Our aim is to provide children and young people with complex needs the opportunity to learn how to safely navigate the world with as much independence as possible.
Pupils following the Explorers Pathway will be working before the National Curriculum and are unlikely to be accessing the pre key stage standards. They will therefore access pre subject specific learning via a bespoke curriculum.
The provision is personalised to each pupil, as it is centred on what the child needs, knows and can do. Each child has personalised targets (Individual Progress Plan), derived from a variety of sources (EHCP and professional reports). This ensures that learning and provision is relevant to each pupil.
The learning intentions facilitate small steps of progress to be observed and built upon, based on each child’s starting points, motivators and engagement. It ensures reflective practice to provide support, stretch and challenge.
For some pupils, they may be at the very early stages of attention and engagement and therefore the Engagement Model will be used to support those pupils to access their immediate environment and sustain and increase attention within desirable and less desirable activities.
Planning & Provision Across Phases
PRIMARY
FOCUS: Learning to co-exist and knowing what I need.
LEARNING ENVIRONMENT: Flexible spaces for pupils to access different zones, creating opportunities for developing and sustaining attention.
SECONDARY
FOCUS: Staying on task and creating/navigating known risks.
LEARNING ENVIRONMENT: Creating workstations so that pupils can develop tolerance to adult directed tasks.
POST 16
FOCUS: Life skills.
LEARNING ENVIRONMENT:
Creating a life skills suite that looks like a home so that pupils can practice independence.
PRIMARY
– Building relationships.
– Learning to co-exist.
– Growing & changing.
– Knowing what I need.
SECONDARY
– Managing puberty.
– Staying on task.
– Early independence.
– Creating known risks.
POST 16
– Community.
– Life skills suite.
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