Pathway S

Some students have complex learning needs which mean they meet learning milestones more slowly than their peers. They may need substantial opportunities for over-learning, repetition, practical learning and direct teaching of foundational skills.

For these students, spending large amounts of time in lessons where the curriculum is too far beyond their current stage can prevent meaningful progress. They may appear to make little or no progress when assessed against typical mainstream objectives, not because they are not learning, but because they need smaller, more precise steps to show what they know, understand and can do.

Pathway S allows us to:

• teach students at the correct level;
• close significant gaps in learning;
• provide repeated practice and over-learning;
• build confidence and independence;
• assess progress through smaller, more meaningful steps;
• prepare students for suitable qualifications and life beyond school.

Pathway S is for students whose primary area of need is Cognition and Learning and who are working significantly below age-related expectations.

Students considered for Pathway S are typically working around four or more years below age-related expectations, often within Pre-Key Stage Standards 1–5 or equivalent foundation levels.

Placement on Pathway S is based on a range of evidence, which may include:

• Key Stage 2 outcomes;
• reading age information, usually below approximately 7 years;
• CATs or other cognitive assessment indicators;
• Lucid or literacy assessment results;
• teacher assessment;
• SENCO review;
• evidence from external professionals, where available.

Students are not placed on Pathway S because of behaviour, non-engagement or SEMH needs alone. The pathway is specifically for students with significant cognition and learning needs who require a more adapted curriculum in order to make progress.

Pathway S provides a fully adapted Key Stage 3 curriculum in:

• English;
• Maths;
• Science;
• Life Skills;
• Personal, Social and Health Education;
• communication and independence skills.

Learning is practical, structured and carefully sequenced. Students are taught through small steps, clear routines, modelling, visual support, repetition and opportunities to practise skills in different contexts.

Progress is assessed through “I can” statements on Dynamic Progress Reporting. These statements allow staff, students and families to see small but important steps of progress over time.

Pathway S is delivered by specialist staff, including SEND specialist or primary-trained teachers, supported by experienced HLTAs and teaching assistants.

Pathway S homework is designed to support independence, confidence and real-life skill development. Students may access a homework menu which allows them to practise skills in meaningful ways outside the classroom.

Homework activities may include:

• reading practice;
• vocabulary tasks;
• number and money activities;
• cooking or food preparation;
• organisation and self-care tasks;
• communication activities;
• life skills challenges;
• creative projects;
• preparation for adulthood tasks.

The aim is not simply to complete written work, but to help students practise the skills they need for everyday life, future learning and independence.

Click here to visit the Pathway S Homework Menu

Pathway S is divided into developmental stages. These stages help staff identify each student’s current level, plan next steps and show progress in a more accurate and meaningful way.

Stage S1 and S2: Emerging Foundation

Broadly equivalent to:
Pre-Key Stage Standards 1–2 / below Entry Level 1

Students at this stage are beginning to develop awareness of language, number, print, communication and daily routines. Learning is highly practical and multi-sensory, using objects, pictures, symbols and adult modelling.

In English, students may be developing early communication, responding to simple spoken language, following single-step instructions, using single words or short phrases, engaging with stories and beginning to form letters or simple words.

In Maths, students may be learning to count small quantities, recognise numbers, sort objects, match shapes, use positional language and complete simple patterns.

Stage S3 and S4: Developing Foundation

Broadly equivalent to:
Pre-Key Stage Standards 3–4 / Entry Level 1 to early Entry Level 2

• Students at this stage are developing early functional skills in reading, writing, speaking, listening and maths. They are beginning to apply skills with some independence, although they continue to need structure, repetition and support.
• In English, students may follow two-step instructions, speak in sentences about familiar topics, write basic sentences, spell simple regular words, sequence events and read short texts with support.
• In Maths, students may count, read, write and order numbers to 100, use practical methods for addition and subtraction, recognise simple fractions, use coins, tell the time to the hour or half hour and interpret simple charts.

Stage S5 and S6: Strengthening Foundation

Broadly equivalent to:
Pre-Key Stage Standards 5–6 / Entry Level 2 to Entry Level 3

• Students at this stage are becoming more confident and independent in foundational literacy and numeracy. They begin to develop reasoning, comparison, explanation, planning and editing skills.
• In English, students may write short paragraphs, use capital letters and full stops, spell high-frequency words, retrieve information from texts, begin to summarise or infer meaning and organise ideas into a clear sequence.
• In Maths, students may work with place value up to 1000, use the four operations in practical contexts, recognise fractions and decimals, measure using tools, use money and interpret charts or simple data.

Pathway S at Key Stage 4

At Key Stage 4, Pathway S prepares students for a tailored programme of qualifications that reflects their learning level, strengths and future aspirations.

This may include:

• Entry Level English;
• Entry Level Maths;
• Entry Level Science;
• Art GCSE or Entry Level Art, where appropriate;
• Food and Nutrition or vocational food-based qualification;
• ASDAN or preparation for adulthood qualification;
• vocational or functional IT, where available.
• The aim is for students to leave school with recognised achievements, improved independence and the confidence to move successfully into post-16 education or training.