Campus Pathways

Sherwood Manor Campus Cohort	Sherwood Foundation School - Sherwood Manor Campus is a specialist school primarily for Autistic learners aged 11 - 19 years who have moderate to severe barriers to learning. Most of our pupils can access a highly adapted formal learning environment with high levels of adult support. Some of our learners struggle to deal with the demands of an adult led learning environment so may need a highly individualised learning offer to meet their academic potential.
About Sherwood Pathways	We have specific pathways for learning on each campus which enables us to group learners with peers who have similar strengths and needs to them creating a feeling of belonging and opportunities for developing social partners and friendships; and to ensure that all learners have equal opportunities to access and thrive within the curriculum offered, with learning tailored to their needs with appropriate stretch and challenge. Most of these pathways are tracked through the school, with classes in the lower, middle and upper school. However, one pathway on each campus identifies learners who have significant barriers to learning which prevent their ability to access learning in full on the other pathways. Learners on these pathways are placed in classes on pathways appropriate to their academic ability/ learning style, however they require additional highly specialist accommodations, adaptations and approaches to support their access to learning in class. This additional support pathway on the Sherwood Park Campus is the Pine Pathway (see details below) although there may be a Pine Pathway class in the upper school at times where the cohort allows. Some learners remain in the same pathway throughout their school journey, whilst other learners move between pathways based on their progress and/ or changing needs.
Pathway Name	Ash	Hawthorn	Rowan (additional support pathway)
Summary	Learners on the Ash Pathway generally cope with learning as a class group but they require high levels of adult support to regulate, engage in learning and interact with their peers as part of a social group. With this support they are able to generalise skills across learning contexts.	Learners on the Hawthorn Pathway can access a broad and increasingly complex curriculum with adult scaffolding and predictable routines. They are developing independence, regulation, and adaptive communication, and benefit from structured support to engage socially, generalise skills, and navigate learning across contexts.	Learners on the Rowan Pathway have significant difficulties coping with stress affecting their ability to feel safe within social and academic situations. They manage their stress by avoiding adult directed activities and using their communication and language skills to structure and control their environment and social interactions with adults and peers. This means they often struggle to learn in conventional ways.