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

  • We support students to develop a sense of positive well-being, confidence, independence, functional communication skills.
  • 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.
  • A specific Blended Learning offer is in place to engage and support students & their families, who need to self-isolate. (See Blended Learning Policy).
  • The pace and content of the curriculum has been modified in line with our Recovery Curriculum. (See Recovery Curriculum Policy.)

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.
  • We offer nurturing, mixed ability forms, which spend time reinforcing our PSHCE & well-being curriculum. This is called “Excellence for All: The 5 Steps to Wellbeing” (Connect, Give, Be Active, Take Notice, Keep Learning). Wider curriculum opportunities are celebrated and captured within the students personalised “Excellence for All” folders. Within this document students record their involvement within extracurricular opportunities for example: clubs, arts week, the school play, sporting events, PSHE drop down days and residentials.
  • 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 Education, Information Advice & Guidance (CEIAG) is threaded through the curriculum areas, e.g.  experiencing routines in a salon. Students access World of Work events in KS3 & 4 at an appropriate and meaningful level. In Key Stage 5 the students experience work-based placements, e.g. visiting a community café, or experience work environments, e.g. attending the College Salon, as appropriate to their cognitive and academic level.

PATHWAY IMPACT

  • Year 7 students join us ‘working at ‘Early Years Foundation Stage Expected’ academic levels. Their progress to now will have been measured using measures such as ‘Routes for Learning’ or ‘P Scales’.

  • We strive  for students to develop their independence and communication skills, to enable them to have their voice; and to enjoy being in the community, participating and contributing meaningfully.

  • 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. Students move on to local colleges for 3 more years of education, e.g  New Horizons specialist provision at Bury College.

Explore Pathway

PATHWAY OVERVIEW

  • The Explore Pathway is tailored to the needs of students whose main barrier to learning is Severe Learning Difficulties (SLD). 

  • 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.

  • Independence and communication underpins all the curriculum and all students are supported by SALT programmes that run throughout the curriculum.

  • A specific Blended Learning offer is in place to engage and support students & their families, who need to self-isolate. (See Blended Learning Policy).

  • The pace and content of the curriculum has been modified in line with our Recovery Curriculum. (See Recovery Curriculum Policy).

PATHWAY IMPLEMENTATION

  • The students within this pathway are supported by a pastoral form tutor and Teaching Assistants.
  • Explore classes within this pathway receive the majority of their curriculum delivered by a class-based teacher.
  • Explore Plus classes have some of 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.
  • College students access a curriculum that is delivered through meaningful work related activities in real placements, such as the gym, hospitality , hair and beauty salon and Library Hub and vocational courses, such as Animal Care. This differentiated curriculum develops functional skills through practical learning opportunities. Some students may find the Internships a more appropriate route for Key Stage 5. At this point they will follow our Inspire Pathway, from which they can access a Library Internship and / or a Hospital Internship.
  • All students have access to 5 PSHE drop down days in which they study British Values, Bullying, Relationships, Diversity, Internet Safety, Emotional Well-Being/Self Image, and Drug and Alcohol awareness.
  • We offer nurturing, mixed ability form groups, which spend time reinforcing our PSHCE & well-being curriculum. This is called “Excellence for All: The 5 Steps to Wellbeing” (Connect, Give, Be Active, Take Notice, Keep Learning). Wider curriculum opportunities are celebrated and captured within the students personalised “Excellence for All” folders. Within this document students record their involvement within extracurricular opportunities for example: clubs, arts week, the school play, sporting events, PSHE drop down days and residentials.
  • 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 Education, Information Advice & Guidance (CEIAG) is threaded through the National Curriculum subjects, e.g.  writing CVs in English. Where appropriate, students have access to independent Careers advice in KS4 &5. In addition, students access World of Work events in KS3 & 4. In Key Stage 5 the students experience work based placements, e.g. running a community café.

PATHWAY IMPACT

We strive to develop happy, confident, independent, responsible, work ready young adults, with a range of  functional skills, including communication, numeracy and literacy skills.

  • Most Year 7 students join us ‘working at ‘Early Years Foundation Stage Expected’  or ‘Year 1 Expected’ academic levels’.
  • KS4 students work towards a range of qualifications, which may include BTECs, and Entry Level 1-2 qualification. Entry Levels give learners the key skills in maths and English, useful in everyday life. KS4 students follow the Arts Award accreditation.
  • KS5 students work towards achieving Open Awards (Award or Certificate). The majority of students move to further study at local colleges, for up to 3 more years.

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 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 focuses on gaining employability experience, skills and qualifications in vocational subjects. In Yr14, we offer an external Supported Internship position, which for some students leads to employment. Students leave to gain employment, an apprenticeship, or further college courses.

  • A specific Blended Learning offer is in place to engage and support students & their families, who need to self-isolate. (See Blended Learning Policy).

  • The pace and content of the curriculum has been modified in line with our Recovery Curriculum. (See Recovery Curriculum Policy.)

  • We strive to prepare students for employment and/or supported living opportunities post 19yrs.

 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.

  • Careers Education, Information Advice & Guidance (CEIAG) is threaded through the NC subjects, e.g.  writing CVs in English. In addition, students have access to independent Careers advice in KS4 &5. In addition, students access World of Work events in KS3 & 4. In Key Stage 5 the students receive a curriculum offering them vocational work experience alongside recognized vocational qualifications.

  • We offer nurturing, mixed ability forms, which spend time reinforcing our PSHCE & well-being curriculum. This is called “Excellence for All: The 5 Steps to Wellbeing” (Connect, Give, Be Active, Take Notice, Keep Learning). Wider curriculum opportunities are celebrated and captured within the students personalised “Excellence for All” folders. Within this document students record their involvement within extracurricular opportunities for example: clubs, arts week, the school play, sporting events, PSHE drop down days and residentials.

  • 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 IMPACT

  • We strive to develop happy, confident, independent, responsible, work ready young adults.

  • Most Year 7 students join us ‘working at Yr2 expected academic levels’.

  • KS4 students work towards a range of qualifications, which may include GCSEs Grade 1-2 (G-E), 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. Other students will achieve Arts Award Explore and Towards Independence accreditation, that celebrates their experiences. Students move on to local colleges for 3 more years of education, e.g  New Horizons specialist provision at Bury College.

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 broad & 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.

  • A specific Blended Learning offer is in place to engage and support students & their families, who need to self-isolate. (See Blended Learning Policy).

  • The pace and content of the curriculum has been modified in line with our Recovery Curriculum. (See Recovery Curriculum Policy).

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.
  • 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 aspects of their curriculum delivered on a secondary school model, involving access to some subject specialist teachers based in specialist rooms, where appropriate.
  • Careers Education, Information Advice & Guidance (CEIAG) is threaded through the NC subjects, e.g.  writing CVs in English. In addition, students have access to independent Careers advice in KS4 &5. In addition, students access World of Work events in KS3 & 4. In Key Stage 5 the students receive a curriculum offering them vocational work experience alongside recognized vocational qualifications.
  • We offer nurturing, mixed ability forms, which spend time reinforcing our PSHCE & well-being curriculum. This is called “Excellence for All: The 5 Steps to Wellbeing” (Connect, Give, Be Active, Take Notice, Keep Learning). Wider curriculum opportunities are celebrated and captured within the students personalised “Excellence for All” folders. Within this document students record their involvement within extracurricular opportunities for example: clubs, arts week, the school play, sporting events, PSHE drop down days and residentials.
  • 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, Child & Adult Mental Health Services (CAMHS) and social care.

PATHWAY IMPACT

  • Positive student well-being, confidence, independence, functional communication skills.
  • Most Year 7 students join us ‘working at Year 1 Expected or Year 2 Expected’ academic levels’.
  • 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 Specialist Provision (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, functional communication skills throughout the curriculum.

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

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

  • A specific Blended Learning offer is in place to engage and support students & their families, who need to self-isolate. (See Blended Learning Policy).

  • The pace and content of the curriculum has been modified in line with our Recovery Curriculum. (See Recovery Curriculum Policy.)

PATHWAY IMPLEMENTATION

  • SP students within this pathway access a form tutor and TAs, to facilitate 1:1 supported, highly individualised therapy programmes. The curriculum is  tailored to the needs of students with ASD, this includes dedicated time for sensory programmes, therapeutic activities and TEACCH strategies, to support students to understand,  manage and regulate their feelings and emotions.

  • SP-Thrive students, with significant sensory needs and working at lower cognitive levels, will follow a ‘Thrive’ thematic curriculum.

  • SP-Explore students access a differentiated ‘Explore Pathway’ curriculum, taught by the class teacher, mainly class based.

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

  • 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.

  • We offer nurturing, mixed ability forms, which spend time reinforcing our PSHCE & well-being curriculum. This is called “Excellence for All: The 5 Steps to Wellbeing” (Connect, Give, Be Active, Take Notice, Keep Learning). Wider curriculum opportunities are celebrated and captured within the students personalised “Excellence for All” folders. Within this document students record their involvement within extracurricular opportunities for example: clubs, arts week, the school play, sporting events, PSHE drop down days and residentials.

  • Careers Education, Information Advice & Guidance (CEIAG) is threaded through the curriculum areas, e.g.  experiencing routines in a salon. Students access World of Work events in KS3 & 4 at an appropriate and meaningful level.

  • In Key Stage 5 the students are placed with the Inspire, Explore or Specialist Provision Pathways, depending on their academic progress through school and their expected destination post 19. Some students experience work-based placements, e.g. visiting a community café, or experience work environments, e.g. attending the College Salon, as appropriate to their cognitive and academic level. Some students will participate on the work based vocational programmes.

PATHWAY IMPACT

  • Year 7 students join us ‘working at ‘Early Years Foundation Stage Expected’ academic levels, through to working at ‘Yr2 Expected’ academic levels.

  • Students sometimes move between Specialist Provision and other pathways, e.g. Inspire, as students learn to regulate their emotions within the school environment.

  • We strive  for students to develop their independence and communication skills, to enable them to have their voice; and to enjoy being in the community, participating and contributing meaningfully. We strive for students to achieve the most appropriate academic qualifications, and life skills, to prepare them for being productive members of their community.

  • SP KS4 students work towards ASDAN accreditations, BTEC Food and Entry Level 1-2 qualification. Entry level qualifications provide functional