Oakfield School
Case Studies

Case Studies

Case Studies

At Oakfield School, we love to celebrate the successes and achievements of young people. Here are some of the stories that best represent how our staff across the school and residential positively impact the lives of young people and their families.

Pupil identities have been removed for safeguarding reasons and to protect their confidentiality.


Pupil 1 – Emotional Wellbeing (EWB) | Case Study

Pupil 1 was referred to EWB to complete work on anxieties and worries.  The pupil struggled to regulate their emotions and communicate with staff how they were feeling, this often impacted negatively on their school day. The EWB Team worked in union with the school staff to help the pupil overcome this by working on their worries and anxieties to help self-regulate.

Pupil 1 worked together in small groups to form friendships and social skills and gain confidence and self-worth.  This enabled the pupil  the confidence to work on their own for 1-1 sessions we worked on various programmes, which included worries & anxieties, social anxiety, time to talk, and positive relationships.

Pupil 1 struggled to sleep and suffered with night terrors. Work was completed around relaxation techniques for bedtime and they created their own pillow to help with separation anxiety.   The emotional wellbeing team formed a strong trusting relationship with parent/carer and constant communication from both sides was essential to help focus and support this student to use their strategies within the home.

In Year 11, the EWB Team supported the pupil, exploring different colleges online, along with the connexions team. A member of the EWB Team supported attending a visit to their desired college for a walk around, just the two of them and spoke to the SEN Team and what services/support they can offer to reassure the pupil.

Pupil 1 left Oakfield School much more confident and positive about their future, they had achieved student presidency, a secure college placement and equipped with the knowledge and skills to make positive choices for their own future.

Pupil 1 left Oakfield School, 2022/2023



Pupil 1 – Emotional Wellbeing (EWB) | Case Study

“Pupil 1 had attended EWB on a planned 1-to-1 session since joining the school in Year 7.  Pupil 1 was first referred to EWB to complete work on her diagnosis of Autism; it had taken time to build relationships with her, but positive relationships were formed. Pupil 1 used EWB as her safe place when feeling overwhelmed.  Pupil 1 completed various work during her time in EWB, which included understanding her diagnosis, social skills, worries and anxieties and time to talk. Pupil 1 was able to vocalise and explore how she felt. The communication she used various formats, such as verbal during her sessions and written emails. Pupil 1 also accessed the EWB Department during unstructured times, either taking herself in the sensory room for some time alone to self-regulate or to engage with staff in the main office.

Towards the end of Pupil 1’s time at the school, the focus was on exams and college anxieties, which she used EWB for. This time allowed her to develop strategies that helped her complete her exams and prepare her for the transition into not only college but also adult life. This was achieved through group sessions with peers, facilitated by EWB staff. Pupil 1 had developed excellent social skills, with her being able to interact with a variety of individuals of various ages and showing empathy when needed. Throughout Pupil 1’s journey, she has shown positive progression, even through times of adversity; connecting with others to help her with this. The pupil left the school as a confident young lady, equipped with the skills and knowledge to help her carve positive outcomes for her future.”

Pupil 1 left Oakfield School at the end of 2021/22.



Pupil 2 – Residential Provision | Case Study

“Pupil 2 joined Oakfield School in January 2021 (midway through the Year 10 cohort) after being out of education for a significant period. Pupil 2 had previously lived in a children’s home out of the county and was moving back into Hull after years away. Pupil 2 began life with the school’s Residential Provision as an extremely reluctant and introverted young man, rarely engaging or interacting with peers or staff members within the house, spending the majority of his time in his bedroom.

The transition to the person that left the school at the end of Year 11 was gradual and delicately managed. Pupil 2 posed a unique challenge for the Residential – a young person that did not crave staff attention and had a clear understanding and focus of where he wanted to get to, and what he needed to do to get there.

Slowly, he began to engage in some Residential activities with peers of his age group that shared similar interests in sports and fitness. Pupil 2’s confidence and personality began to shine through as his relationships and trust with the staff team grew. Pupil’s 2 maturities allowed him the opportunity to become more independent on an evening. The school provided him with a push bike which gave him the freedom to ride to his carers or to meet friends a couple of evenings a week.

Pupil 2’s attendance and attainment within school and curriculum were outstanding from day one. Pupil 2’s commitment to his studies and ability to manage and deal with the daily distractions of the classroom was commendable.

He was voted ‘Student President’ when in his final year by his fellow pupils and took the role very seriously acting as a positive role model to all students within the school. Pupil 2 chose to attend voluntary extra curriculum revision sessions in preparation for his GCSE exams. Pupils 2’s attitude and commitment towards his qualifications were exemplary.

Pupil 2 is now excelling at post-16 provision with QPD (Forces Prep) Level 2. Completing the demanding ‘Are you tough enough?’ challenge to be accepted at Harrogate Army College.”

Pupil 2 left Oakfield School in 2021/222.



Pupil 3 – Curriculum | Case Study

“Pupil 3 joined Oakfield School at the beginning of Key Stage 4. On his first day, he was extremely nervous, having not been an educator for a while. Being a pianist, he quickly formed a bond with our music specialist and began taking music as a KS4 option subject. Pupil 3’s talent was apparent and so the school specialist arranged for him to audition for the Yorkshire Young Musicians (YYM); a gifted and talented program which runs every Sunday during term time. Pupil 3 passed the audition and thrived at the YYM sessions. 

During Year 11, a grant was applied for from the City Aldermen to buy guitar equipment for him to help him with his musical studies. The grant was successful, and an electric guitar and amplifier were purchased with the money. Pupil 3 achieved a ‘Distinction’ in his Trinity Rock and Pop examination. 

Pupil 3 expressed an ambition to attend Wilberforce College to study music. Before application, our music specialist held meetings with Wilberforce College to inform them of pupil 3’s specific needs and talent. Pupil 3 gained a place at Wilberforce College and is currently thriving.”

Pupil 3 left Oakfield School at the end of 2021/22.



Pupil 4 – Curriculum | Case Study

“Pupil 4 had been concerned and upset at the mock exams undertaken in maths, in which his result came out at grade 2. Pupil 2 had been overwhelmed by the stress of the Year 11 GCSEs and the grade 4 he needed to access the course he wanted at college. Pupil 4 spoke with his class Mentor about this and said that he would like additional support in the classroom from the teacher but did not want this to be common knowledge in the class due to his insecurity. The Mentor passed this information on to his class teacher and also said they would offer additional support in tutor time and in lessons where possible. The Teacher spoke with him in private and they came up with a strategy for making this less stressful. The Teacher gave additional support inside and outside of the classroom.

The Teacher referred him to EWB for additional support with his anxiety and stress for the exam season (particularly in Mathematics). These sessions happened weekly, individually, and on a small group basis as it came closer to the exam season. Pupil 4 accessed the maths revision clubs and completed additional work/mock exams in the coming months. Pupil 4 managed the stress of the exam and achieved a grade 4 in maths, a fantastic transformation and all down to the hard work. This enabled him to access the college course of his choosing, he was extremely grateful for the additional support and proud of his achievements.”

Pupil 4 left Oakfield School at the end of 2021/22.



Pupil 5 – Attendance/Welfare | Case Study

“Due to poor attendance, Pupil 5 was referred to ‘Parenting Support’ due to his refusal to attend school (36.16 % attendance). In the first instance, telephone contact was made with his parents to organise a home visit. During the visit, Pupil 5 and his parents were both present but of the opinion that he would not be returning to the school and an alternative placement was being explored, along with the possibility of him being home-educated. Information around home education was discussed at length and following this discussion. Pupil 5’s parents decided that she would not be able to meet his academic needs. Several options were discussed during the visit to encourage Pupil 5 back to school and to help build relationships between him and the staff.

Pupil 5 and his parent agreed to weekly welfare visits and independent learning tasks that would be left for him to complete. These weekly visits started with immediate effect. For several weeks, Pupil 5’s parent would state she was still exploring alternative placements. The independent learning tasks’ completion was very inconsistent. 

After several weeks of home visits, Pupil 5 expressed he would like to return to school, although his parent continued to express their concerns.

A follow-up meeting between Pupil 5, his parent and the Deputy Headteacher was arranged. The outcomes of this meeting were very positive, with both Pupil 5 and his parents engaging and positive relationships were built. Plans were put in place for Pupil 5 to return to school the following week, with a phased return being agreed upon with all involved. Pupil 5’s is now engaging and supportive of the school, our aims, and our ethos. Pupil 5’s attendance currently stands at 73.68 %, which is a great improvement!”

Pupil 5 is still enrolled with Oakfield School.