Foundation Strand – (Engagement, resilience, anticipation and response​)

The Foundation Strand is designed for students who are operating at a pre-educational or pre-formal stage of development and are at the earliest points of their learning journeys. ​

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Learners within this strand may have profound and multiple learning difficulties (PMLD) or complex needs that require a highly individualised approach.​

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Many students experience significant cognitive delay alongside physical and/or medical fragility, requiring high levels of adult support to access learning, care and the environment. Communication is highly individualised and may include early vocalisations, body movements, facial expressions, eye gaze, gesture, or the use of sensory and assistive communication approaches.​

Engagement in learning is rooted in pupils’ current interests, sensory preferences and emotional states. Attention is often fleeting, and learning occurs in short, meaningful moments rather than sustained activities. Progress is supported through responsive, child-led interactions, repetition, and carefully structured routines that build familiarity, trust and emotional security.​

Learning experiences focus on developing early communication, interaction, sensory exploration, physical engagement and awareness of self and others. Students access learning holistically, primarily through play, sensory experiences and real-life interactions, with an emphasis on wellbeing, regulation, and enjoyment. Achievement is recognised through small steps of progress, increased engagement, tolerance, anticipation and response, rather than traditional academic outcomes.​

Experience Strand – (Choice, Voice and Self-awareness; Quality of life& Wellbeing​)

The Experience Strand is designed for pupils whose learning priorities centre on experiences, opportunities, quality of life, and wellbeing.​

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Learners within this strand may have profound and multiple learning difficulties(PMLD) or complex needs that require a highly individualised approach.​

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Their progress is best measured through their responses, participation, and enjoyment within meaningful experiences rather than through traditional academic measures​

Access to learning for these students is guided through a sensory focus and may be incidental through experience. These students face challenges with engagement due to their complex sensory needs and mobility. Experiences need to be individually designed and delivered to these students considering their sensory profile. An integrated approach to therapy is a must.​

These students require one on one support with a familiar adult. Motivating activities should be available but access will be facilitated by classroom staff. These students should be exposed to some group experiences however, these should be explorative and sensory in nature. ​

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Their access to the curriculum is through a holistic, multi - sensory, and wellbeing-centred approach. Which enables every student to experience connection, joy and purpose in their learning. These students should not be accessing subject specific learning.​

Explore Strand - (Regulation, Communication, Participation​)

Explore strand is designed for pupils whose learning priorities centre on awareness, sensory experiences, and early communication within the pre-formal stage of learning.​

Learners within this strand may profound and multiple learning difficulties (PMLD) or very early developmental levels or pupils whose primary needs relate to Autism Spectrum Condition.​

These students are developing early communication, engagement and regulation skills that form the foundation for all future learning. ​

These students experience challenges with extended engagement and can only access short bursts of focused activity (up to 5 minutes). These students learn best one on one with a familiar adult however there may be highly motivating activities that they access alongside one other peer. These students do not engage at their best in a group setting however some interventions can be run for them altogether, with the appropriate supports. Their access to the curriculum is through a multi-sensory, holistic and therapeutic approach, rooted in the principles of engagement and developmental progression rather than subject-based learning​

Engage Strand - (Early independence, responsible choices, collaboration and regulation.​)

Engage Strand is designed for pupils working across pre-formal and semi-formal stages of learning. ​

Learners in this strand are developing their functional communication, independence, and problem-solving skills, while beginning to apply learning in real-life contexts. ​

Students are increasingly able to make choices, express preferences, and participate actively in some structured learning and community experiences.  These students may experience challenges with extended engagement and rely on class staff to support their continued participation. ​

Students within this strand are continuing to develop their expressive language skills to provide them with the best access to learning. These students are beginning to present with some self-motivation even on less motivating activities.​

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These students can access learning one on one, in groups and as a whole class. Where possible tangible resources and active learning should be the vehicle in which the content is delivered.​

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Their access to the curriculum is through practical life skills, communication, and social interaction, preparing them for adulthood and engagement in the wider world. ​

Enquire Strand - (Autonomy, relationships, life skills and aspirations​)

Enquire Strand is designed for students working across semi-formal and formal stages of learning,​

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Learners in this strand are increasingly able to engage with subject-based learning, form and sustain friendships, and begin to understand the expectations of adult life, including qualifications, work-related learning, and community participation

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Students are expected to demonstrate increasing autonomy in decision making, self-advocacy and problem solving.

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These students can access learning independently for sustained periods of time with appropriate class staff support.

​These students benefit from structured learning environments, clear routines and expectations. Within this strand students may present with social and emotional needs which may impact their learning.​

These students can access learning one on one, in groups and as a whole class. Where possible tangible resources and active learning should be the vehicle in which the content is delivered.​

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Their access to the curriculum is through a broad, balanced, and aspirational curriculum that enables pupils to achieve meaningful academic, social, and vocational outcomes, supporting their transition into adult life.​

Post- 16 – (Independence, Careers, Community, Good Health​)

Our Post-16 provision supports learners with a wide range of complex needs, including profound and multiple learning difficulties (PMLD), Autism Spectrum Condition, and associated communication, sensory and developmental needs. ​

The curriculum is structured across four interconnected strands — Explore, Experience, Engage and Enquire — ensuring that every learner accesses a personalised pathway matched to their stage of development.​

Learners throughout all the post 16 pathway have a focus on their Preparation For Adulthood and personal development.​

Learners working at the earliest developmental levels follow a pre-formal curriculum centred on sensory awareness, regulation and early communication. Progress is measured through engagement, responsiveness, participation and wellbeing within meaningful experiences.​

Learners who access a semi-formal pathways focus on functional communication, independence, choice-making and the application of learning in real-life contexts. Increasingly, learners participate in structured activities, community experiences and problem-solving tasks that prepare them for adulthood.​

Learners working within the formal stages engage in subject-based learning alongside preparation for adult life, including accredited qualifications, work-related learning and community participation. Across all pathways, we prioritise autonomy, self-advocacy, social relationships and quality of life.​