricular activities with a specific arts focus, residential or day trips and community learning. All learning programmes are nationally accredited.
In year 11 we have a strong transition programme supporting our pupils moving to Post 16 education or training.
Admissions to the school are determined by the Local Authority and it is their responsibility to ensure that the provision meets the needs of your child as identified in the ECHP. Parents are encouraged to visit the school as part of this process.
The school provides a specific transition programme for new Year 7 pupils during the Summer Term ready to start in the next academic year. This gives pupils and their families the opportunity to find out more about the school and become familiar with the staff and classmates.
If your child is placed at Oak Lodge School during the academic year they will be invited to access transition opportunities, such as visiting the class, or a phased introduction to the school.
Transition planning is a vital part of the Annual Review process from Year 9 onwards. Oak Lodge School advocates person centred planning and aims to involve all pupils as far as possible in making informed choices and decisions about their future. Parents and pupils meet the Hampshire Futures Careers Adviser regularly and all students have the opportunity through years 10 and 11 to benefit from college links so that pupils can familiarise themselves with the different settings.
We believe that a pupils’ education is a partnership between parents and teachers, therefore we are committed to developing strong communication with parents and carers and communicate regularly and positively.
Parents and carers are invited to all review meetings and a number of parents’ evenings each year to discuss their son/daughters progress towards their individual targets and to talk about any other aspect of the school. Members of the Senior Leadership Team are available during these evenings or appointments can be made at any time.
There are two parent Governors on the governing body.
Family and friends are regularly invited to join in school events; coffee mornings, attend performances, special assemblies and a range of social functions. These are advertised through the school newsletters or on the website.
If you have a concern please do not hesitate to contact one of the Senior Leadership Team:
Sharon Burt (Headteacher),
Karen Brown (Deputy Headteacher),
Kieron Hudson (Assistant Headteacher, Care, Guidance and Support).
Jo Wright (Assistant Headteacher/SENCO)
The first point of contact is your child’s tutor.
If you needs more general information about the school contact the school Administration Team who will be able to arrange a tour of the school and, if required, a meeting with either:
Sharon Burt (Headteacher),
Karen Brown (Deputy Headteacher),
Kieron Hudson (Assistant Headteacher, Care, guidance and Support)
Jo Wright (Assistant Headteacher/SENDCO)
The information in this report forms part of Hampshire’s Local Offer which can be found at www.hantslocaloffer.info/en/MainPage
New Forest area
Phone 01962 846247
Phone 01962 847496
Winchester & Eastleigh
Phone 01962 846569
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