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Thrive Education Partnership

Oakland School

Welcome to Oakland School, part of Calthorpe Academy

As Head of Centre, it is my pleasure to welcome you to Oakland School, part of Calthorpe Academy. Opened in February 2025, Oakland School provides an excellent learning environment with high-quality facilities specifically designed to meet the needs of our learners.

Oakland School caters to 48 autistic learners across six classes, covering Key Stage Two and Key Stage Three. Classes are organised by age group while also considering individual learner needs. Our school features a large shared indoor learning space connected to classrooms, along with two outdoor areas designed to promote learning and independence.

Situated next to Oakland Recreation Ground and surrounded by shops and community facilities, our location offers excellent opportunities for learners to engage with their community while developing the "Skills for the Life We Want."

Our highly trained staff specialise in supporting profoundly autistic learners, implementing effective strategies to foster development in all key areas of life. This includes the use of the Picture Exchange Communication System (PECS), Makaton, and Intensive Interaction to enhance pupils’ language and communication skills.

Oakland School is specifically designed for learners with a diagnosis of ASD. Our learners follow the "Foundation for Life" curriculum, a personalised approach that respects each individual’s pace while focusing on key developmental areas. We utilise a range of evidence-based strategies to ensure that skills and knowledge are transferable across different environments and are retained over time. The curriculum places particular emphasis on communication and social skills, emotional regulation, and daily living skills, ensuring that every learner receives the support they need to thrive in line with their Educational, Health & Care Plans, as well as their personal dreams and aspirations.

Antonio Ferraz
Head of Centre

Oakland School
10 Boughton Road
Birmingham 
B25 8AJ

The School Day
09.00–09.30 My Self-Regulation
09.30–10.15 Lesson 1
10.15–11.00 Lesson 2
11.00–11.15 Break time
11.15–12.00 Lesson 3
12.00–13.00 Dinner time
13.00–13.45 Lesson 4
13.45-14.30 Lesson 5
14.30-15.00 Lesson 6
15.00-15.20 My Self-Regulation
Foundations for Life Strands
Communication and interaction (Literacy) Problem-solving and thinking skills (Numeracy) Emotional Regulation and Relationship

Interaction and relationships 

  • Shares attention
  • Joint attention
  • Interacting with others
  • Social Communication

Making requests 

  • Communicative intentions
  • Requesting using symbols/pictures/signs/words
  • Using AAC system
  • Using sentence communication functions
  • To answer a question
  • To make a comment
  • To answer yes or no
  • Expressive communication in context

Listening and understanding 

  • Understanding of language
  • Receptive understanding in context

Labelling skills

  • Preferences
  • Making choices
  • Naming with symbols/ words/signs
 Problem-solving skills
  • Early Functional skills (attention)
  • Early sequencing
  • Rhythmic Movement
  • Sequencing
  • Using and Applying
  • Time skills
  • Using Money
  • Understanding non-standard measures
Visual skills
  • Early functional skills (single object)
  • Tracking
  • Understanding money  
  • Object Permanence
  • Understanding object function
  • Visual skills (Matching and sorting)
  • Shape
  • Position
  • Direction
Modelling skills
  • Early imitation
  • Imitation
Number skills
  • Early number skills
  • Understanding Numicon
  • Counting numbers
  • Recognising written numerals
  • Counting visible items
  • Spatial patterns
  • Finger patterns
  • Temporal patterns
 Understanding and expressing emotions
  • Showing a range of emotions
  • Naming a range of emotions  
  • Identify the range of own emotions
  • Comments on feelings Recognising emotions in others
Managing emotions and behaviour
  • Regulation with support
  • Requests regulation
  • Self-regulation
  • Regulates emotion during new and changing situations  
  • Recovers from dysregulation on their own
Understanding and expressing own sensory needs
  • Sensory preferences
  • Requests for preferences
Positive relationships with adults
  • Request a break
  • Respond to wait
  • Request help
Routines and engagement Healthy Living Independence and community participation
Learning through play/understanding and following rules and expectations
  • Practical skills
  • Exploratory movement
  • Reaching  
  • Balance (gross motor)
  • Actions (gross motor)
  • Manipulation of objects (fine motor)
  • Grasping skills
  • Following instructions
  • Following instructions in a group
Motivation and engagement
  • Cooperation
  • Reinforcement
Organisation and independent learning
  • Organising self
  • Following Schedule
  • Understanding time sequences
  • Indicating finished
  • Working independently
Transitions and change
  • Coping with change
  • Following daily routines
  • Following routines (transition)
 Personal Skills
  • Personal care
  • Using toilet
  • Requesting toilet
  • Dressing
  • Keeping clothes safe
  • Identifying clothes
  • Grooming
  • Washing hands
  • Washing face
  • Using toiletries
  • Grooming hair
  • Brushing teeth
Keeping healthy
  • Eating  
  • Using cutlery
  • Opening food
  • Eating with others
  • Drinking
  • Healthy choices
  • Physical exercise
  • Health needs
Personal safety (Relationships and sex education)
  • Personal body awareness
  • Using ICT safely
 Independent living
  • Cleaning and tidying
  • Pouring and preparing drinks
  • Prepares breakfast cereal
  • Prepares sandwich
  • Uses Microwave
  • Washes dishes
  • Uses toaster
  • Makes hot drink 
  • Order a meal

Personal safety

  • Keeping safe around school
  • Keeping safe in a kitchen
  • Keeping self-safe
  • Keeping safe in the community  
  • Social awareness
Road safety and travel
  • Travelling around school
  • Bus safety
  • Road safety awareness
  • Walking safely
  • Crossing roads safely
  • Using crossings
  • Finding way
  • Identifying people in the community
  • Using public transport
Leisure and Community engagement
  • Using task cards to prepare
  • Shopping
  • Uses a shopping list
  • Accessing a café/food
  • Accessing the park
  • Uses public toilet
  • Managing money
  • Preferences for leisure
Lunch at Oakland School

 

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  • 05/06/24

    Pre Strip out

    Photographs of the Oakland site prior to being striped out.
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