Unlike most other alternative provisions available, at My Oasis we use evidence-based interventions and psychotherapies alongside validated outcome measure tools to measure and monitor a student’s progress. The treatment approaches available are based on specialist knowledge and expertise, being delivered by suitably qualified professional staff and in line with those offered within Child and Adolescent Mental Health Services (CAMHS). Having CAMHS staff working within the team at My Oasis ensures consistency in terms of the treatment approaches delivered, as well as the standardised assessment tools and clinical measurements employed. Progress is systematically recorded and monitored to ensure a student is working towards their desired outcomes, with feedback being regularly collated from young people to improve the quality of any interventions or services received.
Examples of outcome measurement tools we use to measure mental health and wellbeing outcomes at My Oasis include the Revised Children’s Anxiety and Depression Scale (RCADs), Young Person’s-CORE (YP- CORE), the Strength’s and Difficulties Questionnaire (SDQ), and/or the Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS).
Although we acknowledge that mainstream education is not for everyone, one of the aims of the Tier 1 services we offer is to offer early intervention and prevention. This is to try to reduce the large number of young people needing to access alternative educational provision due to struggling to cope within a mainstream setting.
Outcomes for students are personalised based on the needs of each young person referred to us, however more general outcomes we aim to improve for all students referred to My Oasis are listed below.
We also aim to improve specific outcomes for young people with SEND, for example through improved social and communication skills, as well as increasing a student’s ability to cope with change and uncertainty. However, as noted although these are the main outcomes we primarily focus on, outcomes will be personalised depending on the needs and goals of each young person.
Given Charlotte’s vast experience and skills in carrying out academic research, as well as large scale audits and service evaluations, we ensure My Oasis makes use of validated outcome measurements to monitor and review each student’s progress.
Students referred to us often struggle with various mental health issues. My Oasis staff provide evidence-based therapeutic interventions on a one-to-one or small group basis to help these young people overcome their difficulties. During their time with us, we focus on building self-confidence, developing essential skills, and promoting healthier relationships. Our interventions might include improving self-awareness, problem-solving abilities, self-regulation, and fostering metacognitive skills as key areas of focus.
We work to ensure students achieve success, whether that be passing core subjects, excelling in areas of interest, or completing vocational courses. Our aim is to develop aspirations for brighter futures within the community. We support students in recognising their own value and achieving their goals. Additionally, academic progress is fostered by helping students develop crucial skills, such as attention training, that support their overall learning.
At My Oasis, we focus on improving students’ attendance and re-engaging them with their education. Many students have faced challenging experiences in school, leading to negative perceptions of education. We aim to change these perceptions by providing a positive and supportive educational experience, helping students reconnect with learning and fostering a renewed interest in their studies.
Challenging behaviours are often displayed by young people with mental health difficulties or SEND diagnoses. At My Oasis, we help these individuals learn self-regulation techniques, aiming to reduce challenging behaviours. By developing these skills, young people can better manage their reactions, leading to improved behaviour and a greater sense of control over their actions.
Students are accepted at My Oasis on an individual basis hence the long assessment process often required. Funding is primarily sought from a student’s mainstream school or the Local Authority if the student has a SEND diagnosis and/or EHCP. During the transition process, comprehensive mental health, behavioural and academic assessments are carried out to identify a student’s individual needs and highlight outcomes for us to focus on improving during their time at My Oasis. Academic assessments involve My Oasis staff liaising closely with school staff in a student’s mainstream school to ensure we obtain a good understanding of a student’s academic ability to ace as a baseline assessment. In addition, this will help us identify any gaps in a student’s learning which we can target and aim to reduce during their time with us. Assessments are regularly undertaken throughout a student’s placement with us, with student’s progress frequently reviewed and fed back to mainstream schools as well as parents and carers.
Through our Tiered approach in supporting schools, not only do we aim to ‘upskill’ students, but we also offer support to schools in various ways. For example, through the delivery of assemblies, offering advice and guidance to school staff, providing supervision to pastoral staff members employed in schools, as well as teaching classroom based mental health-related RHSE lessons to allow us to reach more young people in need. Through the delivery of bespoke training delivered to school staff, we aim for them to feel more confident in meeting the needs of neurodiverse students and those struggling with SEMH issues. We do this through the delivery of bespoke training to schools, supplied through a cascade model to enable the whole-school to become more confident in promoting positive mental health.
At My Oasis we recognise the pressure and stress staff working in schools are under, therefore we also provide emotional support and supervision to staff, consequently promoting the need for self-care in both students and staff.
Unlike most other alternative provisions available, at My Oasis we use evidence-based interventions and psychotherapies alongside validated outcome measure tools to measure and monitor a student’s progress. The treatment approaches available are based on specialist knowledge and expertise, being delivered by suitably qualified professional staff and in line with those offered within Child and Adolescent Mental Health Services (CAMHS). Having CAMHS staff working within the team at My Oasis ensures consistency in terms of the treatment approaches delivered, as well as the standardised assessment tools and clinical measurements employed. Progress is systematically recorded and monitored to ensure a student is working towards their desired outcomes, with feedback being regularly collated from young people to improve the quality of any interventions or services received.
Examples of outcome measurement tools we use to measure mental health and wellbeing outcomes at My Oasis include the Revised Children’s Anxiety and Depression Scale (RCADs), Young Person’s-CORE (YP- CORE), the Strength’s and Difficulties Questionnaire (SDQ), and/or the Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS).
Years of Experience
Key Workers
Service & Support Satisfaction
