Pupils at Elms Bank

Pathways

Thrive Pathway

PATHWAY OVERVIEW

Thrive is a pathway providing a bespoke curriculum, tailored to the individual needs of a group of students whose main barrier to learning is complex Profound, Multiple Learning Difficulties (PMLD).

  • Students within this pathway have a combination of complex medical conditions, Speech, Language and Communication Needs (SLCN),  Hearing Impairment (HI), Visual Impairment (VI), Multi-Sensory Impairment (MSI), specific conditions impacting severely on cognitive development and/or Physical Disabilities (PD) as additional barriers.

PATHWAY INTENT

  • To embed and promote positive student well-being, confidence, independence, communication skills throughout the curriculum.

  • A broad & balanced curriculum at KS3 & KS4 reflecting the National Curriculum, providing therapeutic, experiential and sensory opportunities.

  • At KS5 the curriculum will focus on gaining life skills through meaningful community focused, experiential learning and sensory opportunities.

PATHWAY IMPLEMENTATION

  • The  Thrive curriculum is delivered by a main class teacher, supported by TAs.

  • This pathway is mainly class-based, with access to specialist facilities, e.g. sensory room, hydro-therapy pool & provision, e.g. music therapy, eye gaze technology.

  • Highly differentiated National Curriculum subjects allow students to focus on life skills, experiencing their community and a wide range of therapies.

  • This differentiated curriculum develops functional skills through a range of practical, sensory and experiential learning opportunities.

  • All students within this pathway experience wrap around care from a range of multi-agencies including school nursing, physiotherapy, occupational health, VI, HI, speech and language therapists, and social care.

  • Careers Information Advice and Guidance & Applied Learning are integrated throughout the curriculum. Students receive 1 day in KS3 and 1 week in KS4 of internal and external work experience, called ‘World of Work’. In addition, where appropriate, some students also have the opportunity to access an individually bespoke programme. 

  • PSHCE /Citizenship/Sex Relationship Education – have 5 additional whole School ‘Drop Down Days’. These dedicated days provide exciting and meaningful learning opportunities, in addition to weekly lessons.

  • Social, Moral, Spiritual, Cultural & Personal  Development – The whole school comes together to participate in a whole School Humanities Day annually. All students engage in our annual ‘Arts Week’ and in our Summer Term B ‘Whole School Performance’, which culminates in a whole school Arts production.

  • Residentials – students in each Key Stage have the opportunity to attend a residential. In Key Stage 5 there are two residentials, this includes our annual joint residential with our German partner school, Rurtle-Schule.

PATHWAY IMPACT

  • Positive student well-being, confidence, independence, functional communication skills.
  • KS4 Thrive is a differentiated pathway. Students work towards the Asdan Transition Challenge, where they can follow the sensory pathway or the introduction/ progression pathway. Students also complete Arts Award Discover and may access other accreditations where deemed appropriate.
  • KS5 students will achieve Arts Award Explore and Towards Independence accreditation, that celebrates their experiences. Courses support students by preparing them to be able to positive contribute to their community through further education or engagement in adult community opportunities post 19yrs.

 

Explore Pathway

PATHWAY OVERVIEW

  • The Explore Pathway is tailored to the needs of students whose main barrier to learning is an aspect of Severe Learning Difficulties (SLD) with additionality of other needs.
  • Students within this pathway mainly have Speech, Language and Communication as an additional barrier to learning, but barriers could also include Hearing Impairment (HI), Visual Impairment (VI) , specific conditions impacting on cognitive development and/or Physical Disabilities (PD).

PATHWAY INTENT

  • To embed and promote positive student well-being, confidence, independence, communication skills throughout the curriculum.

  • A broad & balanced curriculum at KS3 & KS4 following the National Curriculum.

  • To equip students with the confidence and accreditation for employment, volunteering, or post 19 college placements.

  • At KS5 the curriculum will focus on gaining life skills through meaningful employability experience, skills and qualifications.

PATHWAY IMPLEMENTATION

  • The students within this pathway access a form tutor and class TAs.

  • Explore classes within this pathway at Year 7 and 8 receive their curriculum delivered by a class-based teacher. This provides a graduated transition from the primary model, allowing them time to become familiar with the school environment. These students will be working within the middle P Scales in Year7 and/or have SEMH needs that means being class based better supports their emotional wellbeing.

  • Explore Plus classes have their curriculum delivered on a secondary school model involving moving to subject specialist teachers based in specialist rooms. The decision is  made according to student need. These students will be working within the higher P Scales in Year 7.

  • This differentiated curriculum develops functional skills through practical learning opportunities.

  • All students within this pathway experience wrap around care from a range of multi-agencies including school nursing, physiotherapy, occupational health, VI, HI, speech and language therapists, and social care.

  • Careers Information Advice and Guidance & Applied Learning are integrated throughout the curriculum. Students receive 1 day in KS3 and 1 week in KS4 of internal and external work experience, called ‘World of Work’. In addition, where appropriate, some students also have the opportunity to access an individually bespoke programme. 

  • PSHCE /Citizenship/Sex Relationship Education – have 5 additional whole School ‘Drop Down Days’. These dedicated days provide exciting and meaningful learning opportunities, in addition to weekly lessons.

  • Social, Moral, Spiritual, Cultural & Personal  Development – The whole school comes together to participate in a whole School Humanities Day annually. All students engage in our annual ‘Arts Week’ and in our Summer Term B ‘Whole School Performance’, which culminates in a whole school Arts production.

  • Residentials – students in each Key Stage have the opportunity to attend a residential. In Key Stage 5 there are two residentials, this includes our annual joint residential with our German partner school, Rurtle-Schule.

PATHWAY IMPACT

  • Positive student well-being, confidence, independence, functional communication skills.
  • KS4 students work towards a range of GCSEs Grade G-D (1-3),  BTECs, and Entry Level 1-2 qualification. Entry levels give learners the basics in maths and English useful in everyday life.
  • KS5 students work towards achieving Open Awards (Award or Certificate), Duke of Edinburgh accreditations. Courses either support students to gain employment skills, or prepare them to be able to positive contribute to their community through further education, engagement in adult community opportunities and volunteering, , post 19yrs.

Inspire Pathway

PATHWAY OVERVIEW

  • The Inspire Pathway is tailored to the needs of students whose main barrier to learning is an aspect of Moderate Learning Difficulties (MLD) with additionality of other needs.
  • Students within this pathway may have an additional barrier to learning, this could be Speech, Language and Communication, Hearing Impairment(HI), Visual Impairment (VI), Autistic Spectrum Continuum (ASC), Attention Deficit and Hyperactivity Disorder (ADHD), a range of mild Physical Disabilities  (PD) or Social, Emotional, Mental Health issues (SEMH).

PATHWAY INTENT

  • To embed and promote positive student well-being, confidence, independence, communication skills throughout the curriculum.

  • A broad & balanced curriculum at KS3 & KS4 following the National Curriculum.

  • At KS5 the curriculum will focus on gaining employability experience, skills and qualifications in vocational subjects. In Yr14, we offer an external Supported Internship position, which can directly lead to employment. However, students within this pathway have the opportunity to leave Elms Bank and attend local colleges to further their study if they desire. Students leave to gain employment, an apprenticeship, or further college courses.

 PATHWAY IMPLEMENTATION

  • The students within this pathway access a form tutor and class TAs.

  • Inspire classes have their curriculum delivered on a secondary school model involving moving to a wide range of subject specialist teachers based in specialist rooms.

  • This is a differentiated curriculum, tailored to the needs of a group of students whose main barrier to learning is an aspect of Moderate Learning Difficulties (MLD) with additionality of other needs.

  • Where appropriate, students within this pathway experience wrap around care from a range of multi-agencies including school nursing, physiotherapy, occupational health, VI, HI, speech and language therapists, CAMHS and social care.

  • Careers Information Advice and Guidance & Applied Learning are integrated throughout the curriculum. Students receive 1 day in KS3 and 1 week in KS4 of internal and external work experience, called ‘World of Work’. In addition, where appropriate, some students also have the opportunity to access an individually bespoke programme. 

  • PSHCE /Citizenship/Sex Relationship Education – have 5 additional whole School ‘Drop Down Days’. These dedicated days provide exciting and meaningful learning opportunities, in addition to weekly lessons.

  • Social, Moral, Spiritual, Cultural & Personal Development – The whole school comes together to participate in a whole School Humanities Day annually. All students engage in our annual ‘Arts Week’ and in our Summer Term B ‘Whole School Performance’, which culminates in a whole school Arts production.

  • Residentials – students in each Key Stage have the opportunity to attend a residential. In Key Stage 5 there are two residentials, this includes our annual joint residential with our German partner school, Rurtle-Schule.

PATHWAY IMPACT

  • Positive student well-being, confidence, independence, functional communication skills.
  • KS4 students work towards a range of GCSEs Grade D-A (3-7), BTECs, Entry Level 3 and Level 1-2 qualifications.
  • KS5 students work towards achieving Open Awards (Extended Certificate, Diploma), Duke of Edinburgh accreditations, apprenticeships or employment. Courses either support students to gain employment skills, or prepare them for further education or  volunteering, post 19yrs.

Nurture Pathway

PATHWAY OVERVIEW

  • The Nurture Pathway is tailored to the needs of students whose main barrier to learning is an aspect of Social, Emotional, Mental Health (SEMH).
  • Students within this pathway may have an additional barrier to learning, this could be Speech, Language and Communication, Autistic Spectrum Continuum (ASC), Attention Deficit and Hyperactivity Disorder (ADHD).

PATHWAY INTENT

  • To embed and promote positive student well-being, confidence, independence, communication skills throughout the curriculum.

  • A curriculum with an enhanced SEMH curriculum. This includes dedicated time for therapies and additional PSHCE.

  •  Nurture Students will follow a tailored, more specialist ‘no-demands curriculum’ bespoke to the individual is available where appropriate.

  • Nurture Plus Students will access a broader &more balanced curriculum, specific to the student, following the National Curriculum.

  • The curriculum at KS4 and 5 will focus on gaining employability experience, skills and qualifications for this group of students. Key Stage 5 Curriculum is still to be developed.

PATHWAY IMPLEMENTATION

  • Nurture students within this pathway access a form tutor and a high ratio of TAs.

  • The class teacher manages a team of TAs, to facilitate the support, highly individualised timetables.

  • This is a differentiated curriculum, tailored to the needs of a group of students whose main barrier to learning is an aspect of Social, Emotional, Mental Health (SEMH) with additionality of other needs.

  •  Students will build up to working with other students, as appropriate to individuals.

  •  Personal Development will be no less than 6 x periods; however, to ensure students’ emotional needs are met, Personal Development could be the whole of the curriculum on entry to this pathway.

  •  Nurture Plus students have their curriculum delivered on a secondary school model involving moving to a wider range of subject specialist teachers based in specialist rooms, where appropriate.

     

  • Students will attend lessons with other classes, as appropriate to individuals.

  • Where appropriate, students within this pathway experience wrap around care from a range of multi-agencies including school nursing, physiotherapy, occupational health, speech and language therapists, CAMHS and social care.

    Careers Information Advice and Guidance & Applied Learning are integrated throughout the curriculum. Students receive 1 day in KS3 and 1 week in KS4 of internal and external work experience, called ‘World of Work’. In addition, where appropriate, some students also have the opportunity to access an individually bespoke programme. 

  • PSHCE /Citizenship/Sex Relationship Education – have 5 additional whole School ‘Drop Down Days’. These dedicated days provide exciting and meaningful learning opportunities, in addition to weekly lessons.

  • Social, Moral, Spiritual, Cultural & Personal  Development – The whole school comes together to participate in a whole School Humanities Day annually. All students engage in our annual ‘Arts Week’ and in our Summer Term B ‘Whole School Performance’, which culminates in a whole school Arts production.

  • Residentials – students in each Key Stage have the opportunity to attend a residential. In Key Stage 5 there are two residentials, this includes our annual joint residential with our German partner school, Rurtle-Schule.

    PATHWAY IMPACT
  • Positive student well-being, confidence, independence, functional communication skills.

  •  Nurture KS4 students work towards a range of BTECs, and Entry Level 1-2 qualification, Duke of Edinburgh. Entry levels give learners the basics in maths and English useful in everyday life.

  •  Nurture Plus KS4 students work towards a range of BTECs, Entry Level 3 and Level 1-2 qualifications, Duke of Edinburgh. Entry levels give learners the basics in maths and English useful in everyday life.

  • KS5 accreditation is still to be developed.

Specialist Provision Pathway

PATHWAY OVERVIEW

  • The SP Pathway is tailored to the needs of students whose main barrier to learning is Complex ASD, Sensory Processing Disorder (SPD) and/or present challenging behaviours due to their learning barrier.

PATHWAY INTENT

  • To embed and promote positive student well-being, confidence, independence, communication skills throughout the curriculum.

  • A broad & balanced curriculum at KS3 & KS4 following the National Curriculum, with an enhanced ASD provision.

  • At KS5 the curriculum will focus on accreditations linked to life skills, independence and meaningful employability experience.

PATHWAY IMPLEMENTATION

  •  SP students within this pathway access a form tutor and TAs, to facilitate 1:1 supported, highly individualised timetables.

  • This is a differentiated curriculum, tailored to the needs of students with ASD, this includes dedicated time for sensory programmes, therapeutic activities and TEACCH strategies, to support students in learning to regulate their emotions.

  • Some students will build up to working with others.

  •  SP Plus students may build up to their curriculum being delivered within other pathways, moving to a range of subject specialist teachers.

  • Where appropriate, students within this pathway experience wrap around care from a range of multi-agencies including school nursing, physiotherapy, occupational health, speech and language therapists, CAMHS and social care.

  • Careers Information Advice and Guidance & Applied Learning are integrated throughout the curriculum. Students receive 1 day in KS3 and 1 week in KS4 of internal and external work experience, called ‘World of Work’. In addition, where appropriate, some students also have the opportunity to access an individually bespoke programme. 

  • PSHCE /Citizenship/Sex Relationship Education – have 5 additional whole School ‘Drop Down Days’. These dedicated days provide exciting and meaningful learning opportunities, in addition to weekly lessons.

  • Social, Moral, Spiritual, Cultural & Personal  Development – The whole school comes together to participate in a whole School Humanities Day annually. All students engage in our annual ‘Arts Week’ and in our Summer Term B ‘Whole School Performance’, which culminates in a whole school Arts production.

  • Residentials – students in each Key Stage have the opportunity to attend a residential. In Key Stage 5 there are two residentials, this includes our annual joint residential with our German partner school, Rurtle-Schule.

PATHWAY IMPACT

  • Positive student well-being, confidence, independence, functional communication skills.
  • SP KS4 students work towards a range of BTECs, Entry Level 1-2 qualification, Duke of Edinburgh. Entry level qualifications provide functional skills in maths and English which are useful in everyday life.
  • SP Plus KS4 students work towards a range of GCSEs Grade G-C (1-4), BTECs, Entry Level 3 and Level 1-2 qualification.
  • KS5 students work towards achieving ASDAN Towards Independence Modules, Open Awards (Award or Certificate), focusing on life skills, preparing for adulthood and employability experiences. Courses either support students to gain employment skills, or prepare them to be able to positive contribute to their community through further education, engagement in adult community opportunities and volunteering, , post 19yrs.