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Learner pathways

The school is divided into a Pathway model of grouping our students to ensure we meet all the needs of our learners, and offer an inclusive environment.  We have a diverse student population, ranging from those with moderate learning needs, sensory learners, Autism, behaviours that challenge, communication needs or physical needs.  There is complete flexibility in the pathways and it may be possible for students to change as their learning needs change.  

We operate 5 pathways and these are largely based on learning style rather than cognitive ability.  

 

pathway one

Learner Pathway 1

Student Profile

  • Children with moderate learning disabilities
  • Have a reliable communication system
  • Can move across the safety of the enclosed school independently
  • Can work in small groups to learn, working towards or within National Curriculum Levels
  • Have a likely destination of a local further educational college and/or employment in adulthood.
  • A desire to socially interact with their peers and form friendship groups independently of adult modelling. 

Teaching and Learning Style

  • Teacher led learning
  • Small group work
  • 1:1 for work experience
  • Some element of independent learning

Pathway Two

Student Profile

  • Children with a range of learning needs including those working towards or within National Curriculum Levels,
  • Often, but not always have a diagnosis of Autism and requires a structured learning environment,
  • Works well on a TEACCH system with clear visual timetables and routines
  • Has communication that may be augmented using communication books, PECS, signing etc. 
  • Learns best in 1:1 environments but can work alongside other students
  • Requires a degree of modelling to socially interact with peers
  • High level of therapy input for sensory regulation and communication
  • May demonstrate some challenging behaviour

Teaching and Learning Style

  • TEACCH approach
  • 1:1 teaching and learning
  • Low arousal
  • Predictable routines and structures

pathway three

Student Profile

  • Complex learning needs
  • Requires a rich sensory environment  
  • Most likely at an early developmental level
  • Early communication skills is a key priority for learning
  • May have higher medical or physical needs

Teaching and Learning Style

  • Experiential
  • Rich sensory environment
  • Intensive Interaction
  • Small group work

 

pathway four

Student Profile

  • Students with severe learning difficulties
  • Working at pre national curriculum levels
  • Severe Learning Difficulties
  • Able to work in pairs for some learning and community activities
  • Comprehension of verbal language is significantly impaired
  • Can follow a single word instruction
  • Variable communication methods but can get basic needs met, make reliable choices and begins to express an opinion
  • Behaviour does not disturb the learning of others
  • Can access the community safely with support

Teaching and Learning Style

  • Traditional SLD teaching environment
  • Mixture of circle time, group work and 1:1 learning

 

PATHWAY FIVE

Student Profile

  • Complex Learning Difficulties, often with Autism
  • May exhibit significant challenging behaviour
  • Full range of learning abilities from early development to National Curriculum Levels
  • Finds change and transitions difficult
  • Some community access may require higher staffing levels
  • Does not tolerate group learning or shared attention
  • Requires a completely bespoke timetable
  • Communication is often needs led
  • High occupational therapy input
  • Minimum of 1:1 staffing at all times

Teaching and Learning Style

  • Individual timetable
  • High staffing ratio
  • Community access for sensory activities e.g. park, swimming, cycling
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