Learning pathways – provision map
All students will have access to personal communication strategies that will enable them to further develop their communication, with a range of people, ensuring they can express their needs and requirements and ability to respond appropriately. They will need strategies found within the Total Communication range of tools. Students are encouraged to direct others within their surroundings, using the most appropriate strategy for their particular needs. Their behaviour plan will reinforce positive communication, by helping students to understand their own frustrations that can lead to communication through behaviour.
Therapeutic and sensory
Students are likely to need a sensory classroom environment that supports their needs. Some will need individual behaviour plans developed by specialist Psychology teams. All students will be supported by a positive behaviour strategy throughout the class and college. Speech and Language Therapists support tutors and other therapists, to develop appropriate resources. Other therapeutic needs such as Occupational therapy, Physiotherapy, Complementary therapies and Music therapy, will be available for specific needs. Following assessment, programs are devised and monitored jointly by specialist therapy and education teams. This aspect of the curriculum is developed as a class ethos that creates a quiet, functional, independent but supportive environment. Access to offsite and outdoor activities is integral to this sensory experience.
Functional and independent
Students will have access to arrange of functional activities and learning, which will support their core skill development and independence. Literacy and numeracy, as well as IT skills will be developed within the context of functionality, in order to improve independence in the community and life skills. Work related learning and employability form a major part of the timetable in order to develop these different skills. Travel training and opportunities to experience different leisure activities are also important in improving the student’s ability to interact with a range of environments.
A range of activities will support the students to develop their personalised target and objectives and support the development of the 3 inner elements, (Communication, Sensory/Therapy and Functional Independence). For this group, the activities are commonly practical and encourage transfer of skills from one enrichment activity to the other. Work experience placements are used to develop functional skills and vocational experiences such as, catering, forest schools and horticulture. These allow the students to broaden their skills base. A range of leisure experiences are delivered to promote the students ability to cope with new activities and situations; access to various localities and communities encouraging social interaction in context.
Community awareness and adaptability plays a pivotal role in student development, as many are going to be living in a different community to the Nash locality. Getting to know new routines, the journeys they make, the people they meet and the way they interact is vitally important. Interaction with a range of community groups helps to highlight positive aspects of equality and diversity within all communities. External accreditation and awarding bodies, such as ASDAN and National Autistic Society (NAS), help to reinforce quality learning within the setting and challenge all stakeholders to improve and develop. The Nash Transition team helps support transition in and out of College through the destinations and outcomes defined in the EHCP.