• Every pupil has an Education, Health and Care Plan (EHCP). These are reviewed and shared with parents, families or carers through the school’s annual reporting process. 

• Meetings are held at least twice each year with teachers and senior leaders to monitor progress. The school works closely with therapists and external agencies to identify the holistic needs of every child. Please see our assessment policy for further information about how we assess our children.   

• The assessment of individual achievements is an integral feature of the work of the school.  Teachers evaluate individual targets on a regular basis and summarise achievements in the end of year reports.  

• The majority of pupils at Oakwood School will be working pre National Curriculum enabling teachers to assess the level at which a pupil is working in a given subject area and to measure progress.  Class Teachers collect evidence of pupil achievement and record achievements electronically.  This data is then collected and analysed annually. 

‘Leaders and staff are determined to overcome any barriers to ensure that their pupils lead happy and successful lives. They strive to make the school a place ‘where every child shines’. As the result of all the school’s work pupil’s outcomes are improving further.’  (Ofsted June 2024) 

• Every pupil in our school has an EHCP. Twice a year, teachers set Personal Learning Targets (PLTs) that break down objectives into smaller, manageable steps and assess progress against these. 

• We regularly use staff meetings to get all teachers to assess anonymous pieces of work to check that our judgements are correct (moderating). 

• We work regularly with our school improvement partners to evaluate the effectiveness of our provision. 

• Oakwood was proud to achieve the Autism Accreditation at specialist level in June 2025. 

• Any interventions and additional funding such as Pupil Premium are identified and tracked to ensure the impact is effective.  

• Governors receive half termly reports in planned meetings and challenge effectiveness of provision. 

• The school was inspected in June 2024 and was judged as outstanding. 

• Teachers and parents meet each term to discuss how their child is settling in and their personal educational targets.  Progress is also discussed at the Annual Review meeting.   

• We communicate regularly via the home school diary system and by telephone.  

• In addition to the Annual Review there is an Annual School Report during the Summer Term. In addition to this, parents and carers are welcome to discuss their child’s progress with us at any time through contacting school by phone or email.  

• Parents can access our assessment app, Evidence for Learning, through individual logins to view and track their child's progress.  

• With individualised permissions, our weekly blogs allow parents and carers to gather an insight into the learning happening in class in conjunction with our termly PACT (Parents and Children Together) sessions. 

‘The school’s curriculum pathway model means that the provision closely matches each pupil’s needs. Carefully planned sequences of lessons overcome pupils' barriers to learning and help them learn well.’ (Ofsted June 2024) 

• Every child has an Individual Educational Plan which identifies personal objectives. Class sizes have a high teacher to pupil ratio enabling individual programmes to be devised to meet the needs of each pupil. Personal as well as academic skills are developed. 

• Each class has a full-time equivalent teacher and a number of learning support assistants which is dependent on class size and the individual needs of the children.   

• School staff seek support and follow advice from Speech and Language Therapists, Physiotherapists, Occupational Therapists, School Nurse, specialist teacher advisors, paediatrician and professionals from CAMHS when required. 

• All pupils at Oakwood have access to an adapted curriculum which is broad, balanced and relevant.  

• Our curriculum is based around the areas of: 

• Language and Communication 

• Personal, Emotional and Social Development 

• Problem Solving 

• Creative and Physical 

• Communication is given a high priority. All pupils work on foundation skills as part of their curriculum and independence is encouraged; promoting positive learning experiences.  

• We are working with Open Theatre developing non-verbal communication and support. 

• We support our pupils using evidence-based learning interventions for example Attention Autism, Curiosity Approach, MOVE programme, TACPAC, See and Learn, Thrive, Rebound, Identiplay, Intensive Interaction, Sensory Circuits, etc.  

• Oakwood have worked closely with RWI (Read Write Inc) to adapt learning to our pupils in the area of phonics and have begun to work with Open Theatre to develop non-verbal communication skills. 

Initially the needs of children are identified on their EHCP which are reviewed annually. We also work very closely with other agencies: 

• An ANP (Advanced Nurse Practitioner), works at our Walsall Wood campus to support our pupils medical needs 

• The community paediatrician, CAMHS and dietician hold regular clinics at the school for those pupils referred into the service 

• Specialist support services ~ Hearing Impairment 

• Specialist support services ~ Visual Impairment 

• Speech and Language Therapy 

• Physiotherapy 

• Occupational Therapy 

• Educational Psychologist

‘They have a real presence in the local area. These experiences empower a sense of responsibility and community engagement.’ (Ofsted June 2024) 

• At Oakwood School activities and trips are planned with our children in mind and our pupils regularly access local facilities such as parks, shops and libraries, as well as going further afield to visit other places of interest.  

• All visits are risk assessed to make sure they are appropriate for individual pupils and every child has the opportunity to access school trips if parents wish.  

• Our Inclusion Policy promotes involvement of all our learners in all aspects of the curriculum, including activities outside the classroom.  

• Some of our secondary learners attend lunchtime clubs such as Makaton choir and gaming club. 

• Secondary pupils have the opportunity to access enrichment evenings after school. 

• We have a robust safeguarding policy and protocol in place.  Pupils’ health and well-being is paramount.  

• Personal care is conducted discreetly, with dignity, fostering independence whenever possible.  

• At our Walsall Wood campus we work closely with on-site medical practitioners to meet the health needs of pupils whilst they are at school.  

• We also work closely with social services, the children with disabilities team and with CAMHS (Child Adolescent Mental Health Services) should pupils need that level of support. 

• Our Thrive practitioners in school work alongside individuals or a small group to promote positive mental health and well-being. 

• The school is committed to a comprehensive training programme for all staff, which includes safeguarding, moving and handling, Team Teach, TEACCH, Makaton, Visual Impairment, PECS, on body signing, Attention Autism, Rebound Therapy, MOVE, Thrive etc.  

• Our Teaching Assistants (TAs) also have a wide range of expertise and ongoing professional development is organised to ensure all staff remain updated and skilled. 

• Staff across the school are committed to maintaining their own professional development and there are opportunities for all staff to develop their expertise in response to pupil’s learning and wellbeing needs.  

• All staff access regular professional development that links to areas on our school development plan as well as their own performance management. Staff make best use of the knowledge of their colleagues and some of this professional development is delivered ‘in house’. 

• Oakwood School is fully accessible with dedicated disabled parking areas. We make all activities as accessible and inclusive as possible by making reasonable adjustments.  

• At Walsall Wood our building is single storey and is wheelchair accessible, within our Pelsall Lane Campus a lift enables access to the second floor. 

• There are hoists in the pool area and within teaching spaces to support pupils with mobility needs at Walsall Wood and there are specialist hygiene rooms for children who require adult support throughout both school sites. 

• We have extensive specialist facilities which include a learner size swimming pool which is heated to hydrotherapy temperatures, a multi-sensory “immersion” room and a school minibus with tail lift. Our school grounds are inclusive with a variety of outdoor play equipment and teaching areas. 

• We have a soft play and Movement room which supports our pupils' physical needs whilst also promoting communication and social interaction. 

• For our secondary learners we also have specialist teaching spaces – Art room, food technology room, garden room, STEM room and immersion room along with a Forest School areas. 

• All parents and families are welcome to visit the school prior to their child attending the school. 

‘From the moment pupils start school staff work tirelessly with families to ensure the right support is in place for their child.’ (Ofsted June 2024) 

• Parents and carers are invited to be partners in their child’s learning through activities such as discussing and planning individual targets, celebrating progress either at annual review or in assemblies, attending parent workshops and taking part in home learning.  

• We hold regular events – coffee mornings, information events inviting external professionals  – to come together as a community.  Please see the link to our Family Liaison Team’s family support page of our website:  Family Support 

• Home visits are made to pupils who join our school at which ever stage they are in their learning. On a more formal basis, parents and carers are invited into school at least twice a year to discuss Personal Learning Plans; they attend annual reviews and PACT sessions where they can look at the work that goes on in their child’s classroom and celebrate their child’s progress.  

• We operate a school diary system and will contact parents by telephone to share in your child’s achievements. 

• Families are encouraged to upload special moments from home through our Evidence for Learning app. 

• Medical clinics are also arranged.  These can include meetings with a community paediatrician, physiotherapy assessments, feeding clinics, orthotics clinics and meeting the dietician. 

• Friends of Oakwood (P.S.A.) meet at the beginning of each term to arrange social events and fund-raising activities. All are welcome to join this group. For further information see our school website or contact the school office. 

Oakwood School - Friends of Oakwood 

• Some parents enhance the school’s leadership through becoming parent governors. 

• The views of each child are brought together as part of the Annual Review process. Their wishes, feelings and views are recorded using photographs or symbols as appropriate to each child and this document is shared at the annual review. 

• Staff use the pupil’s interests as motivators to their learning. 

• Pupils have been involved in shaping the future of the school and in key decisions around secondary uniform and provision. 

• In the first instance we encourage families to contact the child’s class teacher.   

• If there are still concerns, then contact the Headteacher.   

• In the unlikely event that concerns are not resolved the next point of contact is the Chair of Governors.   

• Ultimately, parents have recourse to the Secretary of State. Please see our Complaints Procedure on the school website for more information. 

• As part of Walsall Council’s Local Offer please see below link to what to do if you were unhappy with SEND services. 

What to do if you're unhappy with SEND services | Send 

• Admissions to school are controlled by Walsall Children’s Services, SEN team. A visit may be arranged by appointment for parents to view the school and to be given basic information about the work of the school and offered a tour. Parents may or may not wish to bring their child on this visit. 

• For pupils who are joining the Early Years department of Oakwood School, the Early Years Team who have been supporting the child and their family at home, will organise a transition review. Home visits will then be arranged so that we can gather information, instigate transport arrangements if applicable and plan a timely and effective transition. 

• If children are transferring from another school, a visit for prospective parents can be arranged by appointment. Oakwood teaching staff will arrange an assessment visit to the school currently attended by the child and will set up a transition review/meeting if necessary. A period of transition will be agreed according to the needs of the child and a proposed start date agreed. The SEN. team arrange transport where applicable.  

• Transition to the next phase of their education ~ When pupils move to their next phase of education there are well established transition plans in place which include: 

Parents being offered the opportunity to visit provisions/schools; staff from new settings observing pupils in their current setting and collecting information; Oakwood pupils and staff attending sessions at the new setting. 

Please phone the school on 01543 452040 and get into contact with one of our Office Team.

Click here and you will be taken to Walsall LA’s local offer. https://send.walsall.gov.uk/