Park Campus Pathways

Sherwood Park Campus Offering

Campus for learners aged 3-19 years with complex support needs, particularly in relation to their learning difficulties, physical disability, complex access needs and health needs.

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.

Sherwood Park Campus has 4 non-linear pathways for pupils. Pupils may move between the pathways within their school journey or may remain in the same pathway throughout their time at our school.

Maple Pathway	Holly Pathway

Learners on the Maple Pathway often have complex physical and medical needs. They are limited in their interactions with others and the environment by their difficulties with attention and engagement, as well as by their physical and sensory impairments. They need high levels of support to access learning and constant repetition of skills to embed learning.	Learners on the Holly Pathway learn through sensory-motor exploration, intensive interaction and repetition. Their regulation and social differences mean they require high levels of support to work alongside others and build on previously learnt skills. Many learners may have significant physical / sensory impairments and medical needs.

Chestnut Pathway	Pine Pathway

Learners on Chestnut Pathway are generally able to cope with whole class learning but require high levels of small group and paired work to ensure their individualised learning needs can be best met. They are generally motivated to interact with others and can form friendship groups, although many need the support of an adult to scaffold social interactions effectively.	Learners on the Pine Pathway have complex access needs due to their significant physical disabilities and associated medical needs. This means that they are unable to demonstrate their cognitive abilities without significant environmental access and highly individualised and specialised communication and physical support. Social and play skills are reliant on the expertise of attuned communication partners.