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Pathways

 

Pathways Overview at The Collett School

Pupils entering The Collett School at nursery age will follow an adapted Early Years curriculum until they reach the age of 5 years. At this point, teachers and parents will decide which of three curriculum pathways is most suitable for pupils; This could be Pathway 1, 2, 3 or 4. The curriculum selected will depend upon the pupil's barriers to learning, their needs and long-term goals.

We avoid rigid placement within a pathway and movement between pathways is possible following re-evaluation of a pupil’s needs and progress each term. Each curriculum pathway is enriched through therapeutic interventions, the performing arts, outside learning opportunities and employee encounters or work experience. In addition, objectives for lessons are taken from the National Curriculum but also a wide range of other avenues.

The curriculum is structured into a rolling programme of topics, through which the above themes are delivered.

Personal, Social and Emotional Development, Communication and Language and Physical Development form the core of the curriculum. Specialist spaces including the Soft Play, the and the Sensory Room are used regularly to support the development of these areas. Pupils have daily opportunities to take part in child-led play; more structured learning is introduced when each individual pupil is developmentally ready for this. Pupils participate in specialist Literacy programmes, including the ReadWriteInc and Handwriting Without Tears, where this is relevant and accessible for them.

Throughout the Early Years curriculum all pupils are considered as individuals and where appropriate, individual learning activities are planned that reflect pupil’s abilities and specialist needs. Some pupils benefit from learning within the EYFS Framework for longer, depending upon need.

Pathway 4

Highly Structured Learning

Pupils' will tend to be Autistic, have more Severe Learning Disabilities

This pathway is designed to meet the needs of pupils facing the most severe and multiple barriers to learning. Teaching focuses on stimulating and developing pupils’ capacities in the following key areas:

  • Cognition Development
  • Social and Emotional Development
  • Language and Communication Development
  • Physical Development
  • Self-care Development
  • Skills for engaging with reading and writing

As such, pupils will

  • learn to self-regulate and self soothe so that that they can enjoy a sense of calm and wellbeing
  • learn to relate to others so that they may enjoy companionship 
  • learn to communicate their wants and needs
  • be supported in developing and maintaining a healthy body and mind
  • learn to reduce their dependency on adults and develop increased independence with regard to self-care and decision-making
  • have access to, and contribute to, their wider community.
  • develop an awareness of their environment through access to outdoor learning

Pathway 3

Semi-Formal Learning

Pupils' will tend to be lower ability Moderate Learning Disabilities, Global Development Delay

This pathway is designed to meet the needs of pupils facing moderate to severe and complex needs. Teaching focuses on supporting pupils to engage with practical skills that are needed in adult life and will enable the individual to access social, cultural and leisure activities beyond school. For some pupils, the practical skills will have an application to vocational enterprises. As self-confidence grows, levels of support are reduced and new challenges are offered to widen pupils’ skill-base.

Teaching focuses on developing pupils’ skills in the following key Areas of Learning:

  • Personal, Social Development
  • Communication
  • Physical Development
  • Creative Arts development
  • Understanding My World
  • Functional literacy and numeracy

Key Outcomes

  • Pupils learn functional numeracy and literacy skills
  • Pupils learn to follow basic instructions
  • Pupils learn to respect social boundaries
  • Pupils will be supported to maintain a healthy body and mind
  • Pupils learn to observe safety protocols
  • Pupils engage in a variety of internal work experience opportunities
  • Pupils learn skills that will enable them to live as independently as possible
  • Pupils complete accredited Entry Level and Functional skills units of study
  • Pupils engage with community based social, cultural and leisure activities and where possible, work experience
  • Pupils develop an awareness of their environment through trips into the local community and outdoor learning opportunities

Pathway 2

Formal Learning

Pupils will tend to be Autistic, have Moderate Learning Disabilities and have spiky learning profiles

This pathway is designed to meet the needs of pupils facing more moderate barriers to learning. Teaching focuses on developing pupils’ skills in the key Areas of Learning:

  • Personal, Social Development
  • Communication
  • Physical Development
  • Creative Arts development
  • Understanding My World
  • Functional literacy and numeracy

Key Outcomes

  • Pupils learn to follow routines, schedules and instructions as independently as possible
  • Pupils learn to safely initiate social interaction in a range of different contexts
  • Pupils are encouraged to maintain a healthy body and mind
  • Pupils engage in a variety of internal and external work experiences
  • Pupils develop the life skills needed for independent living
  • Pupils develop their verbal, written and numerical capacities to prepare them for further education
  • Pupils complete accredited Entry Level, Functional skills unit awards and GCSE English and Maths
  • Pupils access community based social, cultural and leisure activities and work experience
  • Pupils develop a connection to their environment through trips into the local community and outdoor learning opportunities·

Pathway 1

Formal Learning

Pupils will tend to be neurotypically able or higher functioning Autistic learners

This pathway is designed for mainstream pupils, who are cognitively age appropriate.

At any point pupils have the option to transition back into mainstream and so this is here as a national comparison.

Pathways At A Glance

Click the button below to see our grid of Pathways - to get a sense of how the curriculum looks across the different Pathways compared with mainstream schooling.

 

What Pathways Looks Like in Lower School

Pupils' Needs in the classroom

Pathway 1: Neurotypical with gaps in learning

Pathway 2: Majority of pupils are capable of sharing attention and group work

Pathway 3: Majority of pupils are beginning to share attention.  Mainly 1:1 and paired teaching.

Pathway 4: More severe communication and learning needs

Interventions: Complex SEND, ASD and SEMH

  • Literacy
  • Numeracy

Understanding My World and Creative Arts are delivered through enabling environments with adult support so children can explore and develop skills independently.

Curriculum Focus

Pathway 1: Transitioning from pre-formal to formal learning.

  • Communication
  • PSD
  • Physical Dev.
  • Literacy
  • Numeracy
  • Understanding My World
  • Creative Arts

Pathway 2: An enabling environment remains, to support formal teaching

  • Communication
  • PSD
  • Physical Dev.
  • Literacy
  • Numeracy

Understanding My World and Creative Arts are delivered discreetly through group work. 

Pathway 3: .

  • Communication
  • PSD
  • Physical Dev.

Pathway 4: Literacy and Numeracy are delivered through the TEACCH based approach

  • Communication
  • PSD
  • Physical Dev.

Wider aspects of curriculum delivered through exploratory, sensory learning.

Interventions: 

  • Communication
  • PSD
  • Physical Dev.

What it looks like

Pathway 1: Formal learning. Whole class teaching with differentiated/adapted learning.

Pathway 2: Pre-formal learning. Enabling environment set up to support more formal learning and independent learners.Sessions start with the whole group and move to groups of 3-4. Pupils are beginning to work independently.

Pathway 3: .Pre-formal learning. Children's learning still supported by an enabling environment and they are given access for learning through play.  Starting to move away from play-based learning and beginning more formal group work.  Can access 1:1 and beginning to share attention for paired work with adults.

Pathway 4: TEACCH. Highly structured environment to support children's learning.  High staff ratio. Workstations, Tray tasks, communication groups, individual timetables, PECS/ Communication book teaching. Sensory Circuits, FMS and GMS

Interventions: 1:1 work. Small group work. HLTA modelling strategies.  Highly structured environment with low arousal adapted for individuals' needs.