Achievement Pathway

Our semi-formal learners have a range of severe and complex needs; many have physical difficulties linked to a combination of other severe difficulties such as cognitive processing needs, multi-sensory impairments, autistic spectrum condition or complex health needs. Learners are at the semi-formal stage, cognitively operating between within the typically developing age range of 18 months to 7 years for most of their time in school, though some will progress into more formal learning (Celebration pathway) with support.

The Achievement pathway is delivered via themed learning. Heuristic teaching styles encourage learners to develop skills and embed knowledge through direct experiences.

Please see the document below to find out more about how we support our learners on the Achievement pathway at New Siblands. 

Achievement Curriculum Pathway Booklet

 Belonging Pathway 

 Learners on this pathway have a range of profound and complex needs. All have physical difficulties linked to a combination of other profound difficulties such as cognitive processing needs, sensory impairments and complex medical needs. These learners will rely on facial expressions, vocal sounds, body language and exhibit a range of behaviours to communicate.

The Belonging pathway focusses on the early communication, physical, social and emotional and cognitive skills that are the foundation of learning. It places high importance on sensory stimulation for a child’s development and the need for sensory and multi-sensory approaches to learning (utilising visual, auditory, olfactory, tactile and kinaesthetic activities). It supports the learner’s development by employing appropriate approaches that take account of their emotional well-being and levels of engagement.

The Belonging pathway is delivered via themed learning; a range of therapeutic interventions; and sensory stimulation.

Belonging Curriculum Pathway Booklet

 Celebration Pathway 

 Learners on the Celebration pathway have a range of severe learning disabilities and complex needs. They have achieved early learning goals and the age related expectations for typically developing pupils at the end of KS1, and have developed the pre-requisite skills to begin more subject specific learning at the early levels of the National Curriculum. However, they are likely to have ‘spikey profiles’ so, whilst they are ready for some more formal learning in the ‘Cognition & Learning’ area of the curriculum, they may not have achieved parity of development in other areas.

The Celebration pathway aims to equip learners to apply and generalise skills and concepts related to subject specific learning.

Celebration Curriculum Pathway Booklet