Positive learning experiences

• Happiness, play, fun and having a good time- what does that student enjoy doing, how can we ensure students are having a good time here?

• Sensory / self-regulation is encouraged and actively taught multiple times throughout each day- and should be individualised and can  look different for each student, e.g. using playground equipment outside or movement versus low stimulation

Pathway 1 follow and informal Curriculum that is regularly reviewed and refined and creates a framework for stimulating and engaging lessons which offer a breadth of experience and support the development of key knowledge, skills and communication.

• Termly overall theme

• Linked sensory story

• Key language, vocabulary and concepts are embedded within

• Arts offer a rich variety of engagement and experiences and rive many lessons

• Life skills are embedded within daily sessions and PHSE is taught as discrete topics at a relevant level

• Communication is embedded in all lessons, activities and experiences

• Inclusion and diversity are stimulated by termly celebration days linked to the topic, as well as wider festival celebrations and experiences such as Eid, Black History Month, Diwali,  Christmas and curriculum linked arts performances

• All students work on a progression of community inclusion activities across their school years, not just within our local area, but we work closely with partner organisations to give our students opportunities to access stimulating experiences within the wider south Birmingham community:

• Rush Stirchley (Trampoline Park)

• Mencap (biking at Canon Hill Park)

• Touchbase Pears Selly oak (Music and Arts sessions)

• The MAC (cafés)

• Cocks Moors leisure Centre (swimming)

In addition, The Curriculum is deliberately used as a vehicle to stimulate direct teaching of EHCP targets in all lessons, and staff break down each long term target into much smaller more achievable termly steps and monitor progress towards these, reviewing and adapting at the end of each term.

Preparing for Adulthood

We aspire for students in Pathway 1 to access destinations that provide meaningful stimulation, communication, behavioural support, and care needs. Pathway 1 students will mostly access destinations with staff trained in supporting adults with learning disabilities who can display behaviour of challenge and have trained staff in supporting medical needs.

Therefore, students in pathway one will mainly access an adult social care-funded route after leaving Fox Hollies. A small number of students with long-term complex health needs and severe learning disabilities will access a continuing health care-funded route (CHC). This will help them gain access to a provision that can care for their medical needs and learning disabilities.

Careers/destinations:

• Care/day centre provision 2-5 days a week all year round, Long-term provision (adult social care funded)

• Residential care that provides care support needs and educational/recreational activities within one service (adult social care funded)

• Specialist education provision 2-5 days a week term time, funded for 1-3 years (funded through SENAR)

• No destination requested 

Where students live:

• Residential care setting (adult social care funded)

• Live at home and receive additional support with allocated care hours (adult social care funded)

• Live at home and accesses respite for a set amount of days per year

• Live at home with all care needs met by family and receive no additional support