Pupils: (Features of Pathway Learners)

• Communication: Predominantly exhibit verbal communication skills.
• Sensory Requirements: May exhibit some sensory needs that require interventions or reasonable adjustments.
• Cognitive abilities: Developing as independent learners.  Generally able to access significant parts of the National curriculum.
• Social Interactions: Emerging social interaction skills and ability to work collaboratively, with guidance and support as required.
• Managing Transitions:  Pupils generally transition independently. They may need some support to manage significant change.
• Independence and Health needs: Pupils are learning to keep themselves safe and working towards managing own risk, transitions and health needs effectively.

Provision: 

The Investigate Pathway is designed for high-functioning pupils with ASC who are pursuing a mainly academic curriculum, based on the National Curriculum, whilst also learning key life skills to support their transition into adulthood.

Classrooms in the Investigate Pathway follow a relatively traditional model, tailored to meet the universal needs of pupils. Some zoning may be evident, such as designated book areas, quiet spaces, and TEACCH-style arrangements. Pupils may use sensory equipment, like wobble cushions, as needed, to help them focus and stay comfortable.

Pupils are likely to access more subject specialist teachers and will transition between different classrooms and spaces. This exposure helps them adapt to various learning environments and teaching styles. The curriculum emphasises the modelling, scaffolding, and recall of key knowledge and skills over time, ensuring a solid academic foundation.

The use of visual reminders, timetables, and tools like traffic lights or zones of regulation is integral to the Investigate Pathway. These aids help pupils understand and manage their schedules and emotions, promoting independence and self-regulation.

Support for social interactions is carefully planned and structured to help pupils progress against their Communication and Interaction (C&I) targets within their Education, Health, and Care Plans (EHCPs). This structured support is crucial for developing social skills and building confidence in social settings.

Sensory breaks are individualised, allowing pupils to develop personal strategies for managing sensory input. As pupils grow more independent, the need for Teaching Assistant (TA) support decreases, although individual pupils may still access 1:1 support through referral to mentoring or counselling as needed. 

The pathway emphasizes the development of independence. Pupils are encouraged to write in books and use IT such as laptops and other equipment, which is provided to facilitate learning and independence. 

Overall, the Investigate Pathway aims to balance academic rigor with the development of life skills, preparing pupils for successful transitions into adulthood while supporting their unique needs.

Curriculum

Aspirational Aim 

Pupils will have developed effective communication and engagement strategies and skills. They will be able to communicate their needs, feelings and make appropriate choices to engage and interact socially with peers. Pupils will be engaged and present within the community.