Our Ethos

Oakleigh School has its own theme based curriculum that ensures pupils have outstanding progress through their EHCP outcomes. The curriculum at Oakleigh school is broad and balanced but a huge emphasis is put on Communication, Independence and Cognition and Learning.

Mission Statement

To assist each child in attaining her/his maximum potential within all areas of development, building on the strengths and supporting the needs of each individual child within a rich, stimulating, happy, secure, safe, healthy and clean environment. Code meanings here.

Aims & Values

  1. All children at Oakleigh School/Early Years Centre will have access to the best quality provision to support teaching and multi-disciplinary support. This ensures that they receive their entitlement and reach their potential, thus developing towards their own excellence through maximising opportunities for enjoyment and achievement within a safe and healthy environment. [EA,S,H]
  2. All parents/carers will be expected and encouraged to work in an active and collaborative partnership with the school, in line with home/school agreements to ensure the needs of the children are met in all settings. [P,E]
  3. All staff will strive to achieve their full potential, constantly updating their skills through the school’s training provision, networking with similar establishments and taking up new challenges in order that the teaching and learning is of the highest quality. [EA]
  4. The curriculum will be broad, balanced, relevant, fun and set within the framework of the EYFS and the National Curriculum, whilst being individualised to meet each child’s individual learning needs. It will also be stimulating, enjoyable and challenging. All planning will set realistic and achievable targets so that each child can progress. Programmes of Study and timetables will reflect national trends and the needs of the class group.
  5. Children will be encouraged to develop the skills needed to enjoy and achieve maximum independence and enhancement of their quality of life. Therefore, PSHE, physical development and communication have a high profile within the curriculum. We adopt a total communication approach, where appropriate using AAC strategies such as Makaton, PECS, Objects Cues, On Body signing. [P,E]
  6. Every opportunity for teaching and learning will be exploited and maximised. Opportunities will be consistent and integrated to create and reflect our belief in a holistic approach for each child. This approach will include:
    • respecting the rights and opinions of the children, and sensitively interpreting their views [P]
    • recognising and working with children’s strengths [EA]
    • working with parents, families and carers [ALL]
    • using appropriate therapies [H]
    • liaising with all professionals, including those from Health, Social Care, Transport [S,H]
    • identifying specific needs and acting on them, e.g. the SCERTS framework and the TEACCH approach for children with autism spectrum conditions (ASC), MOVE for pupils with physical needs. [EA]
    • providing inclusion opportunities with mainstream peers both in our school and at the mainstream school, and with peers in other classes within our school [P,EA]
    • liaising with other educational settings that the children attend [P,EA]
    • responding to community and society expectations [P,E]
    • linking with local community facilities [P,E]
    • linking internationally with other schools, and in particular our link school in Zambia. [P, EA]
    • ensuring the 5 Outcomes within Every Child Matters are met. Senior Leaders have a responsibility for ensuring the outcomes for each strand [ALL]
    • encouraging healthy eating and a healthy lifestyle [H]
  7. Standards of behaviour common to all people in society will be encouraged and children taught what is and is not acceptable, not only directly, but through a whole school attitude and ethos. School staff believe that all behaviour is communication, and respond to it as such. Staff will be trained in the Team Teach approach and supported by the Behaviour Support Team to understand the behaviour and devise effective strategies for children with challenging behaviour in all its forms. Staff will model the highest standards of behaviour towards each other and the children, and at all times be aware of preserving and enhancing self esteem and respecting the children’s dignity and rights. [P,S]
  8. The environment will be stimulating, interactive, comfortable, healthy, safe, secure and kept in a good state of decoration and repair so that it will be an attractive and friendly place where everyone feels welcome. [H,S]
  9. All aspect of the curriculum will ensure equal access for all pupils whilst considering gender, ethnicity, special needs (both physical and educational), sexual orientation, social circumstance, age and religious beliefs. Every member of the school will be treated with respect and valued as an individual. Staff are expected to be non-judgmental and consistent. We provide Cultural Awareness Understanding and Support (CAUS) to children and families from ethnic minority backgrounds. [P,S,E]
  10. We will continue to operate our open door policy to act as a training provider for families, colleagues, volunteers and students, thereby enabling the community to understand our children’s strengths and needs. This, however, will not be allowed to compromise our children’s learning. [P,E]
  11. We will offer outreach services to support mainstream schools within Barnet’s Central Network to aid inclusion both for our pupils and for others with special educational needs. We work with other schools and settings to ensure smooth transition to and from our school. [P,EA]
  12. We will continue to work towards providing an integrated and child-centred service to cater for the children’s needs along with the Health and Social Care, including supporting families with achieving economic well-being. [E,S,H]
  13. Interactive play activities and experiences will be enhanced by means of extended educational facilities, which include lunchtime and after school clubs, holiday playschemes, siblings groups and family playdates on and off site during the school holidays. [E,EA,P,H]
  14. We will communicate with parents/carers via home/school books, TalkTime postcards, telephone, email, text, and will facilitate access to support networks if required. We will provide opportunities for the sharing of expertise in informal coffee mornings and more formal workshops and written materials. We run nationally and internationally recognised parent/carer training, ie School For Parents and EarlyBird. [P,E]
  15. LA requests for flexible provision will be met in line with admissions criteria, as will all LA, local and national initiatives. [ALL]
  16. We will respond to changing numbers of children with differing needs within the scope of our admissions criteria, wherever possible. [ALL]
  17. Management / Leadership will be supportive, adaptable and empathetic, acting as good role models and setting clear and achievable goals, which they ensure are being understood, responded to and met. All staff will be provided with opportunities to reflect, audit, monitor and evaluate their performance in all areas of their work, and to use this as a means of improving and updating their practice. [ALL]


  • ALL – all outcomes addressed
  • S – Safe
  • P – Positive Contribution
  • EA – Enjoy and Achieve
  • E – Economic well-being
  • H - Healthy