Learner pathways

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 operate five pathways and these are largely based on learning style rather than cognitive ability. Students may switch pathway as their learning needs change throughout their years at Priory.

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 2

Student Profile

  • Students with varying abilities and individual learning profiles

  • Often, but not always, have a diagnosis of Autism and require a structured learning environment.

  • Work well using a TEACCH approach, with clear visual timetables and routines

  • Communication may be supported through communication books, tablets, signing, etc

  • Work most effectively with individualised support, while also being able to work alongside other student

  • Require modelling to support social interaction with peers

  • Benefit from a high level of therapy input for sensory regulation and communication

  • May present behaviours that can challenge, particularly when communication, sensory needs, or routines are not fully supported, and require consistent, proactive support strategies

Teaching and Learning Style

  • TEACCH approach

  • Individualised teaching and learning support

  • Low arousal

  • Predictable routines and structures

Pathway 3

Student Profile

  • Pupils with complex learning needs and highly individualised learning profile

  • Require a rich, well-resourced sensory environment to support engagement and regulation

  • Most likely working at an early developmental stage

  • Early communication development is a key priority for learning

  • Benefit from a high level of therapy input for sensory regulation and communication

  • May have higher medical and/or physical needs requiring additional support

Teaching and Learning Style

  • Experiential learning approaches

  • Rich sensory environment

  • Intensive Interaction

  • Small group learning opportunities

Sixth Form

Student Profile

  • The classes in Sixth form are formed of mixed pathways from Key Stage 4

  • For the small number of students where Sixth Form provision is not suitable, they will stay within their Pathway from K4 but will have bespoke opportunities built into their learning to prepare them for adulthood.

Pathway 4

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 5

Student Profile

  • Pupils with complex learning difficulties, often including Autism

  • A full range of learning abilities, from early developmental levels through to moderate learning difficulties

  • May present behaviours that can significantly challenge, particularly when needs are not fully understood or met

  • Find change and transitions difficult and requires high levels of structure and predictability

  • Some community access may require higher staffing ratios to ensure safety and support

  • Find group learning or shared attention difficult and requires highly individualised engagement

  • Require a bespoke timetable tailored to individual needs and readiness

  • Communication is often needs-led and supported through personalised strategic

  • Benefit from a high level of therapy input for sensory regulation and communication

  • Require a minimum of 1:1 staffing at all times to support learning, regulation, and safety

Teaching and Learning Style

  • Individualised timetable approach

  • High staffing ratio

  • Community access for sensory activities e.g. park, swimming, cycling