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.

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.
  • 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 Year 7 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.

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

  • 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.

 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.

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 Disorder (ASD), 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

  • 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. 

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.