At Warren Wood, we follow four distinct pathways to ensure that every pupil’s needs are met. These pathways—Pre-Formal, Informal, Semi-Formal, and Formal—are designed to offer the most appropriate level of challenge and support for each individual pupil based on their cognitive, communication and developmental needs. The pathways allow for flexibility and a personalised approach to learning, providing opportunities for pupils to progress at their own pace while building on essential skills.

1. Pre-Formal Pathway:

• Is for pupils with the most complex needs, focusing on developing basic awareness of their environment, sensory experiences, and communication.
• Learning at this stage is highly personalised, sensory-based, and holistic.

2. Informal Pathway:

• Is for pupils beginning to develop more structured learning skills, with a focus on early communication, basic numeracy and literacy, and social development.
• Learning is largely experiential and practical, encouraging exploration and interaction with the world around them.

3. Semi-Formal Pathway:

• Is for pupils who are ready to engage with more structured learning activities while maintaining a focus on life skills and functional learning.
• The curriculum is more formalised however, it remains flexible, allowing for practical experiences and the development of personal independence.

4. Formal Pathway:

• Is for pupils working at a level where they can access the National Curriculum, with a focus on academic achievement, employability skills, and preparation for adulthood.
• Pupils following this pathway are supported to achieve their full academic potential and develop skills needed for independent living and future employment.

Curriculum Drivers

Our four curriculum drivers focus on key areas of development through a holistic approach:

Communication:

Developing communication through speech, signing (Makaton/BSL), and augmentative communication tools.

Examples include:

• Introducing Makaton signs for basic requests like "more" or "finished."
• Using communication boards or devices like Proloquo2Go to help non-verbal pupils express their needs.
• Practising turn-taking in conversations through structured activities like circle time.

Independence:

Developing life skills such as personal care, mobility, time management and self-advocacy. Teaching pupils their rights and responsibilities and how to stay safe in their communities.

Examples include:

• Role-playing scenarios to practise crossing roads safely.
• Discussing "safe" and "unsafe" behaviours when interacting with strangers.
• Introducing basic first-aid skills, like recognising when to ask for help in emergencies.

• Teaching pupils how to dress themselves, starting with simple tasks like putting on socks.
• Practising safe mobility by navigating the school corridors using visual cues.
• Using visual timetables to help pupils understand daily routines and manage transitions.
• Encouraging pupils to express preferences or choices during activities.

Emotional Regulation:

Supporting emotional well-being, social interaction, and self-regulation through initiatives like Positive Behaviour Support (PBS) and Emotional Literacy Support Assistance (ELSA). For example, PBS strategies help pupils manage challenging behaviours through positive reinforcement, while ELSA sessions provide targeted emotional support for issues like anxiety or low self-esteem.

Examples include:

• Promoting positive mental and physical health, resilience, and overall well-being through tailored physical education, sensory integration, and mindfulness activities.
• Structured PE sessions focusing on motor skills development, such as throwing, catching, and balancing.
• Relaxation techniques such as yoga to promote calmness and focus.
• Regular sensory breaks, like using weighted blankets or tactile toys, to improve concentration.
• Teaching self-care routines, including handwashing and brushing teeth, as well as introducing healthy eating habits through cooking activities.

Preparation for Life

Teaching pupils the skills necessary for modern life, including internet safety and digital communication. Encouraging pupils to participate in community and social activities, fostering civic responsibility and demonstrating British Values.

Examples include:

• Learning to use tablets for educational games or simple communication tasks.
• Introducing online safety rules, such as not sharing personal information.
• Creating digital art using apps designed for accessibility.

• Participating in charity events like sponsored walks or bake sales.
• Visiting local parks or libraries to develop an understanding of shared community spaces.
• Learning about cultural celebrations, such as Diwali or Christmas, to promote inclusivity and respect.

Our curriculum is tailored to meet the diverse needs of our pupils, particularly in the four key areas of need. Each pupils’ curriculum is personalised to ensure they can succeed academically and practically in aspects of everyday life.

1. Cognition and Learning:

• Our curriculum is adaptable, allowing pupils to progress at different rates and access the appropriate level of challenge.
• Life skills and functional learning are key components, ensuring that pupils develop the necessary skills for independent living alongside academic progress.

2. Communication and Interaction:

• We offer a range of communication tools such as visual timetables, symbols, iPads with communication apps (e.g., Proloquo2Go), and social stories.
• For pupils who use signing, we integrate Makaton or British Sign Language (BSL) into daily routines to ensure effective communication.
• Speech and Language therapy is individualised to address pupils’ specific needs and ensure their communication skills develop over time.

3. Sensory and Physical Needs:

• Sensory-friendly classrooms, sensory diets and calming spaces are available for pupils with sensory sensitivities.
• We work with physiotherapists and occupational therapists to support physical development, enhancing motor skills, coordination and confidence.

4. Social, Emotional, and Mental Health:

• Tailored interventions are provided for pupils with social, emotional and mental health needs, including individual therapy and group activities.
• For pupils on the autism spectrum, we use strategies based on National Autistic Society (NAS) guidelines and other evidence-based practices.

Transitions to Secondary Education

As pupils approach the later stages of their primary education, the curriculum focuses on preparing them for the transition to secondary school through:

• Preparation for Secondary Learning Environments: Opportunities to visit local secondary schools, meet staff and participate in transition days to familiarise themselves with new routines and settings.
• Social and Emotional Readiness: Developing confidence, resilience and self-regulation to help pupils navigate the social and emotional challenges of secondary school.

Life Skills: Emphasising independence in managing personal belongings, navigating school environments and adhering to new structures and routines

Every pupil’s progress is tracked to ensure their learning needs are effectively met. We use SOLAR to record our assessments. This personalised, digital assessment tool enables us to track each pupils’ individual progress across all areas of development, from communication and cognition to social, emotional, and physical growth. SOLAR provides real-time data, allowing us to adapt teaching strategies and support to the evolving needs of all pupils.

Through SOLAR, we can:

• Monitor and assess pupils’ progress in a continuous, holistic way, identifying strengths and areas for development.
• Personalise learning targets for each pupil, ensuring that the curriculum remains flexible and responsive to individual needs.
• Collaborate with staff, families, and external agencies to ensure a consistent, unified approach to supporting pupils’ growth and development.

SOLAR helps us maintain an evidence-based, data-driven approach to curriculum planning and assessment, ensuring that every pupil’s educational journey is appropriately supported and celebrated. In addition to this, SOLAR allows leaders to measure the impact of the taught curriculum for all pupils.

For Families

We work closely with families to:

• Share progress in meaningful ways
• Support communication between home and school
• Build a shared understanding of each child’s unique strengths and needs

We want families to feel part of the learning journey – every achievement, big or small, matters.