Learning Programmes

At Oakwood we provide learning programmes for learners with a wide range of abilities and that require differing levels of support according to their individual needs.

We work with learners aged 16 and upwards including those working at the earliest stages of entry level qualifications to Entry 3 and level 1.

Our Curriculum offer is not defined by a qualification, and is structured around the Post 16 Study Programme model which includes a learning programme, work experience, maths and English and other non qualification activity to enrich our learners experience and prepare them for adulthood.


Our unique approach at Oakwood is that we work with the learner, their families and other people involved in their lives to decide what and how they should learn. The content of the learners programme is driven by the targets in their EHCP and their own personal goals and aspirations, and we use the curriculum as vehicle to deliver this.

The first six weeks of the College term is an initial assessment period, where we design activities and learning to assess the learners starting point in relation to their targets, and where we can, we use a measurement tool so that we can track the progress that they make through the terms.


At the end of the 6 week period we hold a person centred review with the learner, their family and other people in their lives to agree their personal targets for the year. The teachers then use these targets to further personalise the learning they undertake.

The learners targets are captured and recorded on their own individual learning plan (ILP) which is reviewed with the learner every week through a tutorial. We encourage learners to contribute to this, uploading pictures and videos of their work and achievement. Teachers and support staff also provide assessment evidence and progress comments as these are achieved.

Reports about the progress that learners make here are shared with the learner, their families and other people involved in their lives on a half termly basis. A full review is conducted usually in the spring term where the learners are able to present what they have achieved so far, and informed discussions are had about their next steps. It is really important that discussions about what the next academic year will bring are had at this stage so that we can prepare the learner for a further year of study, or start to undertake preparations for transition to another setting if this is what is agreed, in a timely way that is fully supportive of the learner and their families.

The learning that learners undertake is delivered in a fun and motivating project style – with learners getting involved in local events, enterprise activities and being part of the community. We also weave in as many opportunities as we can to actively promote the development of social skills, communication, self esteem and emotional regulation.


All learners have access to an exciting enrichment programme, with dedicated time for physical activity, craft, art and drama to name but a few. All important opportunities for them to put in to practice their social and communication skills and building confidence and a sense of enjoyment in learning.

Many learners enjoy the incredible achievement of undertaking their Duke of Edinburgh award whilst at Oakwood. We pride ourselves in providing this opportunity for our young people to undertake fun and adventure through three progressive Award levels (Bronze, Silver and Gold). We value the chance this provides for them to push their personal boundaries, gain new skills and be recognised in their development.


Our curriculum is informed through the input of our specialist in house team of Speech and Language therapists, Counsellors and Psychologists. Whether through direct delivery by the team, or through co-planning of learning, all of our learners benefit from our blended model that is evidence based and created to fit the needs of each individual.


Almost all of our learners undertake work experience as part of their programme. This is structured at the pace and level of the learners – so for some this may mean skill development initially and an in-house placement, for others this could mean full days in a work place that is of interest to them for the future.


The College day begins at 9am, where learners arrive and are provided with structured support to transition in to the learning environment. We run activities such as mindfulness and exercise to warm them up and prepare them for the day ahead – this is called “positive start”.

The day then consists of 5 lessons of 50m with their group teacher, who is dedicated to working with a specific learner group to ensure they can really know and understand the learners well to maximise their learning. Learners access Maths and English throughout the week in dedicated lessons, as well as the skills being applied and developed throughout the curriculum.


Each learner has a dedicated personal Tutor, who is also their class teacher – they will see them for the majority of their college programme. Parents and carers will have the opportunity to meet the teacher at the beginning of term and also at the 6 week person centred review.

Each of our campuses is overseen by a Head and Deputy Head of campus who are responsible for the day to day running of the College. They lead on areas such as curriculum, behaviour, safeguarding and attendance.

The College Principal leads our three campuses in Dawlish, Torpoint and Yate. The College Principal is responsible for managing the direction of the college, developing our provision and leading our staff.

Curriculum Intent

Our curriculum is designed to meet the principles of Study Programmes in a highly individualised way that enable students to make substantial progress against the outcomes stated in their Education, Health and Care Plans (EHCPs). 

The principles of the study programmes are that they;

  • Enable students to build on existing skills and knowledge, and represent progression (lateral or vertical) from their assessed starting point.
  • Provide stretch and challenge and support students to progress towards their intended outcomes
  • Include relevant aspects of English and maths
  • Include work experience to support the development of employability skills and create potential employment options (except where this is demonstrably inappropriate)
  • Enable students to develop the skills, attitudes and confidence that support progression

Feedback from last Academic year

Philosophy on feedback

As part of our approach to reflective practice Phoenix Learning and Care recognise and embrace the importance of developing a culture of continual learning and development.  We welcome feedback on our achievements and the opportunity to share best practice, however we equally understand the importance of learning from our shortfalls. As such we welcome hearing about where we may have not lived up to our high standards and we truly value the opportunity to reflect and learn about areas that we need to develop further.

Within the last academic year we have received the following number of compliments and complaints.  


If you would like to provide feedback to the school or wish to make us aware of a compliment or complaint then you can email the school direct.

Alternatively, you may contact our Operations Director for Education, Darren Jackson on:

We treat all concerns appropriately and all complaints are investigated thoroughly following our complaints policy and procedure which can be found within the Policies section of this website.  


Our proprietors Phoenix Learning and Care, welcome enquiries for placements in any of our services.

Please call us on 03330 150331 or email

We will provide an initial response to all enquiries as soon as possible, advising the options available and indicative dates of admission.

The referrals team can discuss the local offer and where appropriate, put you in contact with the respective Registered Manager or Head Teacher to discuss the practical areas in greater detail.

The Young Person and/or Student are openly encouraged to visit along with parents, guardians or Social Workers to see if the placement is suitable.

Once the placement is confirmed, we work to ensure a smooth transition including the completion of required documentation.


We work closely with our children/young people, their families and professionals to create bespoke programmes of learning for students, which are tailored to their educational and social and emotional needs, supporting them to achieve their full potential. This means that we deliver a personalised curriculum, which, where possible, acknowledges the national curriculum and meets the individual needs of our students, whilst also supporting them to meet the outcomes identified in their EHCPs.

To achieve this, every student has an individual education plan which identifies their areas of need and how we can best address them, both in terms of staff approach and the curriculum that they are provided.  Our goal is to provide access to the best academic outcomes possible as well as preparing our students for adulthood and the next stage of their education by equipping them with the skills required to achieve personal success.