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Samuel Cody School provides for primary and secondary age students with moderate learning difficulties. We challenge individual students to achieve their highest potential in both academic and personal development. This is encouraged in a cheerful and supportive environment where every student is valued for their strengths. Different learning styles are encompassed with visual, aural and kinaesthetic delivery actively utilised. We know safe, secure, happy students will achieve high standards.
Samuel Cody School is committed to maintaining and building upon its outstanding provision for children with a variety of special needs.
[H2] Our Vision
Our vision is to be a beacon of best practice where high standards and expectations provide guidance and inspiration to all. Our aim is to create an outstanding special school provision that ensures all learners leave as confident, happy young people with high levels of self-esteem, a clear picture of their future and the life skills, qualifications, abilities and personal characteristics to achieve their ambitions and have meaningful roles in society. We believe this vision will meet the needs of all of our learners, in years R-11, identified by Hampshire SEN as needing a special school placement and having moderate learning difficulties attributed to their SEND needs.
Samuel Cody School is committed to creating a safe, inclusive, nurturing and flexible school environment that reduces the severe anxiety and isolation that is often displayed in learners with SEND. Our commitment is to promoting success and achievement, health and well-being, safety and engagement for all of the county’s young people, preparing young people for adulthood and full participation in society.
We understand that some of our students might exhibit additional issues such as Pathological Demand Avoidance or difficulties with interpreting both verbal and non-verbal language like gestures or tone of voice. Additionally, they may have a range of coexisting needs such as ASD and ADHD as well as associated cognitive needs. As a result our students will require an equally nurturing environment to remove their barriers to learning. This will be supported by a highly skilled staff team and additional expertise from specialist in-school support including Speech and Language Therapists, Occupational Therapists, Physiotherapists, Counsellors and Educational Psychologists.
[H1] Latest News
[H6] Whole School Newsletter - March 2026
[H6] NHS Guidance for Illness in School
[H6] Letter from Governing Body - 6 January 2026
[H6] Safeguarding Notice - October 2025
[H6] Measles - what to do
[H1] Dates for the Diary
[H6] Inset Days 2025-2026
3 Sept/3 Nov/5 Jan/20 Jul/21 Jul/22 Jul
[H6] Half term
25 May - 29 May
[H6] School restarts
Monday 1 June
[H6] Last day of Term
Friday 17 July

[H2] Our Purpose
Our purpose is to educate and support our young people in a nurturing, safe and inclusive environment to help them develop the skills, attitudes and resilience to succeed as adults.
We will do this by:
Offering a broad, balanced accessible curriculum that conforms to the National Curriculum that meets individual requirements and is based on assessed needs and prepares young people for adulthood.
A focus on providing high quality academic opportunities and qualifications (GCSE’S and other Level 1 and 2 qualifications) alongside additional vocational qualifications.
A specific focus on behaviour and social skills interventions and personalised therapeutic support. (E.g. 1-2-1 support, ELSA Support, Speech and Language Therapy, Trauma and Attachment informed therapies, LEGO Play, Theraplay, Counselling, Art Therapy and FEIPS Framework for Enhanced Individual Support).
Careful planning for each learner, developing a flexible approach to the delivery of lessons.
Recruiting the right staff with the right attitude to supporting learners with SEND who are either QTS qualified or working towards this and who understand the needs of students and the need to adapt the delivery of lessons.
Working with each learner to develop their individual pathway to success.
Creating smaller, more personal learning environments that cater for individual needs including safe positive spaces to support learners’ sensory and behavioural needs.
Delivering a whole school integrated therapeutic thinking approach to behaviour management which will be embedded in every aspect of school life; ensuring consistency within the setting.
Recruitment of inspirational teachers and support staff to enable us to offer blended support to students.
In addition to our own provision, we will provide access to Educational Psychologists, counselling and other forms of therapeutic intervention, which suit the needs of the learners.
Providing learners with the opportunity to build their social capital, including access to enrichment activities, off-site trips and residential and access to external community services.
[H2] Our Values
These are our values as a whole school:
Everyone has something to offer
Respect for the individual
Professionalism in all that we do
All different, all equal, all achieving
Absolute integrity
Together Everyone Achieves More (TEAM)
Ambition for excellence
As a result we expect that:
All students will achieve excellent attendance through targeted, consistent support
Individual students will show a reduction in behaviour incidents and specific behaviours inhibiting their learning
Students within all Key Stages will be taught and supported in developing their self-sufficiency skills to an appropriate level including supporting Fundamental British Values enabling students to live independent, meaningful lives
Students will achieve at least 5 or more qualifications on leaving post -16 to include Maths and English. These can be GCSE’s or equivalents
All of our learners at KS4 are in education, training or apprenticeships 6 months post transition from school
Rebekah Brumby   Sharon ChinnappaHeadteacher            Headteacher

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[H1] About Us
Samuel Cody covers the catchment area of Rushmoor & Hart.  We also have pupils from other boroughs and those who join us from across the County borders.  All pupils must have an Education Health Care Plan.
Our school welcomes a wide range of special needs.  In the secondary department we operate a full secondary timetable and stress the importance of all round learning.  All pupils have strengths which we seek to challenge to the highest levels whilst at the same time supporting things youngsters are not so strong at.
Our primary department aims to give primary age children the support and encouragement to develop their emerging learning skills alongside social development.
A firm belief that children learn by doing, seeing, feeling, hearing as well as the traditional methods is central to the provision at Samuel Cody.  Safe, secure and happy children learn and to this end we value and respect the worth of everyone in our school.
[H5] Timings of the School Day
PrimarySecondary
8.50amRegistration8.50amRegistration
8.55amLesson time9.05amLesson 1
10.15amPlaytime9.50amLesson 2
10.30amSnack and circle time10.35amBreak
10.50amLesson time10.50amLesson 3
11.45amLunch & play (1st sitting)11.35amLesson 4
12.15pmLesson time12.20pmLunch
12.15pmLunch & play (2nd sitting)12.50pmTutor time
12.45pmLesson time1.05pmLesson 5
2.45pmEnd of day1.50pmLesson 6
2.45pmEnd of day

Cody Oaks PrimaryCody Oaks Secondary
9amRegistration9amRegistration
9.20amSession 19.20amSession 1
9.50amSession 29.50amSession 2
10.20amBreak10.20amReady to learn
10.40amReady to learn10.40amBreak
11.00amSession 311amSession 3
11.30amSession 411.30amSession 4
12.00Lunch12.00Literacy
12.30pmLiteracy12.30pmLunch
1pmSession 51pmSession 5
1.40pmBreak1.40pmReady to learn
2pmSession 62pmSession 6
2.40pmReady to learn2.40pmReady to Learn
3pmEnd of day3pmEnd of day
Please click here for our Curriculum and Timetable Policy

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[H2] Cody Oaks SEMH Unit
[H2] Information for parents/carers
Our Vision
Our vision is to be a beacon of best practice where high standards and expectations provide guidance and inspiration to all. Our aim is to create an outstanding SEMH provision that ensures all learners leave as confident, happy young people with high levels of self-esteem, a clear picture of their future and the life skills, qualifications, abilities and personal characteristics to achieve their ambitions and have meaningful roles in society. We believe this vision will meet the needs of the 90 learners, in years 5-11, identified by Hampshire SEN with a primary need of Social Emotional Mental Health Needs (SEMH).
Samuel Cody School is committed to creating a safe, inclusive, nurturing and flexible SEMH environment that reduces the severe anxiety and isolation that is often displayed in learners with these needs. The provision of Cody Oaks SEMH unit expands on our commitment to promoting success and achievement, health and well-being, safety and engagement for all of the county’s young people, preparing young people for adulthood and full participation in society. This is because SEMH learners often exhibit challenging behaviours that effect their learning. These might include, for example, aggression due to anxiety, an inability to cope with failure and a reluctance to trust adults due to early childhood trauma leading to isolation and an inability to make or maintain friendships.
We understand that some of our students/students with SEMH needs might exhibit additional issues such as Pathological Demand Avoidance or difficulties with interpreting both verbal and non-verbal language like gestures or tone of voice. Additionally, they may have a range of needs such as ASD and ADHD as well as associated cognitive needs. SEMH learners may therefore display behaviours, such as non-compliance, mood swings or impulsivity. As a result our students will require an equally individualised and nurturing environment to remove their barriers to learning. This will be supported by a highly skilled staff team and additional expertise from specialist in-school support including Speech and Language Therapists, Occupational Therapists, Physiotherapists, Counsellors and Educational Psychologists.
Our Purpose
Our purpose is to educate and support our young people in a nurturing, safe and inclusive environment to help them develop the skills, attitudes and resilience to succeed as adults.
We will do this by:
Offering a broad, balanced accessible curriculum that conforms to the National Curriculum that meets individual requirements and is based on assessed needs and prepares young people for adulthood.
A focus on providing high quality academic opportunities and qualifications (GCSE’S and other Level 1 and 2 qualifications) alongside additional vocational qualifications.
A specific focus on behaviour interventions and personalised therapeutic support. (E.g. 1-2-1 support, ELSA Support, Speech and Language Therapy, Trauma and Attachment informed therapies, LEGO Play, Theraplay, Counselling, Art Therapy and FEIPS).
Careful planning for each learner, developing a flexible approach to the delivery of lessons.
Recruiting attachment and trauma informed staff who are QTS qualified or working towards this and who understand the emotional needs of students and the need to adapt the delivery of lessons.
Working with each learner to develop their individual pathway to success.
Creating smaller, more personal learning environments that cater for individual needs including safe positive spaces to support learners’ sensory and behavioural needs.
Delivering a whole school integrated therapeutic approach to behaviour management will be embedded in every aspect of school life; ensuring consistency within the setting.
Recruitment of inspirational teachers and support staff to enable us to offer blended support to students.
Providing each young person with a designated Key Worker who supports them, and their families with issues in and outside of the classroom.
In addition to our own provision, we will provide access to Educational Psychologists, counselling and other forms of therapeutic intervention, which suit the needs of the learners.
Providing learners with the opportunity to build their social capital, including access to enrichment activities, off-site trips and residential and access to external community services.
Our Values
These are our values as a whole school:
Everyone has something to offer
Respect for the individual
Professionalism in all that we do
All different, all equal, all achieving
Absolute integrity
Together Everyone Achieves More (TEAM)
Ambition for excellence
As a result we expect that:
All students will achieve excellent attendance through targeted, consistent support.
Individual students will show a reduction in behaviour incidents and specific behaviours inhibiting their learning.
Students within all Key Stages will be taught and supported in developing their self-sufficiency skills to an appropriate level including supporting Fundamental British Values enabling students to live independent, meaningful lives
Students will achieve at least 5 or more qualifications on leaving post -16 to include Maths and English. These can be GCSE’s or equivalents.
All of our learners at KS4 are in education, training or apprenticeships 6 months post transition from Cody Oaks.
Strategic Management
The Cody Oaks unit is led by Mr Greg Colyer – Assistant Headteacher and Lead for Cody Oaks, and Mrs Rebekah Brumby, overseen by Mrs Chinnappa.
As we are one school, all statutory policies will be identical to the policies that cover the existing primary and secondary department. Some of these policies including the Behaviour for Learning Policy have been adapted to reflect a more therapeutic approach to working with our students.
Progress and attainment will be monitored using an individually designed Cody Oaks Tracker, which offers flexibility and the setting of individualised learner targets.
Rewards for positive behaviour is central to the ethos of the school and this will also be used at Cody Oaks to encourage positive skills for life.
It is planned to grow the unit over three years with only 36 children I year 1 rising to 90 in year 3. Cody Oaks students will sit GCSE’s from 2026 onwards.
The Curriculum
At Samuel Cody School, we believe a broad and balanced curriculum is essential to all learners, regardless of their SEN need, in providing them with the skills and knowledge to learn effectively and experience to prepare them for a good quality of life. Our curriculum will be delivered by qualified, highly motivated teachers and take into account the National Curriculum and the Special Educational Needs and Disability Code of Practice (2014). We provide a full time education timetable and curriculum that is designed to offer a degree of flexibility and stepped progression from pre-entry levels to Level 2, with the aspiration for all to reach 5 qualifications on matriculation (GCSE’s if appropriate or their equivalent) in useful and accredited subjects; English and Maths qualifications are compulsory for every learner. Teaching embeds Maths and English throughout the full range of subjects. We support the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect, and tolerance of those with different faiths and beliefs.
At KS2 the curriculum provides thematic learning across Maths, English, PE, Science, Art, Humanities, Personal and Social Development, Food Technology, Design Technology, ICT involving outside play alongside therapeutic support.
KS2 and KS3 students will participate in an enrichment curriculum comprising of regular off-site activities such as swimming, climbing, sailing, mountain biking fishing etc.
At KS3 and 4, the curriculum includes, as appropriate, GCSEs and vocational training that caters to our learners’ individual needs and is delivered by qualified teachers/Instructors, giving all learners experience in Art, Mathematics, English, Science, ICT, Physical Education, Food Technology, Design Technology, Music, Humanities and PSHE, in line with the national curriculum.
In KS4, where there is demand, and relevant teaching expertise, learners will have access to carry on their study for qualifications in: Art, Geography, History, and RE, ICT, Technology, Food Technology, PE, Duke of Edinburgh’s Award and other Vocational Opportunities and qualifications including early college courses in Year 10 as well as Hair and Beauty, Mechanics and Sports qualification. Learners may begin some accreditations at KS3 to ensure they have sufficient time to complete the course.
In addition, all learners will receive an enhanced package of literacy and numeracy sessions to enable them to catch up on prior loss of learning opportunities.
At KS4 our learners will have access to the careers advice from the specialist Careers SLA team. Where appropriate, our learners in KS4 will engage in work experience opportunities.
School Uniform
The school has designed a uniform for the Cody Oaks unit based on the existing primary and secondary uniform. This will be comprised of:
Everyday wear:
Navy blue polo shirt, with Cody Oaks logo (See below)- Available from Skoolkit or MyClothing
Navy blue sweatshirt, with Cody Oaks logo – Available from Skoolkit or MyClothing
Black trousers
Black shoes.
Warm coat
For PE:
Plain white T shirt
Plain navy blue shorts or jogging bottoms
White soled trainers
The school uniform for Cody Oaks is available to buy from our supplier (MyClothing) or Skoolkit
Here is the link for MyClothing:  My Clothing Limited, your premier school uniform supplier
Link for Skoolkit
Mobile Phones
It is recognised that many of our children will be travelling a long way via taxi to get to school and home again. Thus we accept that they may want to bring a mobile phone with them to school so that they can listen to music whilst in transit. Mobile phones however, are not permitted to be used in school. This is a whole school policy and applies to Cody Oaks just as it does to the main Samuel Cody site. If children bring a mobile phone to school, they must be prepared to hand it over to their tutor who will put it into the child’s lockable mobile phone storage unit in the tutor room cupboard. Mobile phones will be given back during tutor time at the end of the school day.
If it is necessary for students to contact their parents/carers during the school day, they will have access to a telephone in the school office. It is requested that parents/carers therefore do not attempt to call their children on their mobile phones during the school day between 9am and 3pm. In the early days of transition, parents/carers are welcome to call the school admin office to check that their child is settling well.
Lunches and break-time snacks
Our catering will be delivered by HC3S and will include a good selection of healthy meals and snacks at lunch time with home-made bread, brownies and fruit being available at morning break-times. Toast will be available for those children needing breakfast on arrival and for whom medication makes it difficult to eat first thing in the morning. Breakfast will be available to all students who need it during morning tutor time.
Use of Restrictive Physical Practices
Cody Oaks uses RPI rarely and only when absolutely necessary. The use of RPI is within the law and is covered by our school policy. It is used by all SEMH schools as a last resort only, to prevent students causing criminal damage, injuring themselves and/or others.
The potential use of RPI to calm a child, keep them safe from harm, therefore avoiding Police involvement, is an absolute condition of a parent accepting a place at Cody Oaks. Cody Oaks is unable to meet the needs of children whose parents do not agree to this approach.
The school day and term Dates:
Cody Oaks has a timetable that starts at 9am and finishes at 3pm Monday to Friday. Term dates are the same as the main school.

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[H2] PRIMARY CURRICULUM
All aspects of our curriculum are accessible to all children, irrespective of their ethnic background, gender, disability, religious or linguistic background.  The Samuel Cody Primary Department has a broad and balanced curriculum including the National Curriculum programmes of study and the Early Years Foundation Stage framework.
Our Primary curriculum has been freshly designed by staff to reflect a diverse, inclusive and meaningful approach to learning. It aims to help children understand the world around them in the past, present and future, while valuing different perspectives and experiences. Our broad curriculum is carefully planned to include all learners and to meet a wide range of needs, supported by subject specialists and external SLD specialist input. Each topic is reviewed every time it is taught, ensuring the curriculum remains responsive and adaptable to the needs of each cohort. We are committed to providing hands-on learning experiences that deepen understanding, spark curiosity and give children a voice in shaping their learning journey.

Should you have any questions on our school Curriculum, please contact the school office.

Religious Education (RE) helps children to learn about a range of different belief systems, worldviews and ideas, encouraging them to understand and respect that people around the world may think, believe and live differently from their own immediate experiences. Through RE, pupils develop curiosity, empathy and the ability to reflect on their own views while appreciating diversity in society. Parents have the right to withdraw their child from all or part of RE; if they wish to do so, they should contact their child’s class teacher to discuss this further.

Click here RE Curriculum Map

[H2] Secondary Curriculum
[H4] Select a Page
[H2]
Art
[H2]
Drama
[H2]
Food
[H2]
History
[H2]
JSLA
[H2]
PE
[H2]
PSHE
[H2]
Careers
[H2]
DT
[H2]
French
[H2]
Horticulture
[H2]
Maths
[H2]
RE
[H2]
Science
[H2]
D of E
[H2]
English
[H2]
Geography
[H2]
IT-KS3
[H2]
Music
[H2]
Photography
[H4] Click here Curriculum & Timetable Policy 2024-2025
Please see below the subject topics your child will be studying this year..
[H5] Click here Primary Medium Term Plan 2020-2021
Click here for Year 7 Medium Term Plan
Click here for Year 8 Medium Term Plan
Click here for Year 9 Medium Term Plan
Click here for Year 10 Medium Term Plan
Click here for Year 11 Medium Term Plan
[H2] KS4 Courses
Click here for course available to KS4 including GCSEs from September 2024
Click here for course available for KS4 including GCSEs from September 2025
If you would like any further information about the curriculum, please contact the school office.

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[H4] Samuel Cody School Facility Hire
Samuel Cody School is available to hire to to social group as well as local sports clubs and performing arts groups.
We have the following facilities available.
3G Pitch Sports Hall Main Hall Community Hall
[H4] Payments and Invoices
Regular bookings are invoiced one a month in arrears, and can be paid via Scopay, where you can also view your booking. You can log in to Scopay by clicking the online payment button a the bottom of the page. Please note this cannot be completed by BACS but with a debit or credit card.
Event Bookings need to pay a £250 deposit which is returnable after the event. This must be paid by card. You will then be invoiced for the full amount 3 months prior to your booking. All payment can be made by debit or credit card over the phone.
[H4] Other information
Please note we are closed on  all Bank Holidays and over Easter Weekend Friday 3rs April 2026 - Monday 6th April 2026

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[H1] Latest News

[H3] Follow us on Facebook
[H3]

[H1] Calendar

[H4]
[H4] 4th May  - Site Closed       (Bank Holiday)
[H4] 25th May  - Site Closed       (Bank Holiday)

[H4]