Teaching and Learning

Oak Lodge School, as a special academy converter, is dedicated to the provision of a broad and balanced curriculum that meets the requirements of its funding agreement with the Secretary of State for Education.

This includes English, Maths and Science, as well as religious, careers and relationships education at levels appropriate to the developmental understanding of our students. Our curriculum is particularly focussed on independent and collaborative learning, personal development and understanding of our shared spiritual, moral, social and cultural heritage, reflecting the fundamental values of British society.

If a student cannot learn the way we teach, we endeavour to teach the way they learn.

Our curriculum approach reflects our respect for each student as an individual, aiming to develop knowledge, understanding, self-reliance and coping skills in a supportive environment that minimises distress. We operate the SPELL approach recommended by the National Autistic Society: 

• Structure
• Positive (approaches & expectations)
• Empathy
• Low arousal
• Links (parents, other professionals)

 A holistic approach to teaching and learning

Classroom routines are structured, based on TEACCH principles to be safe, reliable and predictable with social and educational demands that are appropriate and meaningful. We are also committed to the SCERTS (Social Communication, Emotional Regulation and Transactional Support) framework that enables a range of interventions to be used as a holistic approach to teaching young people with Autism and to develop their capacity to learn. These principles work well for all students, whatever their needs.

Emotional structure and routine is important to our students and we seek to provide the appropriate level of 'scaffolding' to support individuals in their learning.  We incorporate well-researched and established strategies such as aerobic activity and relaxation into daily routine, whilst employing visual and practical approaches throughout our teaching and learning programmes. The development of social and emotional literacy is supported through the use of well-established interventions, such as social stories and cartoon conversations to promote social understanding.

Classroom activities may be supported by input from NHS therapists where specified in each student’s EHCP (Education, Health and Care Plan), although all students have access to the universal provision offer. We understand that for many young people, therapeutic needs must be integrated into the school day to have maximum impact on physical, emotional and cognitive development.

Practical and active learning beyond the classroom is essential to all our students and a key aspect of our curriculum. The school has a wheelchair-accessible minibus that is used daily for educational visits, life skills opportunities and sporting activities.  Alongside trips, our curriculum is further enriched by collaborative working with charities and community projects such as 'I can dance' and 'community focus'.  

Working towards individual outcomes.

The EHC plan incorporates long-term (3 years) individualised learning and related short-term (1 year) outcomes based on their prior attainment.  During, transition or Annual Review meetings, outcomes are reviewed to provide a focus for adaptations within classroom teaching and learning. The EHC plan will also include elements related specifically to each student’s wider behavioural, emotional, health or mobility needs to ensure that all activities in the school may be safely accessed.

Upon arrival at the school, student outcomes are reviewed by the form tutor alongside a member of the SLT to ensure that they are developmentally appropriate and in line with the Oak Lodge curriculum and ethos.  Teachers review progress towards outcomes on a termly basis, using other assessment tools to inform commentary around the wider development of the student.

The school is organised into two departments

• KS3 - Middle School (11-14, NC Y7-Y9) 
• 14-19 - (NC Y10-Y11 and Post-16)

In all departments, class sizes vary between 6 and 14 students, assigned to a class that best fits their specific needs, social development and level of cognition. Please refer to specific pages on each department to find out more. 

Our Curriculum approach

Whole school curriculum 2026-7.pdf

What we want to achieve

We want our curriculum to help students succeed academically while also supporting their personal development and wellbeing.

How we make it work

Our students thrive when they know what to expect. That's why we build clear structures and routines into every day – this helps them feel settled and ready to learn. We also tailor the support we give to each student, providing the help they need to succeed.

Learning by doing

We believe students learn best when they're actively involved. That's why we make sure they get plenty of hands-on, practical experiences – both in the classroom and out in the real world.

Connecting the dots

We use themes throughout the school to make learning more interesting and meaningful. This helps students see how different subjects connect, rather than treating each one as separate.

Building on what they know

Every student learns at their own pace. We revisit and practise key ideas across the key stages helping students to build confidence and understanding as they move through the school.

Our planning approach

When we design our curriculum, we always think about three things:

• What we want students to learn (intent)
• How we'll teach it (implementation)
• What difference it makes (impact)