Every Local Authority is required to publish their Local Offer which details a summary of the services and support offered to address the various needs of students. Please Click here to view details of the Rotherham Local Offer.
SENCO – Eve Harden
01709 512222 ext 2061, e.harden@oakwood.ac
Assistant SENCO – Anna Mitchell
01709 512222 ext 2036, a.mitchell@oakwood.ac
SEN Governor – Laura Reid
01709 512222, l.reid@inspiretrust.uk
ARC offer curriculum and pastoral support for students across the whole school.
A specialist staff team, under the direction of the SENCO, support students within the classroom and in withdrawal sessions. The team work alongside the class teacher to enable students with additional educational needs and/or special educational needs or disabilities to access quality first teaching. The ARC staff team work closely with students, parents, school staff and a range of outside agencies to support students in securing their future goals and reach their potential so they are able to transition successfully to post 16 or the workplace.
ARC also offers emotional health and wellbeing support for students. Along with four mental health first aiders, ARC has a dedicated team of staff who work with students to encourage and promote positive mental health and wellbeing.
Depending on need, some students are able to choose Learning Support as one of their Option choices. Students who are eligible to choose this Option will know and so will their parents / carers.
“Oakwood House: Where every student finds their pathway to thrive, nurtured by understanding, strengthened by learning, and inspired to achieve”
At Oakwood High School, our commitment to “Inspired to Achieve” extends to every student, ensuring an inclusive and aspirational learning journey for all within our diverse Rotherham community. Oakwood House, our internal alternative provision, embodies this ethos by providing tailored support for students who face challenges thriving in a traditional mainstream setting. We believe in fostering an inclusive and respectful learning community where every individual is valued. Building strong, supportive relationships between students, staff, and families is essential to creating an environment where everyone can thrive.
Pillar 1: Inclusive and Aspirational: The Oakwood House provision is designed to cater to the diverse backgrounds of our Rotherham community, fostering aspiration and ensuring all students are well-prepared for life in modern Britain and the wider world. We recognise that some students face significant challenges in accessing mainstream education due to complex needs, high levels of anxiety, or emotional-based school avoidance. For these students, conventional approaches may not suffice, and a tailored alternative provision can be essential to re-engaging them in their education. Oakwood House provides a nurturing environment that offers personalised support, creating a space where these young people can feel safe, develop coping mechanisms, and gradually rebuild their engagement with learning. This approach not only acknowledges their unique circumstances but also fosters a sense of belonging and purpose, which can be life-changing for those at risk of disengagement. We practice unconditional positive regard for all students, many of whom are vulnerable young people who arrive with feelings of having failed in education. Our goal is to shift their mindset around learning, helping them build positive associations with their subjects and fostering an understanding that they can succeed. We aim to ensure that students feel valued, supported, and appreciated within our Internal Provision (IP), making it a bridge for reintegration rather than a place of isolation.
Pillar 2: Foundational Literacy and Numeracy: A core focus within Oakwood House, crucial for unlocking academic success and future opportunities, involves assessing individual learning gaps and developing targeted strategies to address them. For Key Stage 3 students, Oakwood House focuses on developing strategies that help students re-engage with mainstream education by offering a bespoke, tailored curriculum designed to meet each student’s unique learning goals. For Key Stage 4 students, the curriculum is similarly tailored to boost confidence and improve both social, emotional, mental health (SEMH) and academic outcomes. This implicitly strengthens foundational literacy and numeracy skills as a basis for academic progress for all students. By focusing on both social-emotional and academic factors, we minimise the risk of failure due to missed learning or unidentified needs.
Pillar 3: Ambitious and Sequenced Learning: The Oakwood House curriculum offers a carefully planned progression, supporting students from Key Stage 2/3 to beyond Key Stage 4, promoting deep understanding and encouraging them to exceed expectations through exploration and critical thinking. For Key Stage 3 students, the aim is to provide opportunities for measurable change, progress, and success, supporting the young person’s overall growth. For Key Stage 4 students, the goal is to ensure a smooth transition to the next stage of education, providing a similarly tailored curriculum designed to boost confidence and improve both social, emotional, mental health (SEMH) and academic outcomes. We establish clear objectives for each student, with clear review points and a defined transition point that involves all stakeholders. By tracking progress towards these objectives throughout their time in Oakwood House, we ensure that any challenges are promptly addressed.
Pillar 4: Cultivating Independent Learners: Oakwood House actively encourages students to become resilient, reflective, and resourceful individuals who take ownership of their learning and embrace challenges with confidence. Our trauma-informed practice equips staff with the skills to recognise early signs of emotional dysregulation and to intervene effectively, helping students regain control before situations escalate. This proactive approach can prevent many potential crises or confrontations, reducing the likelihood of suspensions or exclusions. By focusing on regulation and addressing underlying trauma, Oakwood House creates a supportive environment where students feel understood and are better able to succeed. In the classroom, this is supported by maintaining small groups with a high staff-to-student ratio, allowing for tailored instruction and enhanced engagement. Out-of-class expectations are implicitly supported by our relational approach, ensuring that even when sanctions are necessary, students know that the positive relationship with staff remains constant. Each morning, they are greeted positively, and every effort or step forward, however small, is recognised. This helps build trust and resilience, reinforcing the belief that they are capable of growth and success. We also recognise that a successful return to mainstream education requires careful planning and support, adopting a gradual reintegration process and maintaining strong communication between IP staff and mainstream teachers.
Pillar 5: Holistic Personal Development: The Oakwood House curriculum goes beyond just the national curriculum/specification, prioritising the development of well-rounded individuals, building character, social-emotional skills, and a sense of responsible citizenship. Our trauma-informed, relational approach ensures that students feel understood and are better able to succeed by addressing underlying barriers. We foster a sense of belonging and care with the aim of ensuring that students feel valued, supported, and appreciated, making it a bridge for reintegration. This approach strengthens their sense of belonging, making reintegration into mainstream education smoother and more achievable. The focus is on creating a supportive, positive atmosphere where students understand they are cared for, no matter the challenges they face. We practice unconditional positive regard, and no matter the situation, students are always treated with warmth, respect, and encouragement. For students who struggle to fully reintegrate into mainstream education, Oakwood House adopts a collaborative approach with external agencies and alternative providers to offer the best possible interventions, such as counselling services, specialised tutoring, or therapeutic interventions. This creates a comprehensive support network that empowers each student to succeed and thrive in an environment where they feel understood and valued.
