Parent Feedback
It is really important to us at Oaklands that we obtain parent/carer feedback regularly. This information allows us to see where our strengths lie and also the areas in which we need to improve.
Comments from our parents
“Staff are really good and help our child to get more independent. If I have any questions or need any help they deal with it quickly”
“I really enjoyed seeing my son’s classroom and the place he spends so much of his time. I also enjoyed meeting all the teachers and teaching assistants that look after him. It was lovely to see how confident and happy he is at school”
“We as a family are extremely happy with how well he has transitioned to his new school and the magic bus and have loved the support already shown so far.”
“I’m glad that the teacher sends us a message at the end of the day with everything the children have done. This way we know what we can work with at home”
“Good evening, I have just read the letter sent home regarding the Ofsted report I just would also like to say that even without this report this school is truly outstanding all your hard work shows and it shows in our children well for my son, he has come on leaps and bounds and everyday he comes home from school there is always something he has learnt”
“Amazing so proud of this school amazing congratulations so proud how my son doing so good learnt so much”
“It’s a shame you didn’t get the outstanding that is merited but take heart from a excellent comments. Pass on my congratulations to the brilliant team at Oaklands and continue to lead by example well done !“
“Well done all. This is what was expected from all. The love and care are at the base of everything!!! what all the staff have at Oaklands.”
“We absolutely love Oaklands for our child. This is the best choice we made for him and he loves it here so much. Keep up the fantastic work.”
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| “My child is more confident since he has been here and is making big steps towards things he finds difficult.”
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| “Amazing staff and school, always happy to help and my child loves coming to school every day!”
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| “Things that need to be dealt with are. My child has learned so much whilst here at Oaklands.”
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“An amazing school. My son has come so far already in the short time he’s been there. The staff are wonderful with the kids and always keep me well informed”
“This year, my child started toilet training at school which really helped us help and encourage him to continue this at home which has really helped us as a family, and he is doing so well with this.”
“Great with signing and communicating.”
“I would just like to say since the day my son started at Oaklands he has just continued to shine throughout his learning each year, making friendships and so much. And as a family we are always supported by all the wonderful teachers at Oaklands who have all been simply amazing.”
“They are supporting him with reading, sentence structure and maths.”
“School has been amazing, my daughter has made amazing progress. So proud to say my daughter attends Oaklands school.”
“They are helping my child to get more independent.”
“The school staff are outstanding with the care and support they give to my child and the help and advice they give to us parents.”
Our latest questionnaire was completed by parents and carers in May 2026. We also ask parents a question each month via class dojo.
Please take some time to read the results and also the comments parents made. The children’s names have been removed from these comments:
Parents Evening Feedback May 2026
Thank you to all of the Parents and Carers who took the time to complete a questionnaire for us.
In school we use ‘Signalong’ this is sign supported communication for people with learning difficulties. It is based on British Sign language. It is always used in conjunction with the spoken word. We have a qualified Signalong tutor in school
If you are a Parent, family member or Carer of a child in school we can provide signing taster sessions / introductory courses / certificated course.
Please contact the school office and enquire when the next course will be running.
For pupils at the earliest stages of communication, Intensive Interaction will be used to develop and support communicative exchanges. This approach teaches the pre-speech fundamentals of communication including eye contact, facial expression, turn-taking and emotional engagement. It involves the interaction between a member of staff and the learner and is an approach used to develop shared attention into ‘activities’. The intensive interaction routines are individualised and repeated frequently. It aims to promote the learners want and desire to engage and participate with another individual, promoting positive communication.
Body signing is usually used with our students who have multiple disabilities and visual impairments.
It is an accessible means of Receptive and Expressive Communication using the tactile cue of touch along with speech. If you are a parent or career and would like any more information regarding your child and body signing
There is a booklet on body signing that you can access using the link below. It was written by Speech and Language Therapists and Teachers of the Visually Impaired from Leicester, Leicestershire and Rutland.
Objects of reference are used in a consistent manner across the school to assist students to obtain information from the ‘object cue’
Augmentative and alternative communication (AAC) refers to all methods of communication used either instead of or in addition to speech. Here are a few examples of Low tech aids we use.
Symbols support the pupils to make choices, clarify and express themselves. The use of symbol cards should be modelled and reinforced by staff and pupils alike. Symbols are used across the school.
Symbols are also used to support people who have difficulties decoding and understanding text. It is important to remember that not all pupils are able to derive meaning from a symbol.
There is a natural progression route of symbolic understanding shown below.
The picture Exchange Communication System (PEC’s)PECs is a structured approach to developing communication with a student by ‘exchanging’ a photograph or picture symbol for a desired item or to express themselves. These students are identified by the SaLT team in collaboration with the class teacher, as certain pre-requisite skills are required. PEC’s is a very structured approach and has a defined hierarchy that has to be followed for it to become a successful communication system. We use many PEC’s strategies to support the student behaviour for example individual timetables, reward cards, now and next boards
“Voice Output Communication Aids (VOCAs) or Speech Generating Devices (SGDs) are devices used by individuals who are either unable to speak or whose speech is difficult to decipher. The simplest VOCAs stores a single pre-recorded message activated when the person using the device presses a button or switch. The more complex VOCAs include software that allows users to create simple to complex speech.
Where it is felt a pupil requires ‘high tech’ (VOCA) equipment a referral is made in conjunction with the local speech and language therapist, to the Health Authority. This is usually completed by the SALT. It is the responsibility of the teacher to ensure the pupil has regular use of their equipment and it is incorporated into the wider curriculum.
In school we use iPad’s as a VOCA (communicative devices). The Communication Programme we use is called ‘Grid Player’
The communication passport is a working document which changes and grows as the pupil develops and matures. It contains a description of the pupils’ most effective method of communicating with others.
To help us to better understand your child we ask you to complete a questionnaire booklet. Getting to know what motivates your son/daughter is important to us at school.
Building Foundations for Fulfilling Futures