Daffodil Pathway

Pathway Overview

The Daffodil Pathway is aimed at our pupils whom are at an early level of development and therefore their curriculum will have a strong focus on the three core areas; Physical Development, Communication and Social, Emotional Well-being. These learners may rely on facial expressions, vocal sounds, body language and exhibit a range of behaviours to communicate. Some may use a small range of formal communication; others may not have reached the stage of using intentional communication and communication may only be functional. Pupils on the Daffodil pathway require a higher level of adult support, both for their learning needs and their personal care, and are likely to need frequent sensory stimulation.

 

Pathway Intent 

To provide the right teaching and learning environment to ensure progress.

 To access a broad and balanced curriculum that enables them to develop a sense of security in the school environment, which is comprehensible and meaningful to them

To establish positive relationships with familiar adults

To explore the world around them using their sensory and physical capabilities to the full

To establish ways through which they can begin to communicate effectively with others.

To discover activities that interest them and give them pleasure.

To follow familiar routines and structures

 

Pathway Implementation

Communication: Some pupils on the Daffodil pathway communicate by gesture, eye-pointing, and simple language which may include echolalia. They will be supported by our Speech & Language Therapy Team and may be at the early stages of using an alternative/augmentative communication system, such as PECS or Grid 3 player. The use of Makaton sign and/or symbols will play an important part in supporting communication for these pupils.

Timetable and Curriculum: The timetable for pupils on the Daffodil pathway is devised to reflect the EYFS style of learning and is structured in a way to support their additional learning needs, e.g. some pupils may be rigid in terms of what they are willing to explore and may need structural supports to engage in a wider range of activities.   The curriculum for pupils on the Daffodil pathway will priorities the teaching of attention, early communication and social interaction skills. Often pupils will have individualised visual supports such as personalised timetable or a use of ‘now and next’ boards to support them in accessing learning and transitioning between activities. Assessment will primarily come from observations.  The importance of functional skills to help promote independence will be evident e.g. developing independent eating and dressing.

Teaching and Learning: Teaching sessions will be broken down into very small steps and rely heavily on repetition to reinforce and consolidate learning. Structured teaching sessions will be short and balanced with both child initiated and adult directed play which provides opportunities to embed previous learning and explore new learning.  The teaching approach and learning topics within classes will reflect the age of the pupils to ensure age-appropriate topics are covered. Teaching will be highly visual, practical and multi-sensory to promote motivation and engagement from pupils. The use of rhymes/songs and sensory stories will support learning across all curriculum learning areas. Pupil’s interests will be used as a vehicle to engage and motivate. The principles of TEACCH will be used to ensure work tasks have a clear start and finish and the use of work stations may be evident to minimise distractions.

Environment: The classroom environment will provide opportunities for exploration and structured- play whilst encouraging curiosity.  Pupils on the Daffodil pathway will have access to a physical curriculum that involves regular movement breaks and sensory circuits where appropriate. Access to both indoor and outdoor learning environments will help to maintain children’s motivation, to help develop a greater sense of the child’s progression and to give them opportunities to generalise skills and understanding in a range of context. The environment for pupils on the Daffodil pathway will have a high level of visual support e.g. all learning areas will be labelled.  

Staff: Staff Teams supporting our pupils on the Daffodil pathway will be confident in using a wide range of approaches, therapies and interventions such as Intensive Interaction, PECS, Attention Autism (bucket time), Rebound Therapy, Sensory Stories, Sherborne. These interventions will be woven into the day-to-day teaching and learning to ensure a personalised, relevant and highly engaging learning experience is provided for all pupils on the Daffodil pathway.

 

Pathway Impact 

To develop a level of independence in their personal care.

To be able to communicate basic wants and needs in their preferred form of communication (functional communication)

To be happy and enjoy school

To establish positive interactive relationships with others, to proactively explore the world around them.

To develop some internal coping mechanisms when faced with change

To successfully transition through the learning phases at Colnbrook school and onto an appropriate secondary provision

To achieve their Personal Learning Goals

To consolidate learning and make progress within all 6 areas of the Learning Guides

To achieve their end of Key Stage outcomes from their EHCP