We have pupils with a wide range of learning, communication and social interaction needs. In order to meet these needs our school is structured into 3 Learning Pathways that enable our curriculum to meet each pupil’s need. We do this so we:
- Provide a curriculum that is personalised to meet all pupils’ needs.
- Ensure all pupils’ individual learning, communication and social interaction needs are being met.
- Ensure all pupils are given opportunities to develop ‘Skills for Life and Independence’.
- Provide a curriculum that includes therapy intervention where appropriate.
- Ensure there is excellent, appropriate progression for all pupils, whatever their starting point.
- Challenge the most able.
- Are able to track individual academic progress and attainment.
- Are able to track individual personal progress.
- Allow for continual assessment of pupils, which may mean they move between Pathways in order to meet individual needs.
- Prepare pupils exceptionally well for each stage of their education and equip them for further education, training or employment after Oakley School.
|Learning Pathway 1
||Learning Pathway 2
||Learning Pathway 3
Pupils who have significant or profound learning, communication and sensory needs who benefit from working in a highly structured environment which helps them to consolidate and generalise learning. Pupils may also need augmentative communication strategies, resources, specialist equipment and/or technology.
Pupils who have severe learning needs and or sensory and/or communication needs may need adult support to work with others and organise themselves for a task. Pupils may also need augmentative communication strategies, resources, specialist equipment and/or technology.
|Pupils with severe to moderate learning difficulties, including communication, social interactions and sensory difficulties who can work independently when the work is personalised and they have the appropriate resources to complete a task, such as specialist equipment and/or technology.
We use a wide range of teaching methods including visual strategies, active teaching methods and learning through experience – because we know they work well. Some children also benefit from teachers’ and learning support assistants’ use of individualised strategies, for example: PECs, TEACCH and Makaton. We take into account pupils’ individual needs in the way we present teaching and learning activities, and celebrate individual achievement and attainment. We believe every child is important and we provide fun and enjoyment in many extra-curricular activities. We aim to make the children feel safe and secure at school and we aim to improve their future economic well being by ensuring their participation in school life.