About Us

The Oaklands Centre is a Specialist Inclusion Base commissioned by the Local Authority. Inclusion bases are designed to deliver high-quality teaching, bespoke learning environments and flexible access to specialist education, helping children thrive academically, socially, and emotionally.

The Oaklands Centre follows the six principles of effective practise in inclusion bases:

1. Supporting inclusion in the school or local area

• children and young people are active members of the mainstream school community, with time in mainstream classes included where it is beneficial and enjoyable for the child
• the base strengthens inclusion across the whole school, for example through shared strategies, peer integration, and staff collaboration

Oaklands Primary School is an inclusive school and every Oaklands Centre pupil is a highly valued member of the community. Many whole-school adaptations support the inclusion of Oaklands Centre pupils including: uncluttered classrooms and corridors, acoustic dampening, dimmable lighting, shared visuals and consistent, predictable teaching routines. Aligned morning timetables across the school enable integration of Centre pupils into mainstream classes for core subjects where appropriate. Adapted assemblies, supported trips, shared play and mainstream friends joining Centre playtimes extend participation. Centre pupils are members of the School Council and E-Safety Committee and are actively included in all whole-school events.

2. High-quality curriculum design

• children access a broad, ambitious curriculum, aligned with mainstream, but adapted to remove barriers rather than reduce expectations
• curriculum planning balances breadth, focussed delivery of key learning, appropriate adaptations, and specialist support and interventions

The Acorns Base curriculum develops communication, shared attention, regulation and early learning through structured play and multisensory experiences. The Oaks Base curriculum moves towards formal subject-specific teaching through a clear progression of maths, reading and writing objectives and a two-year, rolling foundation curriculum. Structured English and mathematics teaching is adapted to each cohort, and pupils can work across curriculum levels to reflect uneven profiles of strengths and needs. Key questions, explicit teaching, modelling and repeated retrieval practice secure essential knowledge.

The Oaklands Centre curriculum is separate to mainstream due to the need for mixed year-group teaching in the base. However, the mainstream and Oaklands Centre curricula are closely aligned and explicit links are made. The Oaklands Centre uses all whole-school schemes including Little Wandle, LetterJoin, Numbersense, White Rose Maths and Literacy Shed. The whole-school 'Small Steps for Writing' are built into the Oaklands Centre writing curriculum. The Oaklands Centre foundation subject curriculum plans identify where the same objectives are taught in mainstream. 

The PERMAH themes - positive emotions, engagement, relationships, meaning, achievement and health - structure learning about health, wellbeing, neurodiversity, safety, relationships and independence. This links academic learning with preparation for wider life.

3. Effective data, assessment and outcomes

• expectations are high, with progress tracked against clear baselines and regularly reviewed
• provision is responsive and adjusted based on evidence of what works and robust evaluation

The Centre annual assessment schedule combines Acorns Base developmental and academic tracking, Oaks Base reading, writing and mathematics assessments, foundation curriculum assessment, personal development records, wellbeing measures and EHCP outcome reviews. Half-termly pupil progress meetings between the Inclusion Base Lead and Class Teacher analyse individual progress and plan intervention. These arrangements are designed to rapidly identify gaps and guide the next steps for intervention and teaching.

4. Effective workforce and leadership

• a skilled, teacher-led team deliver high-quality teaching and specialist support
• the base acts as a centre of expertise, building capacity across the whole school

The Inclusion Base Lead is a member of the school's Senior Leadership Team, ensuring that Centre pupils' needs are considered in all school decisions. In the Centre, teacher-led classes provide a consistent, skilled team around each pupil. Centre staff work closely with mainstream staff, providing information to support pupils who join mainstream classes and offering expertise and advice across the school. 

5. Effective partnership working

• strong partnerships are in place with families, staff, and external professionals
• there is collective ownership of provision in the base, avoiding siloed working

Centre staff have close contact with home and access specialist advice for personalised pupil support. The assessment schedule includes parents' evenings, annual reviews and summer reporting, connecting curriculum progress and EHCP outcomes with family discussion. Tapestry is used effectively to support regular communication between school and home and contact with staff is available every day for all parents. 

6. Inclusive and accessible physical environments

• environments are inclusive, integrated and close to mainstream spaces, supporting accessibility, smooth transitions, and connection to everyday school life
• bases are flexible, well‑resourced and purposeful spaces, supporting varied activities while improving wellbeing, engagement and accessibility

The Centre has zoned, low-arousal classrooms which are calm and purposeful. Pupils have access to a variety of indoor and outdoor spaces to support their learning, regulation and wellbeing. The base is extremely well resourced and pupils have access to all the equipment they need, including learning resources, technology and sensory support. 

 

The Oaklands Centre aims:

• To understand, accept and embrace all aspects of neurodivergence.
• To provide an environment in which neurodivergent learners can genuinely thrive.
• To provide a learning environment for all pupils that is safe, structured, calm and positive.
• To respect, understand and include every pupil and to hold every pupil in unconditional positive regard.
• To ensure that every pupil becomes an effective communicator and builds the skills to advocate effectively for themselves.
• To recognise, celebrate and build on each pupil’s unique strengths.
• To build confidence, self-esteem, independence and agency in every pupil.
• To ensure that every pupil experiences joy and a sense of achievement through their learning.
• To ensure that every pupil experiences a strong sense of belonging in their class, the Oaklands Centre and the school community.
• To have high expectations of every pupil and always presume competence.
• To create a strong ‘circle of support’ around each pupil in which families and professionals work closely together to ensure the best outcomes for the pupil.
• To ensure each pupil secures the skills and knowledge and independence needed for positive outcomes in their next phase of education and life.