Our Curriculum 

We provide a flexible, neuro-affirming, strength-based curriculum designed around the needs of autistic learners. Our offer supports both re-engagement with education and academic progress, always placing wellbeing, consent, and autonomy at the heart of everything we do.

What We Teach

• Wellbeing (see below for further information)
• English
• Maths
• Science
• Humanities

In every subject and interaction, we build Collaboration and Learning-to-Learn skills, helping learners grow confidence, independence, and self-knowledge.

When they're ready, our older learners can choose to work towards GCSE qualifications in English Language, Maths, and a third subject (to be confirmed). All formal pathways are entirely opt-in.

How Learning Happens

We offer four learning pathways, tailored to different stages of readiness and sensory needs:

Re-Engage AM

A super low-demand, high nurture and sensory-aware approach to learning. Designed for those learners who may have spent significant periods out of formal education, have high levels of anxiety and are only just ready to start engaging in group-based interactions. The focus for this group is on building trusting relationships with our adult facilitators, rebuilding confidence and self-esteem and starting to reengage with learning and with peers in a gentle, neuro-affirming, scaffolded environment. Core subjects are taught at the learners’ pace and sometimes discreetly through play, projects and engaging topics. For learners in Years 5-8.

Re-Engage PM

A low-demand, high nurture and sensory-aware approach to learning. Designed for those learners who may have spent significant periods out of formal education, have high levels of anxiety and need more self led learning opportunities. The focus for this group is on building trusting relationships with our adult facilitators, rebuilding confidence and self-esteem and starting to reengage with learning and with peers in a gentle, neuro-affirming, scaffolded environment. Core subjects are taught at the learners’ pace and sometimes more discreetly through projects and engaging topics. It will be possible for learners in this group to opt into GCSE curriculums if they wish, by joining the Learn & Thrive PM group for Maths & English lessons, as well as opting into the Exam Ready group. For learners in Years 9-11 (potentially Y8 on a case by case basis).

Learn & Thrive AM

A gentle step up in structure. Still low demand, always consent based, learners explore subjects through themed sessions while still enjoying flexibility and creativity. For learners in Years 5–8.

Learn & Thrive PM

Slightly more structured learning, yet still low demand and consent based. This session covers all our provision subjects with English and maths aligned to the GCSE curriculum. Sessions are adapted to meet individual sensory and emotional needs. For learners in Years 9–11.

Typical 3-hour Session for Learn & Thrive

• Morning Meeting: wellbeing check-in, news, overview of today’s session plan 
• Wellbeing Discussion: based on our wellbeing scheme of work
• Movement activity / game
• Session 1: e.g. English, maths or science 
• Break
• Session 2: e.g. English, maths or science 
• Movement activity / game 
• Session 3:  e.g. humanities 
• Check-out: a wellbeing or philosophical question is posed for brief group discussion, along with current affairs discussions

 Exam-Ready (Opt-In)

An optional pathway for those choosing to take formal qualifications. Held on Thursday afternoons, it includes English Language, Maths, and possibly a third subject.

The Activity B Space

During every session, learners can choose to join Activity B instead of the main learning activity in their group. Our Activity B area is a calm, low-demand space with creative and sensory-focused activities open to any learner from any of the groups. This helps regulate energy and support participation in ways that feel right for each individual.

Wellbeing Curriculum

Oaks Rise believes that mental wellbeing and self-esteem is as essential for our learners as academic learning. We also recognise that neurodivergent children and young people face particular challenges and vulnerabilities. Our Wellbeing curriculum has been designed for Oaks Rise with the needs and vulnerabilities of autistic learners at the centre. Our approach is always neuro-affirming. We support our learners to explore and understand their identities and build healthy friendships and relationships, helping them keep safe now and in the future. 

Our Approach

• Structured & adult guided: Each 3-hour session follows a predicable format, guided by Learning Facilitators yet always flexible and responsive.
• Consent: Learners choose when and how they engage.
• Low-demand, high-respect: Trust and relationships come first.
• Personalised: Each learner has an Individual Learning Plan (ILP) built around their needs, goals and EHCP targets.
• Flexible environments: Calm, sensory-considered spaces with small group sizes and a 1:4 staff ratio.