Thrive Pathway
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Thrive Pathway

Pathway Overview

The Thrive Pathway is tailored to the needs of students whose main barrier to learning is an aspect of complex sensory and physical need coupled with significant cognition and thinking needs. Many students within this pathway have additional medical complexities. Students within this pathway will have additional barriers to learning, such as speech and language needs, communication and interaction needs, hearing impairment visual impairment, attention deficit and hyperactivity disorder or social, emotional, mental health issues.

Pathway Intent

The Thrive Pathway is a continuous provision, centered on the individual needs of students whose main barrier to learning is an aspect of complex sensory, medical and physical needs, coupled with significant cognition and thinking needs. The development of their bespoke communication and independence skills are paramount. Focusing on each student’s unique, holistic provision combined with experiential learning to encourage engagement and develop their journey to becoming curious learners. By developing their thinking (functional skills), we aim to provide the students with a developed sense of their community in a bid to prepare them for adulthood. Many students within this pathway have additional medical complexities and support is provided to help the students to become effective communicators who will ‘know themselves’ and how they fit into the wider community.

Pathway Implementation - School

Students within the Thrive Pathway (those operating at Pre- Early and Early Years Foundation Stage at Year 7) experience our sensory curriculum through a highly bespoke learning approach. Students following our sensory curriculum learn best when learning is related to evoking their senses and responses. Our teachers do not prepare to ‘teach the class’; they design individualised planning that addresses the next key steps that each pupil needs to achieve to make progress. This planning is shared with all staff so that everyone working with them is focused on enabling the pupil to achieve that core piece of learning. There is interagency working that ensures that therapy is delivered and embedded into the functional setting of the classroom so that the pupil has opportunities to practice those core skills all day, every day. Key Stage 4 students pursue accreditation at ASDAN where appropriate. Key stage 3 and 4 lessons are all class based.

Pathway Implementation - College

Key Stage 5 students follow a curriculum that focuses to prepare the student for the lives they will live, seeking to improve their quality of life; something we all want for ourselves. This is accredited by ASDAN. Key stage 5 lessons are all class based.

Beyond Elms Bank

Most of our Thrive students go on to continue their studies at Bury College.